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PHYSICAL ACTIVITY: A LEADING ACADEMIC INDICATOR
Aaron Beighle, Ph.D.
Physical Activity: A leading health indicatoro Active adults have a
decreased risk of:o Heart diseaseo Strokeo Type 2 diabeteso High blood pressureo Metabolic syndromeo Colon and breast
cancerso Weight gaino Depression
o Active children and adolescents have:o Favorable body
compositiono Improved bone healtho Improved
cardiovascular and metabolic health biomarkers
o Reduced symptoms of anxiety and depression
o Reduced weight gaino Decreased risk of
depression
DHHS. Physical Activity Guidelines for Americans (2008)
Healthier students are better learners Educationally relevant health issues
Vision and HearingPregnancyViolenceNutritionInattentionHyperactivityPhysical InactivityOthers
Health and Learning
Basch, 2010
Improves cognition via blood flow to the brain Decreases misbehavior Increases attentiveness Improves concentration Enhanced memory Improved math and reading skills Improved comprehension
Physical Activity: A leading academic indicator
Physical Activity (PA): Bodily movement that is produced by the contraction of skeletal muscle and that substantially increases
energy expenditure (USDHHS, 1996)
Exercise: Leisure time physical activity conducted with the intention of developing physical fitness.
Fitness: A set of attributes that people have or achieve
relating to their ability to perform
physical activity (USDHHS, 1996)
Terminology
Limiting Factors on Fitness Test Performance
Trainability
GeneticPredisposition
Activity
Fitness is a product that many can’t reach, no matter how hard they try
Fitness as an outcome sends the wrong message If you pass the test you are healthy and don’t need
to be active If you fail the test and are active, it says you are
unfit…so why try? Some people are non-responders to fitness
activities Winning the battle and losing the war Am I anti-fitness?
Is Fitness the Right Goal for Youth?
Dance
Exercise
Sports
Recreation
Leisure Activities
Others
CDC’s Review of School Physical Activity and Academic Performance
Association between school-based PA and academic performanceCognitive abilities and attitudesAcademic behaviorsAcademic performance
Areas included:Physical education classesRecessClassroom breaksExtracurricular
Big Picture Findings The 43 articles (50 studies) included 251
tested associations between physical activity and academic performance
The most commonly measured indicator of academic performance was cognitive skills an abilities (112 of 251 associations tested)
50.5% of all associations tested were positive.
1.5% of all associations tested were negative (4 of 251)
So What?
PA can impact academic performance PA can have an impact on cognitive
skills and attitudes and academic behavior
Time allocated for PA or PE does not appear to adversely impact, academic performance
So how do wedo this?
National Physical Activity Plan National Association for Sport and Physical
Education American Heart Association Centers for Disease Control and Prevention National Football League
National Support
The Need for a Champion If schools are leaders, who leads the
leader? Who has the training and background? Who can be a champion?
Physical educatorHealth educatorExtension agents/Family resource personnelNursesParents
A village?
QualityPhysical Education
Standards-based curriculum
Best practices for instruction FRIG’N PE
Student centered Focuses on PA and
makes it the core of the program
Pangrazi, R. & Beighle, A (2013) Dynamic Physical Education for Elementary School Children. Pearson; San Francisco, CA.
Prepares students for a lifetime of activitySuccessAttitudes, skills, and
knowledge 30 minutes of quality
PE can contribute 20% of a child’s physical activity per day
50% MVPA?????? Daily Steps PE Steps0
2000400060008000
1000012000140001600018000
Lowest ActiveMiddle ActiveHighest Active
PE Contribution
Classroom Physical Activity
Classroom PA is one area in which children can accumulate valuable amounts of physical activity throughout the school day.
Likewise, PA provides an alternative context in which teachers can introduce academic content.
Physical Activity Levels
Integration provides valuable amounts of PA at various intensity levels for children (Erwin et al., in press; Oliver, Schofield, & McEvoy, 2006; Stewart et al., 2004)
Value and enjoyment of PA
(Lowden et al., 2001)
Classroom-Based Physical Activity and Learning PA does not detract
(Ahamed et al., 2007; Della Valle et al., 1986; Maeda & Randall, 2003)
On-task behavior (Mahar et al., 2006; Maeda & Randall, 2003; Molloy, 1989)
Concentration (Lowden et al., 2001; Norlander et al., 2005)
Memory (Della Valle et al., 1986)
Comprehension (Uhrich & Swalm, 2007)
Reading and math skills (Fredericks et al., 2006)
Intensity
Intensity is related to performance (Castelli et al., 2011)
Light PA = attentional reset Moderate PA = lasting effects up to 60-mins Vigorous PA = Initial fatigue, but effects last
longer (Phillips, 2011; Tomporowski, 2003)
Teacher Perceptions Facilitators
Importance of children’s PA (Parks, Solmon, & Lee, 2007)
Willing to integrate movement (Parks, Solmon, & Lee, 2007)
Fun (Lowden et al., 2001)
Children enjoy it (Lowden et al., 2001)
Positive part of students’ day (Lowden et al., 2001)
Teacher Perceptions
BarriersLow priority for health/physical education (Dwyer et al., 2001)
High priority for standardized testing○ PA/PE not tested
Lack of significant infrastructure○ Inadequate facilities and/or equipment
Teacher Perceptions
Teachers employing little or no integration of movement into classrooms (Parks, Solmon, & Lee, 2007)
Need support to successfully integrate (Parks, Solmon, & Lee, 2007)
Practical Strategies Tie PA to academic content
Deal or No DealFebruary 22, 2012 Math
Grade Level – 4th Formation – Scattered Equipment: None Rules/Directions:
Write math expression on board (this can be a basic problem up to inequalities or order of operations).
