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We already know the importance of active living.Physical activity increases energy, reduces stress,strengthens the heart and lungs and helps us reachand maintain a healthy body weight. The result isa better quality of life for people of all ages.
The provincial government has joined communitypartners in physical activity, health, healthy living,recreation, sport and education to raise activitylevels and reduce barriers to physical activity.
In August 2004, Premier Gary Doer announcedthe creation of Healthy Kids, Healthy Futures,an all-party task force to ask Manitobans how tohelp children and youth enjoy the best possiblehealth, now and into their adult lives. The taskforce was particularly interested in factors thataffect children’s health through nutrition, physicalactivity and injury prevention.
After extensive consultations with Manitobans,the Healthy Kids, Healthy Futures All-Party TaskForce made 47 recommendations to the provincialgovernment. One of the recommendations was:
This booklet lists a variety of activities schools andfamilies can do to promote active living. Familiesare also encouraged to participate in the I Love toRun challenge.
“…the provincial government implement
an I Love to Run Month, targeted to children
in Grades 5 and 6, starting in October, 2006.”
Reasons to bePhysically Active
Be fit
Stay healthy
Improve flexibility
Be strong
Have fun
Relax
Reduce stress
Get rid of anger
Feel good
Fight boredom
Meet new friends
Have fun with friends
Manage weight
Improve skills
Build healthy bones,
muscles and joints
Reduce fat
Prevent illness
Reduce depression and anxiety
Increase capacity for learning
Increase self-esteem
Have energy
Live longer
I Love to Run is designed to help teachersand families promote moderate and vigorousphysical activity. The goal is to have students createtheir own physical activity challenges for onemonth. When the students meet their goals, theywill receive certificates.
I Love to Run can be done at any time throughoutthe year.
Follow these simple steps to help implementI Love to Run activities in your classroom:
Distribute the introduction letters and familyresources to your students to take home.
Submit the certificate request form to:
I Love to RunHealthy Schools in motion300 Carlton StreetWinnipeg, MB R3B 3M9Fax: (204) 948-2366E-mail: [email protected]
Launch I Love to Run in your class or with otherparticipating classrooms. Invite a guest speaker,participate in an active game or make posterspromoting moderate and vigorous physical activity.
Explain the activity logs to the students. Have eachstudent set his or her individual goal for one month.I Love to Run promotes all forms of moderate andvigorous activity.
Promote active living in your classroom throughoutthe month to help support physical activity in andout of school. Remind students to log their activityeach day.
Collect the activity logs at the end of the month.
Celebrate everyone’s successes with amonth-end activity.
How can my class participatein I Love to Run ?
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Moderate
walking or wheeling briskly –about five km/hour
dancing
bicycling – less than 15km/hour
in-line skating or skateboardingat an easy pace
gymnastics
jumping on a trampoline
baseball
shooting baskets
volleyball
curling
badminton
skating (leisurely)
downhill skiingor snowboarding (light)
swimming (recreational)
playing on playgroundequipment
playing hopscotch,4-square, tetherball
playing guitar or drums
singing and moving actively
raking the lawn
Vigorous
running/jogging or wheeling– eight km/hour
bicycling –more than 15 km/hour
swimming (steady laps)
aerobic dancing, step aerobics
walking very fast– seven km/hour
walking and climbingbriskly uphill
in-line skating orskateboarding (briskly)
karate, judo, tae kwon do
jumping rope
performing jumping jacks
most sports (football,basketball, soccer, hockey)
downhill skiing (vigorouseffort)
skating (fast)
tobogganing
swimming (synchronized)
shovelling heavy snow
How should I feel?
Your breathing and heart ratewill be fast. You’ll find it hardto talk.
Here are some examples of moderate and vigorous activities:
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How should I feel?
Your breathing and heart ratewill be faster.
Many children may not knowphysical activity is important totheir health. Children need toknow and understand physicalactivity and the recommendedamount required to maintaingood health.
Health Canada recommendschildren and youth try toaccumulate at least 90 minutesof moderate and vigorousphysical activity per day andreduce their inactive timeeach day.
Examples of moderate activitiesare a brisk walk, bike ride or anysort of active play. More vigor-ous activities will make childrenhuff and puff and includeorganized sports, such asfootball and basketball andactivities such as jumping rope,running and swimming laps.
