University of South Carolina Physical Activity in Preschool - - PowerPoint PPT Presentation

William H. Brown, PhD South Carolina Education Policy Fellow University of South Carolina

• Physical Activity in Preschool Children. National Institutes of

Health (2003-2007). (Pate, PI with Addy & Brown, Investigators).

• Multi-component Intervention to Increase Physical Activity in

Preschool Children. National Institutes of Health (2008-2013). (Pate, PI with Brown, Saunders, & Addy, Co-PIs)

• ABC Grow Healthy Project. U. S. Centers for Disease Control

and Prevention and the South Carolina Departments of Health and Environmental Control (DEC) and Social Services (DS) (2010-2013). (Pate, PI & Brown, Co-PI).

• Overweight and Obesity a National Challenge
• What We Know about Young Children’s Physical

Activity

• How to Enhance Young Children’s Physical

Activity in Community-based Preschools

• A “Thought Experiment” about Children with

Developmental Delays

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Weight of the Nation (HBO Documentary) Super Size Me: A Film of Epic Portions (Mockumentary)

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• Healthy People 2020 (United States Department of

Health and Human Services, 2010)

• “The Epidemic of Childhood Obesity:

Review of Research and Implications for Policy” Social Policy Report: Society for Research in Child Development

(Krishnamoorthy, Hart, & Jelalian, 2006)

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“Lack of activity destroys the good condition of every human being, while movement and methodical physical exercise save it and preserve it.” (Fox &

Haskell, 1968)

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• The data shown in these maps were collected

through CDC’s Behavioral Risk Factor Surveillance System (BRFSS).

• Mokdad AH, et al. The spread of the obesity epidemic in the United States, 1991–
• 1998. JAMA 1999;282:16:1519–22.
• Mokdad AH, et al. The continuing epidemics of obesity and diabetes in the United
• States. JAMA 2001;286:10:1519–22.
• Mokdad AH, et al. Prevalence of obesity, diabetes, and obesity-related health risk

factors, 2001. JAMA 2003;289:1:76–9.

• CDC. State-specific prevalence of obesity among adults — United States, 2005.

MMWR 2006;55(36):985–8.

• CDC. State-specific prevalence of obesity among adults — United States, 2007.

MMWR 2008;57(28):765–8.

• CDC. Vital signs: State-specific prevalence of obesity among adults — United States,
• 2009. MMWR 2010;59:1–5.

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(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14%

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(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19%

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(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19% ≥20%

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(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

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(*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

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• In 2010, no state had a prevalence of
• besity less than 20%;
• Thirty-six (36) states had a prevalence

equal to or greater than 25%; and

• Twelve (12) of these states (almost all

Southeastern states, including S. C.) had a prevalence equal to or greater than 30%.

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• Among 2- to 5-year-old children in the U.S.,

the prevalence of overweight is 26.7%

• Among 6- to 11-year-old children, the

prevalence of overweight is 32.6%

• Overweight is both those at-risk for overweight

(BMI ≥ 85th percentile) and overweight (BMI ≥ 95th percentile) (Ogden, Carroll, Kit, & Flegal, 2012)

 increased LDL cholesterol  decreased HDL cholesterol  increased triglycerides  atherosclerotic plaques  hypertension  increased type 2 diabetes  sleep apnea  orthopedic problems

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• Obesity has been associated with

multiple health problems

• coronary heart disease
• hypertension
• type II diabetes
• osteoporosis
• several types of cancer

• Researchers have hypothesized that

increased rates of obesity are related to

• decreases in physical activity
• dietary changes
• or both

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Energy Out Energy In

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Ecological Theory of Development

Culture Economy

Government Work Place Extended Family Social Network School

A Powerful Paradigm

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CHILD

Outside play time Nutrition Education Meals Opportunities for physical activity Role Modeling Built Environment Food Rewards Parent Education No playtime punishments Candy fundraisers Snacks Parties Professional Development

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Let’s Move! Child Care is a very recent effort to promote children’s health by encouraging and supporting healthier physical activity and nutrition practices for children in all child care settings.

