HEALTHRELATED PHYSICAL EDUCATION

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HEALTH-RELATED PHYSICAL EDUCATION

• BY
• Lynn Housner
• West Virginia University

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PHYSICAL ACTIVITY AND HEALTH

• Fact Sheets

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LONG-TERM CONSEQUENCES OF PHYSICAL INACTIVTIY

• Physical inactivity poor diet account for at
  least 300,000 (in 1990) preventable deaths.
• Only tobacco use accounts for more preventable
  deaths (400,000)
• Physical inactivity increases the risk of dying
  prematurely from heart disease, diabetes, colon
  cancer, and the effects of high blood pressure
  (I.e.,stroke).

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Actual Causes of Death in the United States, 1990
Source McGinnis JM, Foege WH. JAMA
19932702207-12.
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THE NEED FOR HEALTH-RELATED PHYSICAL EDUCATION

• The percentage of overweight children has more
  than doubled in the past 30 years.
• 5 million children are seriously overweight
• Most obese children become obese adults and are
  at increased risk of heart disease, high blood
  pressure, stroke, diabetes, and cancer

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Obesity Trends Among U.S. AdultsBRFSS, 1997
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1998
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 1999
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 2000
(BMI 30, or 30 lbs overweight for 5 4 woman)
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Obesity Trends Among U.S. AdultsBRFSS, 2001
(BMI 30, or 30 lbs overweight for 5 4 woman)
No Data 2024 25
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Obesity Trends Among U.S. AdultsBRFSS, 2002
(BMI 30, or 30 lbs overweight for 5 4 woman)
(BMI ?30, or 30 lbs overweight for 54 person)
No Data 2024 25
Source Behavioral Risk Factor Surveillance
System, CDC
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Percentage of Ages 12-17, Overweight, by Sex
Females
4.5
Males
4.6
95th percentile for BMI by age and sex based
on NHANES I reference data Source Troiano RP,
Flegal KM. Pediatrics 1998101497-504
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Percentage of Ages 6-11, Overweight, by Sex
Males
4.3
Females
3.9
95th percentile for BMI by age and sex based
on NHANES I reference data Source Troiano RP,
Flegal KM. Pediatrics 1998101497-504
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Overweight () Age 6 to 11,, by Race and Sex
Black males White males
95th percentile for BMI by age and sex based
on NHANES I reference data Source Troiano RP,
Flegal KM. Pediatrics 1998101497-504
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Economic Costs of Obesity to U.S. Businesses in
1994
12.7 billion

• Total costs

Health insurance expenditures 7.7 billion
Paid sick leave 2.4 billion Life insurance
1.8 billion Disability insurance 800
million Approximately 5 of total medical care
costs
Source Thompson D et al. Am J Health Promotion
199813(2)120-7
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Increases in Costs in by Obese and Severely Obese
Patients
Note Obese BMI 30-34.9 severely obese
BMI35 increases in costs are relative to costs
for individuals with BMI 20-24.9 Source
Quesenberry CP et al. Arch Intern Med
1998158466-72
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Economic Costs Associated with Obesity in a
Workplace
OverweightBMI27.8 for men, 27.3 for women n
3,066 former bank employees Source Burton WN et
al. J Occup Environ Med 199840786-92
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HEALTH IN WEST VIRGINIA

• Health-related fitness is critical for the
  children on West Virginia.
• West Virginians are among the most unhealthy
  citizens in the United States.
• Health-Risk Assessments indicate that per capita
  incidence of cardiovascular disease, tobacco use,
  sedentary lifestyles, and obesity is among the
  highest in the United States.

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HEALTH CARE COSTS IN WV

• Are Increasing for All Medical Treatments
• PEIA Has Announced Increases in Premiums for All
  Subscribers Except Those Who Do Not Smoke
• Health Physical Education Programs Can Reduce
  Health Care Costs

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BENEFITS OF REGULAR PHYSICAL ACTIVITY

• Builds Healthy Bones and Muscles
• Builds Lean Muscle and Reduces Fat
• Reduces Risk of Heart Disease, Diabetes, Cancer,
  Hypertension, Osteoporosis, etc
• Reduces Stress and Depression
• Improves Fitness Quality of Life

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STATEMENT ON EXERCISE FROM THE AMERICAN HEART
ASSOCIATION

• Regular aerobic physical activity increases
  exercise capacity and plays a role in both
  primary and secondary prevention of
  cardiovascular disease. Inactivity is recognized
  as a risk factor for coronary artery disease.

