Training Workshop Revised November 2012 1
Program Developed by: David L. Katz, MD, MPH Director, Yale-Griffin Prevention Research Center Workshop Prepared by: Yale-Griffin Prevention Research Center Workshop Presenter: [INSERT NAME OF PRESENTER] 2
Today’s Workshop 1. Introduction Promoting physical activity in our schools: - Why does it matter? - What can we do? 2. ABC for Fitness Presentation Logistics / Q & A 3. A-B-E for Fitness Online physical activity program for adults 3
INTRODUCTION: Why Does It Matter? Why should schools encourage children to be physically active? 4
INTRODUCTION: Why Does It Matter? No Child Left Behind…. …. Is leaving more kids ON their behinds! Kids need a break! They’re naturally restless & need to dissipate energy Obesity rates have been rising over time 5
Obesity Trends* Among U. S. Adults Behavior Risk Factor Surveillance System, No Data <10% 10%– 14% 1985 *BMI ≥ 30, or ~ 30 lbs overweight for 5’ 4” person 6
Obesity Trends Among U. S. Adults BRFSS, 1995 No Data <10% 10%– 14% 15%– 19% 7
Obesity Trends Among U. S. Adults BRFSS, 2008 8
Obesity Trends Among U. S. Adults County by County, 2009 Percentage www. cdc. gov/diabetes 9
Estimates of Diagnosed Diabetes Among U. S. Adults County by County, 2009 Percentage www. cdc. gov/diabetes 10
Trends in Child and Adolescent Overweight Trends In Child - Adolescent Overweight By Age: Center for Disease Control & Prevention 11
The Consequences • 10 -fold increase in Type 2 diabetes in the last 2 decades – Formerly called “adult onset diabetes” • Increased risk of medical conditions – – – Cardiovascular disease at middle age High blood pressure Digestive problems Asthma Sleep apnea • Potential emotional impacts – Self-esteem – Bullying – Depression 12
What Can We Do? Show children how to navigate our modern environment (one that encourages unhealthful food choices and sedentary lifestyles). 13
What Can We Do? Model and promote healthy lifestyles. Show students that physical activity can be fun! Physically active children are more likely to remain physically active as adults! 14
What We’ll Cover Today ABC for Fitness Program Description / Mission Managing / Planning for ABC Components of an Activity Burst Kinds of Activity Bursts Tips to Implement Program Enhancements ABC in Action (Practice) Q & A 15
What is ABC for Fitness™ ? ABC = Activity Bursts in the Classroom A fun, simple program for elementary school age children Integrates short bouts of physical activity into the school day Can add up to 30 minutes of daily physical activity 16
ABC for Fitness™ is…. Feasible! Flexible! Fun! Free! 17
ABC for Fitness™ Teacher Manual Download free of charge from: http: //www. turnthetidefoundation. org/Abc. Fitness. aspx 18
Dr. David Katz, MD, MPH & ABC for Fitness™ Development Team Physical Activity Consultant: Marvin Christley, MS PE Teacher, New Haven Public Schools Contributing Editor: Jean Mee, Ed. D PE & School Health Education Consultant CT State Department of Education Other Team Members: Catherine Katz, Ph. D Deborah Kennedy, Ph. D Judy Treu, MS, RD Allison Cuomo, BS John De. Blasio, BS 19
Credits Michigan Department of Education Brain Breaks learning activities North Carolina Department of Public Instruction Energizers Classroom-Based Physical Activities Independence School District, Missouri New Haven Public Schools, Connecticut Content suggestions/edits Drawings: Fit. Deck® cards (http: fitdeck. com) 20
Mission To promote health and fitness To help prevent childhood obesity To enhance concentration and behavior To help optimize academic performance 21
Will This Program Take Away from Classroom Learning Time? NO - It converts time spent getting students to settle down into structured physical activity. NO - School-based physical activity has not been found to compromise academic performance or standardized test scores, even if it takes away time from academic subjects. 22
Is It Meant to Replace Physical Education Classes? NO - It should supplement PE classes, not replace them. Classroom and PE teachers can collaborate to offer physical activity in their respective settings, in ways that complement rather than compete. 23
