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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
https://www.facebook.com/groups/SchoolsAlive/ 3
Tell us…about school-wide daily physical activity in your
school
https://www.facebook.com/groups/SchoolsAlive/ 4
Overview Overview of Let’s Move! Active Schools Overview of SchoolsAlive! Implementation in West Fargo, North
Dakota Lessons learned and strategies
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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.
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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/ [email protected]
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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
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SchoolsAlive! Goal Support grass-roots implementation of
the national initiative Let’s Move! Active Schools
https://www.facebook.com/groups/SchoolsAlive/ [email protected]
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Three Ss
Safety (physical and emotional) Skills Success
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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: [email protected]
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
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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
Email Drs. Linker and Hetland: [email protected]
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
Email Drs. Linker and Hetland: [email protected]
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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
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Strategies
Think big, start small Partnerships
Universities/CollegesFoundationsPublic health advocate
Find the “I CAN” colleagues Tap into free resources Ripple effect
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Discussion
What is one idea/strategy you think you could implement when you get home?
Email Drs. Linker and Hetland: [email protected]
E-mail Drs. Linker and Hetland: [email protected]
https://www.facebook.com/groups/SchoolsAlive/
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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.
