HEALTH-RELATED PHYSICAL EDUCATION

HEALTH-RELATED HEALTH-RELATED PHYSICAL EDUCATIONPHYSICAL EDUCATION

BY BY Lynn HousnerLynn Housner

West Virginia UniversityWest Virginia University

PHYSICAL ACTIVITY AND PHYSICAL ACTIVITY AND HEALTH HEALTH

Fact SheetsFact Sheets

LONG-TERM LONG-TERM CONSEQUENCES OF CONSEQUENCES OF PHYSICAL INACTIVTIY PHYSICAL INACTIVTIY

Physical inactivity & poor diet account Physical inactivity & poor diet account for at least 300,000 (in 1990) for at least 300,000 (in 1990) preventable deaths.preventable deaths.

Only tobacco use accounts for more Only tobacco use accounts for more preventable deaths (400,000)preventable deaths (400,000)

Physical inactivity increases the risk of Physical inactivity increases the risk of dying prematurely from heart disease, dying prematurely from heart disease, diabetes, colon cancer, and the effects diabetes, colon cancer, and the effects of high blood pressure (I.e.,stroke).of high blood pressure (I.e.,stroke).

Actual Causes of Death in the Actual Causes of Death in the United States, 1990United States, 1990

Source: McGinnis JM, Foege WH. JAMA 1993;270:2207-12.

400,000

300,000

100,000 90,000

30,000 20,0000

100,000

200,000

300,000

400,000

500,000

Tobacco Diet/Activity Alcohol Microbialagents

Sexualbehavior

Illicit use ofdrugs

Estimated Annual Direct and Estimated Annual Direct and Indirect Costs of CVD, Indirect Costs of CVD,

Cancer, and Diabetes in the Cancer, and Diabetes in the U.S. (in $ billions)U.S. (in $ billions)

$98$107

$286

0

50

100

150

200

250

300

350

CVD1 Cancer2 Diabetes3

$ in

bill

ions

1 - Health care and lost productivity costs (American Heart Association); 2 - Health care, lost productivity, and mortality costs (National Cancer Institute); 3 - Medical care costs and lost wages (American Diabetes Association)

Estimated Annual Costs Attributable Estimated Annual Costs Attributable to Obesity and Cigarette Smoking in to Obesity and Cigarette Smoking in

the U.S.the U.S. ObesityObesity11

Direct health care costs: $39 - $52 Direct health care costs: $39 - $52 billion billion – 4.0% - 5.7% of all health care costs4.0% - 5.7% of all health care costs

Indirect costs: $47 billionIndirect costs: $47 billion

Sources: (1) Wolf AM, Colditz GA. Ob Res 1998;6:97-106; Allison DB et al. AJPH 1999; 88:1194-9 (2) Miller VP et al. Soc Sci Med 1999;48:375-91

Cigarette SmokingCigarette Smoking22

Direct medical care costs: $53 billionDirect medical care costs: $53 billion– 6.5% of all health care costs6.5% of all health care costs

THE NEED FOR HEALTH-THE NEED FOR HEALTH-RELATED PHYSICAL EDUCATIONRELATED PHYSICAL EDUCATION

The percentage of overweight children The percentage of overweight children has more than doubled in the past 30 has more than doubled in the past 30 years.years.

5 million children are seriously 5 million children are seriously overweightoverweight

Most obese children become obese Most obese children become obese adults and are at increased risk of heart adults and are at increased risk of heart disease, high blood pressure, stroke, disease, high blood pressure, stroke, diabetes, and cancerdiabetes, and cancer

80% 80% of adult of adult smokers started smokers started smoking before smoking before

they finished they finished high schoolhigh school

Source: U.S. DHHS. Surgeon General’s Report: Preventing Tobacco Use Among Young People, 1994

Why Target Youth?Why Target Youth?

Why Target Youth?Why Target Youth? The younger people are when they The younger people are when they

start using tobacco, the more likely start using tobacco, the more likely they are to become dependent on they are to become dependent on nicotinenicotine– 25% of high school students smoked 25% of high school students smoked

a whole cigarette before age 13*a whole cigarette before age 13* Physical activity and dietary patterns Physical activity and dietary patterns may be established during childhood may be established during childhood and adolescenceand adolescence

*CDC, National Youth Risk Behavior Survey, 1997

Why Target Youth?Why Target Youth? Risk factors for heart disease and Risk factors for heart disease and

diabetes develop early in lifediabetes develop early in lifeTriglycerides

LDC-CholesterolHDL-Cholesterol (low)

InsulinBlood Pressure

Why Target Youth?Why Target Youth? Risk factor trends are going in the Risk factor trends are going in the

wrong direction wrong direction Atherosclerosis is present in late Atherosclerosis is present in late

adolescenceadolescence

Why Target Youth?Why Target Youth?