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A.H.A. LABELS PHYSICAL INACTIVITY AS A FOURTH
RISK FACTOR FOR CORONARY HEART DISEASE

• New York, July 1, 1992 - The American Heart
  Association today labeled physical inactivity, or
  lack of exercise, as a fourth risk factor for
  coronary heart disease along with smoking, high
  blood pressure, and high cholesterol levels.
  Regular physical activity plays a significant
  role in preventing heart and blood vessel disease
  and there is a relationship between physical
  inactivity and cardiovascular mortality.

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WHY CHILDREN NEED HEALTH-RELATED PHYSICAL
EDUCATION

• Quality physical education can
• reduce the risk of heart disease
• improve fitness
• regulate weight
• promote active lifestyles health
• reduce stress depression
• increase self-esteem confidence
• develop motor skills
• improve goal setting self-discipline

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PARTICIPATION IN PHYSICAL ACTIVITY PHYSICAL
EDUCATION

• Half of young people aged 12-22 do not engage in
  regular vigorous activity.
• Participation in physical activity is reported by
  69 of 12-13 year olds, but only 38 of 18-21
  year olds.
• Participation in daily physical education
  continues to decline particularly at the high
  school level.
• Most elementary physical education is supervised
  by classroom teachers as free play.

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of Parents of Children in Grades K-12 Who

• Want their kids to receive daily physical
  education
• Strongly agree that physical education helps
  children prepare to become active, healthy adults

81
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Source Survey by Opinion Research Corp. based
on interviews with a nationally representative
sample of 1,017 adults, February 2000 (margin of
error 6)
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of Parents of Children in Grades K-12 Who

• Believe that physical education class does not
  interfere with childrens academic needs 91
• Believe that children should concentrate on
  academic subjects at school and leave the
  physical activities for after school 15

Source Survey by Opinion Research Corp. based
on interviews with a nationally representative
sample of 1,017 adults, February 2000 (margin of
error 6)
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SPORT PLAY ACTIVE RECREATION FOR KIDS (SPARK)

• WHAT IS SPARK?
• SPARK began in 1989 at San Diego State University
  when a team of researchers obtained a five year
  grant from the National Heart, Lung, Blood
  Institute to develop, implement, and
  experimentally evaluate a comprehensive
  health-related elementary physical education
  program.

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WHAT ARE THE OBJECTIVES OF SPARK?

• To counter heart disease by facilitating
  engagement in regular physical activity during
  physical education classes and outside of school.
• Because, studies indicate that children receive
  physical education irregularly often get very
  little activity during class.

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UNIQUE CHARACTERISITCS OF SPARK

• SPARK classes are active (50 MVPA)
• SPARK promotes physical activity after school, on
  weekends, and during summers
• SPARK is teacher friendly

• SPARK consists of progressive units with each
  lesson pre-planned
• SPARK is written to comply with NASPE guidelines
  State IGOs

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SPARK PHYSICAL EDUCATION OBJECTIVES

• Enjoy seek out physical activity (PA)
• Develop a variety of motor skills that will
  facilitate future involvement in physical
  activities

• Develop maintain acceptable levels of fitness
• Develop the ability to get along with others in
  movement environments

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SPARK SELF-MANAGEMENT OBJECTIVES

• Self-responsibility for PA programs
• Goal setting for PA healthy food choices
• Behavior change strategies
• Injury prevention safety

• Strategies for family peer support
• Strategies to decrease sedentary behavior
• Understanding the relationship between PA, diet,
  body composition

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THE EFFECTIVENESS OF SPARK THE MOST WIDELY
RESEARCHED CURRICULUM EVER

• SPARK can be taught effectively by classroom
  teachers and specialists
• SPARK positively affects the levels of MVPA

• SPARK facilitates MVPA, skill development
  fitness
• Children like SPARK activities

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SPARK AWARDS

• Awarded the Governors Commendation from
  California, 1993
• Designated as an Exemplary Program by the
  Program Effectiveness Panel, National Diffusion
  Network, U.S Department of Education, 1994
• Surgeon Generals Report note SPARK as a program
  that WORKS!