How to use the I Love to RunActivity Log
Activity logs keep track of physical activity minutesand help motivate students to stay active. Studentscan keep track of the physical activity they do inschool or at home, in the evenings and onweekends. Logs are easy-to-use and act as amotivational tool when posted in a visible area.Results can be tabulated and reported usingmathematics and language arts.
Goal settingSetting goals is a fun way to measure progressand make sure students get enough physicalactivity each day. Goals should be SMART –Specific, Measurable, Achievable, Relevant,and Timely.
Specific – Provide enough detail to show exactlywhat will be done and how. For example, a goalcould be participating in an aerobic physicalactivity for 30 minutes after school, three timesper week. This could be done by playing a gameoutside with friends or going for a run with thefamily after dinner.
Measurable – Measure progress on an activitylog. This helps keep track of the type and durationof activities. At the end of the month, the log willshow how the goal was achieved.
Achievable – Make sure the goal is one that canbe accomplished. When a goal is not possible toachieve, it’s easy to get discouraged. It is best toset small goals. Once the goal has been achieved,set another and continue to progress. For example,if doing a vigorous activity for 30 minutes all atonce is challenging, plan to do three, 10-minutesessions throughout the day.
Relevant – Set a suitable goal. I Love to Runchallenges students to run during October. Ifstudents don’t like running, try something else(See page 3 for other ideas). Focus on enjoyableactivities to make it easier to accomplish the goal.
Timely – Choose a start date and end date forachieving this goal. Goals, without a specifictimeframe, are often not accomplished.
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Curriculum Connections
The following is a list of Specific Learning Outcomes
from the Physical Education/Health Education:
Manitoba Curriculum Framework of Outcomes for
Active Healthy Lifestyles associated with I Love to Run:
Grade Five
K.1.5.B.1Identify personal and controllable factors (Ex: time,effort, interest, attitude, good practice habits)that may affect movement skill development.
K.2.5.B.1Identify the fitness benefits (Ex: muscle and bonedevelopment, decreased susceptibility to stress,positive self-esteem, faster heart rate recovery)of moderate to vigorous fitness-type activitiesover time.
K.2.5.C.2Show an understanding of the factors (Ex: planning,regular participation, effort, adequate information,motivation, commitment, regular monitoring)affecting personal fitness development.
K.2.5.C.4Determine the intrinsic (Ex: enjoyment, enhancedhealth, level of success, increased energy level,affiliation) and extrinsic (Ex: awards, media, sportheroes, family, peers) factors that motivateparticipation for fitness development.
S.2.5.A.1bParticipate in continuous aerobic activity for asustained period of time, while maintaining thetarget heart rate.
S.2.5.A.3aDetermine own performance level for health-related fitness components (Ex: cardiovascularendurance, muscular strength endurance,flexibility) using simple tests or tasks (Ex: sitand reach, modified curl-up, 1600-metre run).
S.2.5.A.3b
Compare own fitness results and physical activityparticipation over a period of time (Ex: beginning,middle, end of school year) to check and revisepersonal goals.
K.4.5.A.2bDescribe the importance of self-regulationand taking responsibility for one's own actions(Ex: gain the respect of others, personalachievement, quality of life, active participation,being a good team player) for personal success.
K.4.5.A.3Identify the influence of self (Ex: personal goals,emotions) and others (Ex: expectations of family,teachers, friends; values and beliefs of home,religion, culture, community, society in general)on setting priorities and making responsiblepersonal decisions (Ex: academic achievement,leisure activities).
S.4.5.A.2Demonstrate the ability to set priorities for possiblesolutions that show responsible decision makingfor physically active and healthy living choices.
Grade Six
K.2.6.C.1bDescribe the effects of exercise andinactivity on the human skeletal system(Ex: increased/decreased bone density,increased/decreased bone mass).
K.2.6.C.2Show an understanding of the factors (Ex: planning,regular participation, effort, adequate information,motivation, commitment, regular monitoring)affecting personal fitness development.
S.2.6.A.1bDemonstrate proper technique (Ex: pacing) whileparticipating in continuous aerobic activity for asustained period of time, while maintaining targetheart rate.
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K.3.6.A.2Determine how environmental conditionscan influence safety while exercising outdoors(Ex: effects of ultraviolet rays, hot sunny weathercan lead to heat exhaustion and sunburn, coldweather and high wind-chill factors increase riskof hypothermia and frostbite).