% of children, aged 5-10, % of children, aged 5-10, with 2 or more adverse CVD with 2 or more adverse CVD risk factor levels:risk factor levels:

Source: Freedman DS et al. Pediatrics 1999;103:1175-82

27.1%

6.9%

% of children, aged 5-10, with 1 or % of children, aged 5-10, with 1 or more adverse CVD risk factor levels:more adverse CVD risk factor levels:

Why Target Youth?Why Target Youth? % of overweight children, aged 5-10, with 1 or more adverse % of overweight children, aged 5-10, with 1 or more adverse

CVD risk factor levels:CVD risk factor levels:

% of overweight children, aged 5-10, with 2 or more adverse % of overweight children, aged 5-10, with 2 or more adverse CVD risk factor levels:CVD risk factor levels:

Source: Freedman DS et al. Pediatrics 1999;103:1175-82

27.1%

6.9%

60.6%

26.5%

Prevalence of Obesity* Among U.S. AdultsBRFSS, 1985

(*Approximately 30 pounds overweight)

Source: Mokdad AH, et al. J Am Med Assoc 1999;282:16.

<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%




<10% 10% to 15% >15%

Obesity Trends* Among U.S. AdultsObesity Trends* Among U.S. AdultsBRFSS, 1997BRFSS, 1997

No Data <10% 10%–14% 15%–19% ≥20

(*BMI ≥30, or ~ 30 lbs overweight for 5’ 4” woman)



No Data <10% 10%–14% 15%–19% ≥20



No Data <10% 10%–14% 15%–19% ≥20



No Data <10% 10%–14% 15%–19% ≥20


No Data <10% 10%–14% 15%–19% 20%–24% ≥25%


Source: Behavioral Risk Factor Surveillance System, CDC

(*BMI 30, or ~ 30 lbs overweight for 5’4” person)

No Data <10% 10%–14% 15%–19% 20%–24% ≥25%


Obesity Trends* Among U.S. AdultsBRFSS, 2002

Percentage of Ages 12-17, Percentage of Ages 12-17, Overweight*, by SexOverweight*, by Sex

* >95th percentile for BMI by age and sex based on NHANES I reference dataSource: Troiano RP, Flegal KM. Pediatrics 1998;101:497-504

0

2

4

6

8

10

12

1963-70 1971-74 1976-80 1988-94

Percent 11.4

9.9

Males

Females

4.6

4.5

Percentage of Ages 6-11, Percentage of Ages 6-11, Overweight*, by SexOverweight*, by Sex

0

2

4

6

8

10

12

1963-70 1971-74 1976-80 1988-94

Percent


Males

Females

11.49.9

4.3

3.9

Overweight (%) Age 6 to Overweight (%) Age 6 to 11,*, by Race and Sex11,*, by Race and Sex

02468

1012141618

1963-70 1971-74 1976-80 1988-94

Percent


White females

Black females

Black malesWhite males

Economic Costs of Obesity Economic Costs of Obesity

to U.S. Businesses in 1994to U.S. Businesses in 1994 Total costs:Total costs:

Source: Thompson D et al. Am J Health Promotion 1998;13(2):120-7

$12.7 billionHealth insurance expenditures: $7.7 billion

Paid sick leave: $2.4 billionLife insurance: $1.8 billionDisability insurance: $800 millionApproximately 5% of total medical care costs

Economic Costs Economic Costs Associated with Obesity in Associated with Obesity in

a Workplacea WorkplaceOverweightemployees

Not overweightemployees

Average # sickdays

8.45 3.73

Sick day costs $1,546 $683

Average healthcare costs

$6,822 $4,496

Overweight=BMI>27.8 for men, >27.3 for women; n = 3,066 former bank employeesSource: Burton WN et al. J Occup Environ Med 1998;40:786-92

BENEFITS OF REGULAR BENEFITS OF REGULAR PHYSICAL ACTIVITYPHYSICAL ACTIVITY

Builds Healthy Bones and MusclesBuilds Healthy Bones and Muscles Builds Lean Muscle and Reduces Fat Builds Lean Muscle and Reduces Fat Reduces Risk of Heart Disease, Reduces Risk of Heart Disease,

Diabetes, Cancer, Hypertension, Diabetes, Cancer, Hypertension, Osteoporosis, etcOsteoporosis, etc

Reduces Stress and DepressionReduces Stress and Depression Improves Fitness & Quality of Life Improves Fitness & Quality of Life

STATEMENT ON EXERCISE FROM THE STATEMENT ON EXERCISE FROM THE AMERICAN HEART ASSOCIATIONAMERICAN HEART ASSOCIATION

““Regular aerobic physical activity Regular aerobic physical activity increases exercise capacity and increases exercise capacity and plays a role in both primary and plays a role in both primary and secondary prevention of secondary prevention of cardiovascular disease. Inactivity is cardiovascular disease. Inactivity is recognized as a risk factor for recognized as a risk factor for coronary artery disease. coronary artery disease.