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SPARKS BASICS

• B - Boundaries Routines
• A - Activity for the Get-GO
• S - Stop Start Signals
• I - Involvement By All
• C - Concise Instructional Cues
• S - Supervision

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SPARK INSTRUCTIONAL FORMATS

• Individual Days
• Partner Days
• Back to Back, Whistle Mixer, Taller/Shorter
• Group Days
• Mingle Mingle , ABC/123, Shoe Colors

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SPARK K-2 UNITS

• Perceptual Power
• Beanbag Boogie
• Happy Hoops
• Jumping for Joy
• Having a Ball

• Lets Hit it
• Great Games
• Parachute Parade
• Dance With Me
• Super Kid Stunts

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BEGINNING THE SCHOOL YEAR PERCEPTUAL POWER

• Perceptual Power is designed to
• Teach movement concepts
• levels, pathways, personal/general space
• Teach fundamental motor skills
• hop, skip, gallop, slide, bend, stretch
• Teach rules, routines, procedures for
  management
• grouping, boundaries, stop/start signals

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ALL REMAINING K-2 SPARK UNITS

• Begin with SPARK Starters that focus on providing
  instant activity with high levels of MVPA (10-12
  minutes)
• Skill instruction with continued attention to
  high levels of MVPA (15-20 minutes)
• Cool Down Closure (2-3 minutes)

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Examples of SPARK Starters

• Group Movement Activities
• I see, I see!
• Crazy Animals
• Motorcycle Mania
• 5 Touches
• Go, Car, Go!
• Here Comes The Toad

• Group Tag Games
• T-Rex Tag
• Crazy Doctor Tag
• The Freeze
• Bees and Honey Bears
• Group Dances
• The Chicken Dance
• Hokey Pokey
• S.H.O.E.S.

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Sample SPARK Lesson Plan
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Unit Assessment Checklist
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SPARK 3-6 UNITS TYPE I ACTIVITIES
(HEALTH-RELATED FITNESS)

• Cooperative Games Parachute
• Aerobic Games
• Power Walk Jog
• Dance Rhythms
• Jump Rope

• Run to the Border
• Fun Fitness Circuits
• Strength Conditioning
• Run USA
• Group Fitness

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SPARK 3-6 UNITS TYPE II ACTIVITIES
(SKILL-RELATED FITNESS)

• Hockey
• Volleyball
• Track Field
• Softball
• Handball/Wallball or All-Run Games

• Frisbee
• Soccer
• Field Games
• Gymnastics
• Basketball

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SPARK 3-6 LESSON STRUCTURE

• Introduction (warm-up) with transition to Type I
  Activity (15 minutes)
• Type II Activity with transition to cool-down (15
  minutes)

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Fitness Assessment SPARK PERSONAL BEST DAY

• Allows students to track fitness over time
• 5 times per school year
• SPARK personal best lesson
• 9 minute jog
• modified curl-ups
• push-ups

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WVU SPARK INSTITUTE PARTICIPANT REMARKS

• The SPARK program was awesome!
• Experienced teachers learned a lot too.
• It helped me realize that I want to continue my
  education in PE.
• I am excited to bring SPARK into S.C. schools.
• This was a great experience for me.

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SPARK CAVEATS

• The SPARK curriculum can be modified
• The SPARK units can be flexibly implemented but
  lessons should be presented in order
• SPARK is about increasing MVPA in and out of
  school. Not increasing short term and transitory
  fitness test scores.

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CONCLUSION

• SPARK argues that it is more important to focus
  on the process of physical fitness and
  encourage children to enjoy a lifestyle of
  regular physical activity than to focus on
  fitness testing.
• The Presidents Council on Physical Fitness and
  Sports (1999) agree that physical education
  should focus on ..physical activity rather than
  on physical fitness (pg. 4).

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2002 SPARK Workshops

• THE 6TH ANNUAL SUMMER INSTITUTE
• TWO GREAT LOCATIONS!!
• SAN DIEGO JULY 8-12,2002
• OR
• MEMPHIS JULY 29-AUGUST 2, 2002 (New Dates!)

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For More Information on SPARK

• Web Site http//www.foundation.sdsu.edu/projects/
  spark/index.html6363 Alvarado Ct., Suite
  250San Diego, CA 92120Phone
  619-594-0119Fax [phone]

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The End

• Thank you for your attention!