K.3.6.A.3Recognize reasons (Ex: safety, personal hygiene,comfort, ease of movement) for appropriate dressfor physical activities in different weather andenvironmental conditions (Ex: sunny, cold,windy, wet).
K.4.6.A.2aIdentify and revise short and long term goals(Ex: using a student planner for school work,training for a marathon relay team, saving money)for personal management (Ex: tasks, time,responsibilities).
S.4.6.A.1Assess and revise personal health and academicgoals (Ex: fitness, movement skill, nutrition, activeliving, personal health-practice, academic goals)to enhance health and well-being.
K.5.6.B.1Recognize the physical benefits (Ex: reduced riskof heart disease, obesity, diabetes II, osteoporosis,colon cancer) and the socio-emotional benefits(Ex: reduced anxiety and stress, enhanced senseof belonging, positive use of leisure time,opportunity to meet people) of participatingin daily physical activities.
K.5.6.B.2Identify responsible decisions (Ex: play outsiderather than watch television or sit at a computer,invite friends to play, play safely, participate fullyin physical education class, play community sports)that promote daily physical activity.
K.5.6.B.3Identify the positive and negative influences ofmedia and other sources on promoting active living(Ex: commercials, sport and special event coverage,physical activity promotions such as fundraisingwalkathons/runs).
K.5.6.C.1aIdentify food choices and types of physical activityfor a healthy body (Ex: for bone development).
K.5.6.C.1bDemonstrate an understanding of the combinedbenefit of daily healthy food choices and physicalactivity on a healthy body (Ex: bone developmentduring adolescence).
K.5.6.C.2Identify daily nutrition habits and fluid intakepractices to support healthy participation in varioustypes of physical activities
S.5.6.A.2Develop a personal action plan for daily activeliving, including ways to adhere to the plan.
S.5.6.A.3aAssess personal food intake and activity for a periodof one to three days, based on daily recommendedrequirements.
S.5.6.A.3bUse problem-solving strategies to improve personalnutrition and daily physical activity habits fora healthy body (Ex: bone development).
Activity Tips
TipsWhen the weather is cold, dress in layers.You can always remove one if you get too hot.
Wear proper clothing and shoes.
Don’t do vigorous physical activity if you arenot feeling well.
When the weather is hot, wear a hat, sunglassesand sunscreen. Have a bottle of water with you.
Allow time for your food to digest before you
are vigorously active.
Warm up and cool down.
Warm upWarming up prepares your muscles and jointsfor activity. Start slow and gradually increasethe amount of effort. It should take about fiveminutes for your body to be ready.
Cooling downYour cool down will help your body return to itsnormal state. Stretching after a workout may helprelieve some muscle soreness by preventing bloodfrom pooling in the legs. Slow down gradually toa slow walk. After you have walked about three tofive minutes, your body should be ready to stretch.You should be breathing normally and yourheartbeat should have slowed down. Be sure tostretch the front thigh (quadriceps), back thigh(hamstrings), and calf (gastrocnemius).See page 9 for more stretching information.
Amount of effortUse this scale to measure your amount of effort.
Ask yourself how hard you feel you are workingand match it with this chart.
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Amount of Effort Description
1 Resting You are breathing normally.It’s very easy to talk.
2 Light You notice your breathing.You can talk.
3 Moderate You can hear yourselfbreathe, but can still talk.
4 Vigorous You are breathing heavily.It is hard to talk.
5 Maximum You are breathing veryheavily. You cannot talk.You may feel pain.
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Stretches
Stretching helps prevent muscular aches and pains, improves posture, promotes flexibility, and relievesstress and tension.
Move slowly into the stretch and stop at the point where you feel a mild tension in the muscle you arestretching. Hold the stretch position a minimum of 10 to 30 seconds. Slowly release the stretch andrelax the muscle; then repeat the stretch twice more.
Glute StretchLie on your back and cross legs, placing one ankle on the opposite kneeas shown. Use the flexed leg to push the crossed leg back until you feela stretch in the buttocks.
Butterfly StretchSit tall with the soles of your feet together. Allow your knees to easedown towards the floor, until you feel a stretch along the groin region.