A.H.A. LABELS PHYSICAL INACTIVITYA.H.A. LABELS PHYSICAL INACTIVITY AS A FOURTH RISK FACTOR FOR AS A FOURTH RISK FACTOR FOR

CORONARY HEART DISEASE CORONARY HEART DISEASE New York, July 1, 1992 - The American New York, July 1, 1992 - The American

Heart Association today labeled physical Heart Association today labeled physical inactivity, or lack of exercise, as a fourth inactivity, or lack of exercise, as a fourth risk factor for coronary heart disease along risk factor for coronary heart disease along with smoking, high blood pressure, and high with smoking, high blood pressure, and high cholesterol levels. Regular physical activity cholesterol levels. Regular physical activity plays a significant role in preventing heart plays a significant role in preventing heart and blood vessel disease and there is a and blood vessel disease and there is a relationship between physical inactivity and relationship between physical inactivity and cardiovascular mortality.cardiovascular mortality.

WHY CHILDREN NEED HEALTH-WHY CHILDREN NEED HEALTH-RELATED PHYSICAL EDUCATIONRELATED PHYSICAL EDUCATION

Quality physical education can:Quality physical education can:– reduce the risk of heart diseasereduce the risk of heart disease– improve fitnessimprove fitness– regulate weight regulate weight – promote active lifestyles & healthpromote active lifestyles & health– reduce stress & depressionreduce stress & depression– increase self-esteem & confidence increase self-esteem & confidence – develop motor skills develop motor skills – improve goal setting & self-discipline improve goal setting & self-discipline

PARTICIPATION IN PHYSICAL PARTICIPATION IN PHYSICAL ACTIVITY & PHYSICAL EDUCATION ACTIVITY & PHYSICAL EDUCATION

Half of young people aged 12-22 do not Half of young people aged 12-22 do not engage in regular vigorous activity.engage in regular vigorous activity.

Participation in physical activity is reported Participation in physical activity is reported by 69% of 12-13 year olds, but only 38% of by 69% of 12-13 year olds, but only 38% of 18-21 year olds.18-21 year olds.

Participation in daily physical education Participation in daily physical education continues to decline; particularly at the high continues to decline; particularly at the high school level. school level.

Most elementary physical education is Most elementary physical education is supervised by classroom teachers as ‘free supervised by classroom teachers as ‘free play”. play”.

% of Parents of Children in % of Parents of Children in Grades K-12 Who:Grades K-12 Who:

Want their kids to receive daily physical Want their kids to receive daily physical education:education:

Strongly agree that physical education helps Strongly agree that physical education helps children prepare to become active, healthy adults:children prepare to become active, healthy adults:

Source: Survey by Opinion Research Corp. based on interviews with a nationally representative sample of 1,017 adults, February 2000 (margin of error = +6%)

81%

64%

% of Parents of Children in % of Parents of Children in Grades K-12 Who:Grades K-12 Who:

Believe that physical education Believe that physical education class does not interfere with class does not interfere with children’s academic needs: 91%children’s academic needs: 91%

Believe that children should Believe that children should concentrate on academic subjects concentrate on academic subjects at school and leave the physical at school and leave the physical activities for after school: 15%activities for after school: 15%

Source: Survey by Opinion Research Corp. based on interviews with a nationally representative sample of 1,017 adults, February 2000 (margin of error = +6%)

SPORT PLAY & ACTIVE SPORT PLAY & ACTIVE RECREATION FOR KIDS (SPARK) RECREATION FOR KIDS (SPARK)

WHAT IS SPARK?WHAT IS SPARK?– SPARK began in 1989 at San Diego State SPARK began in 1989 at San Diego State

University when a team of researchers University when a team of researchers obtained a five year grant from the obtained a five year grant from the National Heart, Lung, & Blood Institute National Heart, Lung, & Blood Institute to develop, implement, and to develop, implement, and experimentally evaluate a experimentally evaluate a comprehensive health-related comprehensive health-related elementary physical education program. elementary physical education program.

WHAT ARE THE OBJECTIVES OF WHAT ARE THE OBJECTIVES OF SPARK?SPARK?