If the problem is true, the students do a locomotor activity. If it is false they do a non-locomotor activity.
If false, they must decide how to make the statement true. They must then tell a neighbor how to make it true and explain the correct answer.
Practical Strategies Tie PA to academic content Use available resources
Activity Cards (Pangrazi, Beighle, & Pangrazi, 2009)
Word movement collection
STANDING SIT-UPS
PLAY THE DRUMS
AIR GUITAR
SPRINKLER SHOOT BASKETS
JUMPING JACKS
LAWNMOWER
SWING A BAT
MARCH HULA HOOP
TWIST CHARLIE BROWN
CHAIR DIPS
HOPS SPEED BAGS
SQUATS STAR JUMP NORDIC TRACK
WASHING MACHINE
BICEP CURLS
Practical Strategies Tie PA to academic content Use available resources
Activity Cards (Pangrazi, Beighle, & Pangrazi, 2009)
Word movement collection Select appropriate times for activity breaks Organize laminated cards Create space in classroom
Practical Strategies Provide PE
preparation coursesIce BreakersActive RecessSchool PartiesVideos
Provide PD for classroom teachersMake them aware of
resourcesManagement
○ Freezing○ Grouping○ Instruction time○ Retrieving equipment
Practical Strategies
Vary instructional areas within each classroom
Hands-on learning Stability balls as chairs? Standing desks?
Recess
The Fourth R (Waite-Stupiansky & Findley
2001)
“Time scheduled during the school day but outside the classroom allowing students to participate in both physical and social activities of their choosing” (Beighle, 2012)
Provides time to:Refresh the brainSocializeHave funSolve problemsPlayBe active?????
What We Know about Recess Girls are active 15%-52% of recess time; Boys are active
16%-68% of recess time
Recess can contribute as much as 40% of a child’s daily physical activity
Only 12% of states require recess
Only 20% of districts have wellness policies requiring recess
Recess offered throughout the day can improve student behavior and concentration
Source of Data: United States Department of Education, NCES, Fast Response Survey System, 2005
Series1
0 2 4 6 8 10 12 14 16 18
School Locale
Rural
Town
Urban Fringe
City
Percent of Schools Reporting No Recess0 2 4 6 8 10 12 14 16 18 20
6.8
17.8
8.3
5.3
Region
West
Central
Southeast
Northeast
Percent of Schools Reporting No Recess
0 2 4 6 8 10 12 14 16 18
3.3
6.3
5.72
16.67
Percent Minority En-rollment
>50%
21-49%
6-20%
<6%
Percent of Schools Reporting No Recess
Series1
0 5 10 15 20 25
4.3
5.38
6.23
21.7
Free and Reduced Lunch
>75%
50-74
35-49%
<35%
Percent of Schools Reporting No Recess
Increase Physical Activity During Recess: What works?
Training recess
supervisors Connolly & McKenzie 1995;
Huberty, Siahpush, Beighle et al 2010
Painting playgrounds
with murals and lines Loucaides, Jago, and Charalambous 2009;
Ridgers, Stratton, Fairclough et al 2007; Stratton
and Mullan 2005)
What Works?
Dividing the play space into
“activity zones”Ridgers, Stratton, Fairclough, et al 2007
Providing recess
equipment encourages
children to be activeVerstraete, Cardon, De Clercq, et al 2006
Integrating several low-cost
approaches can increase
student physical activityLoucaides, Jago, and Charalambous 2009; Huberty,
Siahpush, Beighle et al 2010
Points to Ponder
More frequent, but shorter, recess periods
Unintended consequences of policies suggesting activity time during recess can not be taken away for punishment
Temperature policies Recess before lunch Extra recess as a reward or party “treat”
Physical activity during the school day: What can it mean
1. Erwin, et al (2011). Health Promotion Practice2. USDHHS (2000). Healthy People 2010.3. Beighle, et al (2006). Journal of School Health
Activity Minutes Offered/day
Minutes Active/day
Classroom breaks (3/day x 7 min ea.)1 21 12
Quality Physical Education (60 min/week)2 12 6
Recess (one 15 min/day)3 15 12
Total Physical Activity During School 48 30
Physical activity and schools Physical activity is warranted
Health and academic benefits Schools offer an excellent opportunity
but a champion is essential Start small and with those who are
interested Be persistent Remember, “It’s about kids”