What’s an “Activity Burst”? n One of several short bouts of physical activity that are integrated into classroom over the school day. n Ideally, they will add up to 30 minutes/day. n The number and length of activity bursts can be tailored to meet the needs/schedules of teachers. 6 activity bursts x 5 min. = 30 min. 5 activity bursts x 6 min. = 30 min. 3 activity bursts x 10 min. = 30 min. 24
Why Offer Them? n To help students channel energy / get back on task. n To encourage constructive movement and behavior. n To contribute to overall fitness. n To help students understand how their bodies move in relationship to the world around them. n To use creativity to move in the classroom. n To facilitate hands-on learning. n To help increase learning and retention. 25
Planning for Activity Bursts Be considerate of other classrooms. Arrange space for safe movement. Create a structured environment. Provide appropriate supervision. Use common sense. Stay alert to ensure safety. Use classroom management techniques. Provide access to fluids (water, etc. ). 26
Making Room for Activity Bursts in the Classroom Horseshoe Staggered Rows Tight-Rows Teacher Desk Clusters Teacher Desk = student desk = available space 27
Managing Activity Bursts in a Physically Active Classroom Set the tone for energetic fun activity. Recognize that some noise is normal. Establish routines & standards for behavior. Transition back to learning. 28
Components of All Activity Bursts “ABC, as easy as 1, 2, 3” 1. Warm-up Low-intensity or low-speed Gets blood flowing / stretches muscles Prepares for more intense activity Stretches Hamstring Quadriceps Back Light aerobic activity Walking Triceps Neck Calves Arm circles 29
2. Core activity Aerobic: increase breathing & heart rate Strength activities Hop scotch Bear walk Squat thrusts Lunges Aerobic activities Skip Jog Slide Gallop Squats Arm circles Star jumps Jump in place Walk quickly Hop on 1 foot Dance to music 30
3. Cool-down Gradual slow down Helps return heart rate / breathing to normal Transition – helps students calm down and be ready to learn Stretching or low intensity activity 31
Flexibility within this Framework: Timing of Activity Burst Components Time the length of each component based on: • Class’s overall levels of fitness & behavior • Total time planned for the activity burst Example: A 5 -minute activity burst Fitness/Behavior Warm-up Core Activity Cool-down Low Fitness/Restless 1 minute 2 minutes 3 minutes Average Fitness/On Task 1 minute 3 minutes 2 minutes 30 seconds 4 minutes 30 seconds High Fitness/Well-Behaved 32
Different Kinds of Activity Bursts 1. Basic Activity Bursts Warm-up / single core activity / cool-down 2. Advanced Activity Bursts Warm-up / combination of core activities / cool-down 3. Activity “Bursts of Imagination” Warm-up / core activity / cool-down Uses an imaginative activity for at least 1 of these components 4. Activity Bursts for Learning and Fitness Warm-up / learning-related core activity / cool-down 33
Advanced Activity Burst (Use combined sets of movements) EXAMPLE: ABC for Fitness Chant A is for Arm Circles B is for Bounce C is for Clap D is for Dance E is for Energize F is for Flap Our Arms G is for Gallop H is for Hop I is for Inhale J is for Jumping Jacks K …. . 34
Advanced Activity Burst (Use combined sets of movements) EXAMPLE: Sports Galore Call out sports skills for students to mimic for at least 10 -15 seconds. Shooting a jump shot Running through tires Batting a baseball Serving a tennis ball Spiking a volleyball Throwing a football Juggling a soccer ball Shooting an arrow Swimming underwater SOURCE: Energizers Classroom-Based Physical Activities, NC Dept. of Public Instruction 35
Activity “Bursts of Imagination” (Use creativity to move in the classroom) EXAMPLES Copy This (Warm-up) • One or more people can be leaders, including the teacher and/or students. • The leader will create a series of movements that the class will mimic. Slow Motion (Cool-down) • Class moves around the room or stays in place, moving as slowly as possible. • Students over-accentuate their movement. Visualization (Cool-down) • Students close their eyes and imagine themselves in a relaxed state. • You can give cues to help them relax. 36