Hamstring StretchLie flat on the floor with knees flexed to 90 degrees and back flat on
the floor. Slowly raise and straighten one leg, grasping it loosely behind
the thigh with both hands.
Standing Quadriceps StretchStand with one hand on wall for balance. Bring foot up to hand andgrasp the ankle, gently pull up until a stretch is felt. Keep knees sideby side.
Hip Flexor StretchKneel on floor with front knee bent and back leg extended as shown.Keeping back straight slowly bend the lead leg until a stretch is felt.Do not lean forward or bend the lead leg more than 90 degrees.
Safety tipsPay attention to your body’s signals. It is betterto take a break or to slow down, rather than pushtoo hard. If you can’t run for 30 minutes straight,try alternating a run and a walk. For example, youmight run for five minutes and walk for two minutes,repeating several times. Once the running partgets easier, gradually decrease the amountof walking.
It is often more beneficial to be active longer,rather than harder.
Begin your program slowly, as it will take time foryour body to get used to a new level of activity.
Don’t be alarmed if you have some stiffness forthe first couple of days. This will soon go away.If you are sore, try going for a walk and thenstretching. This will help to loosen up the musclesand help in recovery.
If you cannot run and talk without becomingbreathless, then slow down.
Do proper warm up and cool down exercises.
Drink small amounts of water before, during andafter your run, particularly in warm weather whenyou are sweating heavily.
If running alone, tell someone your routeand expected time of return.
Run during the day.
Carry identification with you and a quarter foran emergency phone call.
Stay alert. The more you are aware, the lessvulnerable you are.
Setting up a running clubRunning clubs are easy and motivating.They successfully include students of all levelsand promote a physical activity that can be donethroughout life. Here are some suggestions onhow to start your own running club in the school.
Advertise your running club in a number of waysto make sure people are informed (Ex: over the PA,posters, bulletin boards). Word of mouth can bean effective communication tool. Seek out peoplewho may be interested and have them pass onthe word.
Always meet at a pre-determined location and time.
Not everyone will be at the same fitness levelsor be able to run at the same pace. You can dividethe main group into sub-groups, according to levels.Encourage participants to move up or down todifferent groups depending on their comfort level.
Before starting, you may want to pre-determineyour route. Sometimes, it is easier to base yourroute on time rather than distance. If you want toknow the distance, use your vehicle or a pedometerto measure it. Remember, the faster you are moving,the more distance your route will have to cover.
Post maps of the route you will take. You may wantto consider varying the route to keep up interest.
Set up a challenge or a co-operative activity toachieve a team goal (Ex: track the number ofkilometers to meet a goal, such as travelingthe distance across Canada).
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Running Tips
Exploring physical activityin the classroom
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We encourage teachers to use these ideas tointegrate physical activity into the curriculum andto highlight its importance. Select and adapt theselearning activities to suit the interests, needs andlearning styles of your students.
In the classroom – Incorporate physical activityinto other subject area lesson plans.
Student leaders – Encourage student leadersto promote and organize physical activities.For example: Active Spirit Days, school dancesor physical activity challenges betweenstudents/classes.
Activity class of the week/month – Assign differentsubject areas or class periods as the activity classof the day/week. During this time, incorporate acertain amount of physical activity into the class,such as integrated learning activities or a five-minute stretch break.
New physical activities – Teach a newsport/activity/dance during lunch houror before or after school.
Active holiday parties – Instead of parties involvingfood, make them activity parties.
Commuter Challenge – Encourage students towalk or bike to school. For more information, visit:www.resourceconservation.mb.ca/gci/ASRTS/1main.html
Exercise breaks – Incorporate short physical activitybreaks into the school day. Have students lead five-minute exercise breaks at the beginning or end ofthe period.
Get involved – Participate in charity events thatpromote physical activity. By doing this, studentswill be able to raise money for a good cause andbe active.
Fit boards – Create an active living bulletin boardto post information about the benefits of physicalactivity. Use the board to post upcoming activities,events, schedules, etc.
Fitness facts – Share daily fitness factswith the class.
Staff and student intramurals – Add a new spin totraditional intramurals and co-operative games byhaving staff participate with the students.
Fun challenges – Have fun classroom challengesthroughout the month, such as walking or runningthe distance around the world or activity bingos.
Themes – Develop themes for the school to followbased on various physical activities. Invite specialguests to provide instruction and demonstrations.