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• Office of the First Lady
• White House Domestic Policy Council
• U. S. Department of Health & Human

Services

• Administration for Children and Families
• Centers for Disease Control & Prevention
• Health Resources and Services Administration

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Screen Time - No screen time for children under 2 years. For children age 2 and older, strive to limit screen time to no more than 30 minutes per week in child care, and work with parents and caregivers to ensure children have no more than 1-2 hours of quality screen time per day (recommended by AAP)

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Physical Activity - Provide 1-2 hours of physical activity throughout the day including outside play when possible. Nutrition - Serve fruits or vegetables at every meal, eat meals family-style whenever possible, and don’t serve fried foods.

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Beverages - Provide access to water during meals and throughout the day, and don’t serve sugar-sweetened drinks. For children age 2 and older, serve low-fat (1%) or non- fat milk, and no more than one 4- to 6-

• unce serving of 100% juice per day.

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Infant feeding - For mothers who want to continue breastfeeding, provide their milk to their infants and welcome them to breastfeed during the child care day.

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Conventional wisdom is that preschoolers are naturally active and have a lot of outdoor playtime in community-based programs.

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• The National Association of Sport and

Physical Education (NASPE) recommends that preschool aged children participate in 60 minutes of structured activity and 60 minutes of unstructured activity each day

• A recent Institute of Medicine (IOM) report

suggests that preschoolers should participate in 15 minutes per hour of physical activity (light + MVPA)

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• Interdisciplinary research team headed by Russ

Pate in the Arnold School of Public Health

• Cheryl Addy, Bill Brown, Marsha Dowda, Kerry McIver,

Jennifer O’Neill, Karin Pfeiffer, Kristen Swaney, and Harriet Williams

• To obtain multi-measure and multi-source descriptive

information to inform policies and practices related to preschoolers’ physical activity in community programs

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• W. H.

Brown, PhD National Early Childhoo d Inclusion Institute (2012) 42

• Moderate Physical Activity
• Translocation (moving a body from one location to

another at a moderate pace) (e.g., walking at a brisk or rapid pace, walking up stairs or uphill, climbing on monkey bars, jungle gym, fence, hanging from bar with legs swinging).

• Vigorous Physical Activity
• Translocation (moving body from one location to

another at a fast of very fast pace) (e.g., running, walking up 3 or more stairs or an incline fast or with vigorous arm movement, three repetitions or more of skipping, hopping, jumping, leaping, kicking, or galloping).

Definitions from Brown et al. (2003)

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Outside

Sedentary Light MVPA

10 20 30 40 50 60 70 80 90 100 Males Females Percent of Intervals Sedentary Light MVPA

Figure 2. Percent of Intervals coded as Sedentary, Light and MVPA using Direct Observation with the OSRAC-P from Pate, R. R., McIver, K., Dowda, M., Brown, W. H., & Addy, C. (2008). Directly observed physical activity levels in preschool children. Journal of School Health, 78(8), 438-444.

• Of over 300,000 observed intervals, only 61

intervals (0.01%) included a teacher prompt to increase activity

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Of over 300,000 observed intervals, only 61 intervals (0.01%) included a teacher prompt to increase activity

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• Hannon, J. C., & Brown, B. B. (2008).

Increasing preschoolers' physical activity intensities: An activity-friendly preschool playground intervention. Preventive Medicine, 46, 532-536.

• Brown, W. H., Googe, H. S., McIver, K. L., &

Rathel, J. M. (2009). Effects of teacher- encouraged physical activity on preschool

• playgrounds. Journal of Early Intervention,

31(2), 126-145.

• Addition of portable materials related to

running, jumping, and crawling (e.g., playground balls, hoops, target toss sets, tunnels)

• New materials were arranged into activity

stations around the playground

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• Three- to five-year-old girls and boys

decreased sedentary behavior when materials present

• Three- to five-year-old girls and boys

increased light, moderate, and vigorous activity when materials present

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• Activity-based approach with a focus on children’s

physical activity (cf. Bricker)

• Modified “Plan, Do, and Review Process” (cf. High

Scope) that focuses on encouraging MVPA during group activities at outdoor playtime

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• Initial teacher discussion allows the teacher

to “set the stage” for an activity (“PLANNING PHASE”)

• Teacher participation with modeling PA or

at least monitoring and careful supervision, increases the likelihood of children’s active engagement (“DOING PHASE”)