To counter heart disease by facilitating To counter heart disease by facilitating engagement in regular physical engagement in regular physical activity during physical education activity during physical education classes and outside of school.classes and outside of school.

Because, studies indicate that children Because, studies indicate that children receive physical education irregularly receive physical education irregularly & often get very little activity during & often get very little activity during class.class.

UNIQUE CHARACTERISITCS UNIQUE CHARACTERISITCS OF SPARK OF SPARK

SPARK classes are SPARK classes are active (50% MVPA)active (50% MVPA)

SPARK promotes SPARK promotes physical activity physical activity after school, on after school, on weekends, and weekends, and during summersduring summers

SPARK is teacher SPARK is teacher friendlyfriendly

SPARK consists of SPARK consists of progressive units progressive units with each lesson with each lesson pre-planned pre-planned

SPARK is written SPARK is written to comply with to comply with NASPE guidelines NASPE guidelines & State IGOs & State IGOs

SPARK PHYSICAL SPARK PHYSICAL EDUCATION OBJECTIVESEDUCATION OBJECTIVES Enjoy & seek out Enjoy & seek out

physical activity physical activity (PA)(PA)

Develop a variety Develop a variety of motor skills of motor skills that will facilitate that will facilitate future future involvement in involvement in physical activitiesphysical activities

Develop & Develop & maintain maintain acceptable levels acceptable levels of fitnessof fitness

Develop the Develop the ability to get ability to get along with others along with others in movement in movement environmentsenvironments

SPARK SELF-MANAGEMENT SPARK SELF-MANAGEMENT OBJECTIVESOBJECTIVES

Self-responsibility Self-responsibility for PA programsfor PA programs

Goal setting for PA Goal setting for PA & healthy food & healthy food choiceschoices

Behavior change Behavior change strategies strategies

Injury prevention Injury prevention & safety& safety

Strategies for family Strategies for family & peer support& peer support

Strategies to Strategies to decrease sedentary decrease sedentary behaviorbehavior

Understanding the Understanding the relationship relationship between PA, diet, & between PA, diet, & body composition body composition

THE EFFECTIVENESS OF SPARK: THE EFFECTIVENESS OF SPARK: THE MOST WIDELY RESEARCHED THE MOST WIDELY RESEARCHED

CURRICULUM EVERCURRICULUM EVER SPARK can be SPARK can be

taught effectively taught effectively by classroom by classroom teachers and teachers and specialistsspecialists

SPARK positively SPARK positively affects the levels affects the levels of MVPA of MVPA

SPARK facilitates SPARK facilitates MVPA, skill MVPA, skill development & development & fitness fitness

Children like Children like SPARK activities SPARK activities

SPARKS BASICSSPARKS BASICS B - Boundaries & RoutinesB - Boundaries & Routines A - Activity for the Get-GOA - Activity for the Get-GO S - Stop & Start SignalsS - Stop & Start Signals I - Involvement By AllI - Involvement By All C - Concise Instructional CuesC - Concise Instructional Cues S - Supervision S - Supervision

SPARK INSTRUCTIONAL SPARK INSTRUCTIONAL FORMATSFORMATS

Individual DaysIndividual Days Partner DaysPartner Days

– Back to Back, Whistle Mixer, Back to Back, Whistle Mixer, Taller/ShorterTaller/Shorter

Group DaysGroup Days– Mingle Mingle , ABC/123, Shoe Colors Mingle Mingle , ABC/123, Shoe Colors

SPARK: K-2 UNITSSPARK: K-2 UNITS Perceptual PowerPerceptual Power Beanbag BoogieBeanbag Boogie Happy HoopsHappy Hoops Jumping for JoyJumping for Joy Having a BallHaving a Ball

Let’s Hit itLet’s Hit it Great GamesGreat Games Parachute ParadeParachute Parade Dance With MeDance With Me Super Kid Stunts Super Kid Stunts

BEGINNING THE SCHOOL BEGINNING THE SCHOOL YEAR: PERCEPTUAL YEAR: PERCEPTUAL

POWERPOWER Perceptual Power is designed to:Perceptual Power is designed to:

– Teach movement conceptsTeach movement concepts levels, pathways, personal/general space levels, pathways, personal/general space

– Teach fundamental motor skillsTeach fundamental motor skills hop, skip, gallop, slide, bend, stretch hop, skip, gallop, slide, bend, stretch