Equipment – Make sports equipment available tostudents during lunch and at recess.
Intramurals – Offer a variety of intramurals sothat all students can participate, not just the mosttalented. Provide opportunities for both team andindividual and co-operative and competitiveactivities.
Parent challenges – Invite parents to challengestudents for an evening of fun.
Keeping students motivated to be physically activecan be a challenge. To change behaviour over thelong term, people need to see positive results andbe rewarded for choosing physical activity.Incentives and rewards help accelerate changeand reinforce behaviour. Here are a few tips:
Keep the activities fun for the students. Try to avoidactivities that promote competitiveness. Instead,focus on games that involve teamwork and requirestudents to co-operate with each other.
Ask students about the types of activities they like.
Get students involved in the planning process.This will motivate and teach them responsibilityfor their own health.
Have students select running buddies to help themstay committed.
Be role models by going for walks during yourlunch breaks. This will also give you a chance tounwind and catch up with other staff. IntroduceEmpty Parking Lot Days and have staff model activelifestyles by finding alternative means of gettingto work.
Emphasize the importance of a healthy mind andbody and physical activity as integral parts of dailylife. Hang posters and bulletin boards showingactive living and nutrition messages.
Provide positive feedback. Research shows childrenuse feedback and evaluation as a major source ofinformation about their abilities.
Change the rules of games or relays so theyencourage participation, team-building and skillpractice that is developmentally/age appropriate.
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Motivators
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Active Living Resources
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Healthy Schools – Healthy Schools promotesthe physical, emotional and social health of schoolcommunities. The Healthy Schools websiteprovides information and educational materialsto help school communities promote health.www.manitoba.ca/healthyschools
Manitoba in motion – Manitoba in motion is aprovincial strategy to help all Manitobans makephysical activity part of their daily lives for healthbenefits and enjoyment. www.manitobainmotion.ca
Healthy Schools in motion – Healthy Schoolsin motion promotes the benefits of physical activityand ensures it is a priority in daily school life. Schoolscan be “in motion” by working to achieve a goal of30 minutes of physical activity every day for everystudent. www.manitobainmotion.ca/schools
Physical Education/Health Education –This site provides a physical education/healtheducation curriculum overview and manycurriculum and learning resources.www.edu.gov.mb.ca/ks4/cur/physhlth
Manitoba Healthy Living – This site providesinformation on the benefits of healthy living andthe many provincial initiatives for physical activity,healthy eating, healthy sexuality, injury prevention,mental health, tobacco reduction and chronicdisease prevention. www.manitoba.ca/healthyliving
Canada’s Physical Activity Guides – Canada'sPhysical Activity Guides for Children and Youth providea set of national guidelines to help them improvetheir health through regular physical activity.www.paguide.com
Moving Around Manitoba – Information on beingactive, eating well, and being mentally fit.www.movingaroundmanitoba.ca
ParticipACTION – Support for all Canadians to bemore active. www.participation.com
Eat Well, Play Well – This site provides informationand resources to help create an environment thatfosters healthy eating and active living in schoolage children and youth. www.dietitians.ca/child
Get Moving Manitoba – Get Moving Manitobais a program to help Manitobans get more activeby encouraging them to make personal pledgesto engage in regular physical activity.School resources are available.www.cbc.ca/manitoba/features/ getmoving
Active and Safe Routes to School Program –This program encourages the use of active modesof transportation to and from school.www.resourceconservation.mb.ca/gci/ASRTS/1main.html
Sport Manitoba – Sport Manitoba providesinformation on sport programs and servicesthrough over 100 partner organizations thatdevelop and promote amateur sport in Manitoba.www.sportmanitoba.ca
Manitoba Fitness Council – The Manitoba FitnessCouncil has trained fitness leaders in communitiesand can be a helpful resource for programming ideas.www.manitobafitnesscouncil.ca
Manitoba Physical Education Teacher’s Association(MPETA) – MPETA is the member organizationfor specialists and teachers that teach physicaleducation. Links, resources, workshops,promotions and physical education and healtheducation curriculum information are available.www.mpeta.ca
Active Living Alliance for Canadians witha Disablility - This site provides information tofacilitate healthy, active living oppurtunitiesfor Canadians of all abilities. www.ala.ca
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