SchoolsAlive ! Trainers: Dr. Kristen M. Hetland Concordia College, Moorhead, MN

transcript

https://www.facebook.com/groups/SchoolsAlive/

SchoolsAlive! Trainers:

Dr. Kristen M. HetlandConcordia College, Moorhead, MN

Dr. Jenny M. LinkerNorth Dakota State University, Fargo, ND

PHE Canada

October 26, 2013

SchoolsAlive60@gmail.com

https://www.facebook.com/groups/SchoolsAlive/ 2

Ice Breaker

Common Ground

Tell us…about school-wide daily physical activity in your

school

Overview Overview of Let’s Move! Active Schools Overview of SchoolsAlive! Implementation in West Fargo, North

Dakota Lessons learned and strategies

Let’s Move! Active Schools Goal

Let’s Move! Active Schools is a comprehensive program that empowers school champions – P.E. teachers, classroom teachers, principals, administrators, and parents – to create active environments that enable all students to get moving and reach their full potential.

Let’s Move! Active Schools 5 Key Areas

Physical Education Physical Activity During School Physical Activity Before and After School Family & Community Involvement Staff Involvement

https://www.facebook.com/groups/SchoolsAlive/ 7SchoolsAlive60@gmail.com

Let’s Move! Active Schools Process

Sign up at www.letsmoveschools.org 6-step process that helps them:

1. Build support

2. Assess your school

3. Develop your action plan

4. Explore resources

5. Take action

6. Celebrate success

SchoolsAlive! Goal Support grass-roots implementation of

the national initiative Let’s Move! Active Schools

https://www.facebook.com/groups/SchoolsAlive/ 10SchoolsAlive60@gmail.com

Three Ss

Safety (physical and emotional) Skills Success

Holistic Approach

Dakota Medical Foundation (DMF) Breakthrough Idea Grant recipient

West Fargo School District (North Dakota)

District-wide buy-inComplete all components of

SchoolsAlive!

Email Drs. Linker and Hetland: schoolsalive60@gmail.com

Main Messages Inclusion of physical activity during the school

day Emphasis of 60 minutes of daily physical

activity Consistency Appropriate practice Recess:

Develop Active Recess Committees (ARCs)Playground mappingPhysical education recess unitNot taking away recess as a form of punishment

Procedures Meetings with district administers Pre/Mid/Post meeting with principals Trainings:

PE teachers and recess supervisorsRecess supervisors (new)After school staff

SchoolsAlive! Week Adopt-a-School teams Active Classroom course On-site recess consulting

SchoolsAlive! Week in West Fargo Individual principal

meetings SchoolsAlive! Week

activity template/schedule SchoolsAlive! newsletter SchoolsAlive! bracelets SchoolsAlive! Week

activities SchoolsAlive! group in

West-Fest parade and StreetsAlive!

SchoolsAlive! Products

SchoolsAlive! Week: Flashmob https://www.youtube.com/watch?v=mhfRqqYvM5Y

Adopt-a-School Product: Cobber Countsdesktop

Active Before/After School Training Video: https://

docs.google.com/file/d/0BzDn8JsqFpFSNGhyTTBZVTVIckE/edit?usp=drive_web&pli=1

Lessons Learned People don’t know what they DON’T KNOW District buy-in and integration into existing

structures “Repeat to remember” Word choice sensitivity/appropriate carrot Open communication

“yeah, buts…” Advocate, promote, and celebrate PE teacher key player

Strategies

Think big, start small Partnerships

Universities/CollegesFoundationsPublic health advocate

Find the “I CAN” colleagues Tap into free resources Ripple effect

Discussion

What is one idea/strategy you think you could implement when you get home?

E-mail Drs. Linker and Hetland: schoolsalive60@gmail.com

https://www.facebook.com/groups/SchoolsAlive/

References Bleeker, M., James-Burdumy, S., Beyler, N., Dodd, A. H., London, R. A., Westrich,

L., . . .Castrechini, S. (2012). Findings from a randomized experiment of Playworks: Selected results from cohort 1. Princeton, NJ: Mathematica Policy Research.

CDC. The association between school based physical activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010

Janssen, I., Craig, W. M., Boyce, W. F., & Pickett, W. (2004). Associations between overweight and obesity with bullying behaviors in school-aged children. Pediatrics, 113, 5, 1187-1194.

Kochenderfer-Ladd, B. J., & Ladd, G. W. (2001). Variations in peer victimization: Relations to children’s maladjustment. In J. Juvonen & S. Graham (Eds.), Peer harassment in school: The plight of the vulnerable and victimized (p. 43). New York, NY: The Guilford Press

Maeda, J. K. & Randall, L. M. (2003). Can academic success come from five minutes of physical activity? Brock Education, 13 (1), 14–22.

NEISS Database, May 2009 O'Brien, C. (October 2009) Injuries and Investigated Deaths Associated with Playground Equipment,

2001-2008. Washington D.C : U.S. Consumer Product Safety Comission Olweus, D. (1993b). Bullying at school. Oxford, UK: Blackwell Publishing. Price, J. M., & Dodge, K. A. (1989). Reactive and proactive aggression in childhood: Relations to peer

status and social context dimensions. Journal of Abnormal Child Psychology, 17, 4, 455-471 Rivers, I., & Smith, P. K. (1994). Types of bullying behaviour and their correlates. Aggressive Behavior,

20, 359-368. Slee, P. T. (1995). Peer victimization and its relationship to depression among Australian primary school

students. Personality & Individual Differences, 18, 57-62. U.S. Surgeon General. Overweight and Obesity: Health Consequences. Rockville: MD; 2001.

SchoolsAlive ! Trainers: Dr. Kristen M. Hetland Concordia College, Moorhead, MN

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