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• Teacher discussion and feedback creates a

classroom atmosphere that promotes healthy behaviors (“REVIEWING PHASE”)

• Debriefing with children will also be a

“teaching context” for preschoolers’ self- evaluation and development of their self- regulation

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• Immediately after high-energy physical

activity, employ a “COOL DOWN” strategy

• Examples: talking in soft relaxed voice, modeling deep

breathing to slowly relax participants, and providing a clear signal for the end of the high-energy activity

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• Preschools are sedentary in nature
• Limited adult encouragement and

acknowledgement of physical activity in preschools, even during recess

• Restricted employment of intentional

teaching to promote children’s physical activity

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• 1. Preschool children need more physical

activity during appropriate times of the school day

• 2. Preschool teachers are on the “front lines”
• f prevention in promoting healthy habits,

dispositions, and lifestyles for young children’s physical activity

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• 3. Preschool teachers “ought” to be proactive

in implementing high-interest and high- energy activities that are embedded at appropriate times during the school day

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• National and local policies and practices
• Expectations and resources (policies, space, &

supplies)

• Encouraging adults (teachers, school partners, &

volunteers)

• Integrated physical activities
• Indoor breaks with vigorous activities
• Outdoor play opportunities with appropriate

materials

• Teacher-led activities to intentionally encourage

sustained physical activities

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Outdoors Indoors

Video from SHAPES

TM

Teacher-led

Integrated Physical Activity

Fast or slow Full body movement

“I’ve learned that once they get up and move around, they’re ready to work. Whereas if we just sat, they’re not as calm. They have to get their energy out before they do their work.” – SHAPES School Teacher

• A nutrition and physical activity quality

improvement initiative designed to impact childhood obesity by improving the quality of the childcare environment

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Working Together to Grow Healthy…..

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 Funded by NIH to increase preschool physical

activity.

 Goals and class activity developed by USC &

preschools (researchers, teachers and staff).

 3-year intervention resulted in activity and

training to best fit the preschool day, existing curriculum, and professional development for effective physical activity.

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 Preschool is the perfect place to learn

healthy habits for a physically active life.

 Early childhood educators are natural experts

for the enhancing preschoolers’ physical activity.

 Physical activity is not just for the playground.

Physical activity is full-day compatible benefit to child and teacher.

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“SHAPES made me even more aware that it’s not just having a break time, it’s getting enough physical activity throughout the day. SHAPES has taught me a lot about what children need and how to motivate them to do more.” – SHAPES School Teacher

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Outdoors Indoors

Video from SHAPES

TM

Teacher-led

Integrated Physical Activity

Fast or slow Full body movement

“I’ve learned that once they get up and move around, they’re ready to work. Whereas if we just sat, they’re not as calm. They have to get their energy out before they do their work.” – SHAPES School Teacher

• 1. Incorporate various types of physical activity
• 2. Increase time that children spend outdoors
• 3. Directly encourage child activity (verbal and

physical)

• 4. Provide active learning environments
• 5. Provide activity breaks within the classroom

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 Increase physical activity throughout the day

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 Identify time of day. What are class objectives at this time?

 Select an activity. Use examples and experience. Why is the chosen activity most appropriate for this time?  Describe your activity. Name it. Share summary or game rules. Which physical activity enhancements will you include?

Make-Your-Own Physical Activity Checklist The kids did things I really did not believe that they would be able to do so fast – like take turns and think of different moves and things like that, but they did. Sometimes we underestimate the kids. – SHAPES School Teacher

• 1. Share your time and activity

name.

• 2. Describe your activity. How is it

done (demo)? How does it fit your time of day?

• 3. What physical activity

enhancements did you choose? Why?

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Make-Your-Own Physical Activity Presentations

 For the overwhelming majority of young

children significant modifications are not needed

 Teaching and supporting access and

participation may need to be

 Some small group of children with significant

medical problems (e.g. breathing tubes) might have only restricted or passive watching to be a part of a game (time keeper, score keeper)

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Mark Twain in

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William H. Brown College of Education University of South Carolina bbrown@mailbox.sc.edu Children’s Physical Activity Research Group http://www.sph.sc.edu/USC_ CPARG/

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