– Teach rules, routines, & procedures Teach rules, routines, & procedures for management for management

grouping, boundaries, stop/start signalsgrouping, boundaries, stop/start signals

ALL REMAINING K-2 SPARK ALL REMAINING K-2 SPARK UNITSUNITS

Begin with SPARK Starters that Begin with SPARK Starters that focus on providing instant activity focus on providing instant activity with high levels of MVPA (10-12 with high levels of MVPA (10-12 minutes)minutes)

Skill instruction with continued Skill instruction with continued attention to high levels of MVPA (15-attention to high levels of MVPA (15-20 minutes)20 minutes)

Cool Down & Closure (2-3 minutes)Cool Down & Closure (2-3 minutes)

Examples of SPARK Examples of SPARK StartersStarters

Group Movement Group Movement ActivitiesActivities– I see, I see!I see, I see!– Crazy AnimalsCrazy Animals– Motorcycle ManiaMotorcycle Mania– 5 Touches5 Touches– Go, Car, Go!Go, Car, Go!– Here Comes The Here Comes The

ToadToad

Group Tag GamesGroup Tag Games– T-Rex TagT-Rex Tag– Crazy Doctor TagCrazy Doctor Tag– The FreezeThe Freeze– Bees and Honey Bees and Honey

BearsBears Group DancesGroup Dances

– The Chicken DanceThe Chicken Dance– Hokey PokeyHokey Pokey– S.H.O.E.S. S.H.O.E.S.

Sample SPARK Lesson Sample SPARK Lesson PlanPlan

Unit Assessment Checklist Unit Assessment Checklist

SPARK 3-6 UNITS: TYPE I SPARK 3-6 UNITS: TYPE I ACTIVITIES (HEALTH-ACTIVITIES (HEALTH-RELATED FITNESS)RELATED FITNESS)

Cooperative Cooperative Games & Games & ParachuteParachute

Aerobic GamesAerobic Games Power Walk & JogPower Walk & Jog Dance & RhythmsDance & Rhythms Jump Rope Jump Rope

Run to the BorderRun to the Border Fun & Fitness Fun & Fitness

CircuitsCircuits Strength & Strength &

ConditioningConditioning Run USARun USA Group FitnessGroup Fitness

SPARK 3-6 UNITS: TYPE II SPARK 3-6 UNITS: TYPE II ACTIVITIES (SKILL-RELATED ACTIVITIES (SKILL-RELATED

FITNESS) FITNESS) FrisbeeFrisbee SoccerSoccer Field GamesField Games GymnasticsGymnastics BasketballBasketball

HockeyHockey VolleyballVolleyball Track & FieldTrack & Field SoftballSoftball Handball/Wallball Handball/Wallball

or All-Run Gamesor All-Run Games

SPARK 3-6 LESSON SPARK 3-6 LESSON STRUCTURE STRUCTURE

Introduction (warm-up) with Introduction (warm-up) with transition to Type I Activity (15 transition to Type I Activity (15 minutes)minutes)

Type II Activity with transition to Type II Activity with transition to cool-down (15 minutes) cool-down (15 minutes)

Fitness Assessment: Fitness Assessment: SPARK PERSONAL BEST SPARK PERSONAL BEST

DAYDAY Allows students to track fitness Allows students to track fitness

over timeover time 5 times per school year5 times per school year SPARK personal best lesson:SPARK personal best lesson:

– 9 minute jog 9 minute jog – modified curl-upsmodified curl-ups– push-ups push-ups

WVU SPARK INSTITUTE: WVU SPARK INSTITUTE: PARTICIPANT REMARKSPARTICIPANT REMARKS The SPARK program was awesome!The SPARK program was awesome! Experienced teachers learned a lot Experienced teachers learned a lot

too.too. It helped me realize that I want to It helped me realize that I want to

continue my education in PE.continue my education in PE. I am excited to bring SPARK into S.C. I am excited to bring SPARK into S.C.

schools.schools. This was a great experience for me. This was a great experience for me.

SPARK CAVEATSSPARK CAVEATS The SPARK curriculum can be modifiedThe SPARK curriculum can be modified The SPARK units can be flexibly The SPARK units can be flexibly

implemented but lessons should be implemented but lessons should be presented in orderpresented in order

SPARK is about increasing MVPA in and SPARK is about increasing MVPA in and out of school. Not increasing short out of school. Not increasing short term and transitory fitness test scores.term and transitory fitness test scores.

CONCLUSIONCONCLUSION SPARK argues that it is more important to

focus on the “process” of physical fitness and encourage children to enjoy a lifestyle of regular physical activity than to focus on fitness testing.

The President’s Council on Physical Fitness and Sports (1999) agree that physical education should focus on “..physical activity rather than on physical fitness” (pg. 4).

Documents

HEALTH-RELATED PHYSICAL EDUCATION