Activity “Bursts of Imagination” (Use creativity to move in the classroom) EXAMPLES (continued) “As If” (Core activity) Jog in place as if a big scary bear is chasing you. Walk forwards as if you’re walking through chocolate pudding. Jump in place as if you are popcorn popping. Reach up as if grabbing balloons out of the air. March in place and play the drums as if you’re in a marching band. Paint as if the paint brush is attached to your head. Swim as if you are in a giant pool of Jell-O. Move your feet on the floor as if you are ice skating. Shake your body as if you are a wet dog. SOURCE: Energizers Classroom-Based Physical Activities, NC Dept. of Public Instruction 37
Activity “Bursts of Imagination” (Use creativity to move in the classroom) EXAMPLES (continued) Bursts to the Beat Using music, if school policy allows Use faster-paced music for the core activity. If desired, used slower-paced music as part of a cool-down. Variations: Use music to accompany dances, marches, musical plays, or imaginative physical activity (e. g. , moving like bees to the “Flight of the Bumblebee”). Incorporate music into your lesson plans. Move to the sound of a classical music selection. Use world music to introduce lessons about other culture. 38
Activity Bursts for Learning & Fitness Physically Active Learning = Kinesthetic Learning = “Learning by Doing” Involves the whole body in actions that help experience the learning. Infuses fun into academic learning. http: //thefuntheory. com/ 39
Language Arts: Prepositions EXAMPLE: Over, Under, Around, & Through Over…. A steep mountain A wiggly bridge Under… A big dog A limbo stick Around … A dirty trash can A sleeping giant Through… A haunted house A sea of Jell-O Energizers Classroom-Based Physical Activities, NC Dept. of Public Instruction 40
Language Arts: Verbs EXAMPLE: Story Tell 1. Read or create a story that involves movement. 2. Have the class perform the action words (verbs). Example: John pulled out his chair, sat down, and began to eat. Marvin Christley, PE Teacher, New Haven Public Schools 41
Social Studies: American History EXAMPLE: Living History Pony Express n n Ride on horseback to the first stop on the mail delivery route. Change horses/riders at this stop. Move on to the next stop. Deliver a large sack of mail at the final destination. 42
Social Studies: Geography (States of the U. S. ) EXAMPLE: Impersonate the State n March across the Golden Gate Bridge. n Surf in the Pacific Ocean. n Climb up a Redwood Tree. n Pretend you’re an actor and wave to all your fans. n Stomp the grapes / pick the oranges. n Ski on the Sierra Nevadas. n Climb Mount Whitney. n Crawl through the Death Valley Desert. Energizers Classroom-Based Physical Activities, NC Dept. of Public Instruction 43
Social Studies: Geography EXAMPLE: Compass Points n Show the class how a compass works. n Explain the concepts of North, East, South, and West, and their variations (NE, NW, SE, SW). n Arrange students so each one is facing you, and has enough directions to more in all 4 directions from a starting point. n Call out various directions. n Students face that direction, jump, and return to the starting point. Brain Breaks, Michigan Department of Education 44
Music: Rhythm & Instruments EXAMPLE: Marching Band n Have the students pretend they’re in a marching band. n Students march in place while pretending to play the instrument they’ve selected. n When the song begins the students will “play” their instruments while marching for about 4 to 5 minutes. Brain Breaks, Michigan Department of Education 45
Math: Calculating Distances EXAMPLE: Inches, Feet, and Yard n n n Start with feet side by side. Move 1 set of toes ahead = “inches. ” Place 1 foot in front of the other = “feet. ” 1 giant step forward or backward = “yards. ” Call out different measurements: Example—Move forward 2 feet, back 5 inches, sideways 1 yard. n n Have all students move in the same direction. Jump and stretch between measurements for at least 30 seconds. Energizers Classroom-Based Physical Activities, NC Dept. of Public Instruction 46
Science or Health: The Cardiovascular System EXAMPLE: In a Heartbeat n n n Explain how the heart works. Teach students how to count their pulse. Take pulse before/after an activity burst. Energizers Classroom-Based Physical Activities, NC Dept. of Public Instruction 47
ABC for Fitness Implementation Tips • Embed into the daily routine. • Teach students… - Key components. - What they are for. - Why they are important. • Consider classroom management. – Create ABC rules. – Establish ABC spaces. • Teachers/students should wear appropriate attire. 48
ABC for Fitness Implementation Tips • Keep it fresh! – – – Change the pace Add variety. Use music. Embed themes. Share ideas with other teachers. • Keep a log to remind yourself. • Having students lead activity bursts is motivating! • Partner with other professionals: - School nurses, PE teachers, college education majors, etc. 49
ABC for Fitness Implementation Tips • Find out what your students think of the program. Adapt the activity bursts based on their feedback. 50
ABC Implementation Tips Share ideas with each other! (Successes, challenges, obstacles) 51
Addressing Potential Challenges 52
Addressing Potential Challenges 53
Addressing Potential Challenges 54
Addressing Potential Challenges 55
Program Enhancements: Fit. Deck Jr. ® Cards http: //fitdeck. com 56
Program Enhancements: Pedometers / Step Counters 57
Program Enhancements: Video Fitness Games • Wii Fitness • Dance Revolution • Etc. 58
ABC for Fitness Study in Missouri Location 5 elementary schools in the Independence School District Comparison 3 schools – ABC for Fitness (30 minutes/day) 2 schools – Control group (No program) Length of Intervention 8 months 59
ABC for Fitness Study in Missouri Results Students in ABC schools: • Improved measures of fitness (P <. 001) (Upper body strength, abdominal strength, trunk extensor) • Reduced use of asthma (P =. 03) • Trend toward reduced use of ADHD medication (Not statistically significant) Published Article Katz DL, Cushman D, Reynolds J, Njike V, Treu JA, Walker J, Smith E, Katz C. Putting physical activity where it fits in the school day: preliminary results of the ABC (Activity Bursts in the Classroom) for fitness program. Preventing Chronic Disease 2010 Jul; 7(4): A 82. 60
ABC for Fitness™ Group Practice Session 61
ABC for Fitness™ 62
A-B-E for Fitness™ Activity Bursts Everywhere for Fitness New program Extends the ABC for Fitness concept to adults Shows people how to fit activity bursts into their day 63
What is A-B-E for Fitness™? An evidence-based program Brief bouts of activity spread over the day can be nearly as beneficial to health as longer bouts of exercise. Extends the concepts of ABC for Fitness™ to: Other ages and settings A video format - accessible via computer + smart phones Free web-based video library of activity bursts Shows people how to move and exercise everywhere (work, home, waiting rooms, etc. ) 64
What is A-B-E for Fitness™? Short, doable, and fun It can help people change their perception of physical activity, so that moving becomes part of their normal lives. Always available to help people reach their goals! 65
What’s in the Online Library? More than 50 video clips of guided physical activity routines. Each routine can be done in 3 to 5 minutes. Options based on users’ time, interests, needs, and fitness. Organized based on settings in which routines can be used. (office, home or waiting area). 66
What’s in the Online Library? Physical activity routines: Work on upper body, lower body, and core. Include both aerobic and resistance exercises. Are done with and without assist devices such as resistance bands. 67
Who Developed This Program? Stephan Esser, USPTA, MD Clinical Fellow and Specialist in Physical Medicine, Harvard Medical School Tiffany Esser, AFAA Personal Trainer David Katz, MD, MPH Director, Yale-Griffin Prevention Research Center Valentina Vinante, MD Medical Resident, University of Florence in Italy 68
Where Can I Find This Program? A-B-E is accessible online free of charge at http: //www. abeforfitness. com 69
Thank you for coming! 70
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