“…love of repose (rest) will lead, in its progress, to a suspension of healthy exercise, a relaxation of mind, an indifference to everything around you, and

finally to a debility of body, and hebetude (dullness) of mind.” Thomas Jefferson

Obesity Trends* Among U.S. AdultsBRFSS, 1985 (CDC)

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

No Data <10% 10%–14%

Obesity Trends* Among U.S. AdultsBRFSS, 1986

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

No Data <10% 10%–14%

Obesity Trends* Among U.S. AdultsBRFSS, 1987

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

No Data <10% 10%–14%

Obesity Trends* Among U.S. AdultsBRFSS, 1988

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

No Data <10% 10%–14%

Obesity Trends* Among U.S. AdultsBRFSS, 1989

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

No Data <10% 10%–14%

Obesity Trends* Among U.S. AdultsBRFSS, 1990

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

No Data <10% 10%–14%

Obesity Trends* Among U.S. AdultsBRFSS, 1991

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

No Data <10% 10%–14% 15%–19%

Obesity Trends* Among U.S. AdultsBRFSS, 1992

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

No Data <10% 10%–14% 15%–19%

Obesity Trends* Among U.S. AdultsBRFSS, 1993

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

No Data <10% 10%–14% 15%–19%

Obesity Trends* Among U.S. AdultsBRFSS, 1994

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

No Data <10% 10%–14% 15%–19%

Obesity Trends* Among U.S. AdultsBRFSS, 1995

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

No Data <10% 10%–14% 15%–19%

Obesity Trends* Among U.S. AdultsBRFSS, 1996

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

No Data <10% 10%–14% 15%–19%

Obesity Trends* Among U.S. AdultsBRFSS, 1997

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

No Data <10% 10%–14% 15%–19% ≥20%

Obesity Trends* Among U.S. AdultsBRFSS, 1998

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

No Data <10% 10%–14% 15%–19% ≥20%

Obesity Trends* Among U.S. AdultsBRFSS, 1999

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

No Data <10% 10%–14% 15%–19% ≥20%

Obesity Trends* Among U.S. AdultsBRFSS, 2000

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

No Data <10% 10%–14% 15%–19% ≥20%

Obesity Trends* Among U.S. AdultsBRFSS, 2001

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

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

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

Obesity Trends* Among U.S. AdultsBRFSS, 2002

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

Obesity Trends* Among U.S. AdultsBRFSS, 2003

(*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, 2004

(*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, 2005

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

No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

Obesity Trends* Among U.S. AdultsBRFSS, 2006

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

No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

Obesity Trends* Among U.S. AdultsBRFSS, 2007

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

No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

Obesity Trends* Among U.S. AdultsBRFSS, 2008

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

No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

Obesity Trends* Among U.S. AdultsBRFSS, 2009

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

No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

Obesity Trends* Among U.S. AdultsBRFSS, 2010

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

No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

Obesity epidemic in children and adolescents

The Problems it Causes for LearnersAttendance-Overweight MS students had 25% more absences and 39% more days tardy to school relative to overweight students. Shore, et al.. “Decreased Scholastic Achievement in Overweight Middle School Students.” Obesity. 16 (2008): 1535-1538.

-Obesity associated with higher absenteeism in elementary students. Geier et al Obesity (2007) 15, 2157–2161;

Study of 1069 Philadelphia inner city 4th – 6th graders

Academic Achievement-BMI inversely related to academic achievement -Hillman & Castelli @ University of Illinois (2007) Journal of Sport & Exercise Psychology, 2007, 29, 239-252

Study of 259 3rd & 5th graders found higher BMI associated with lower standardized test scores -Byrd et al (2007) The Impact of Physical Activity and Obesity on Academic Achievement Among Elementary Students

BMI of students affected the students’ performance in both reading and mathematics achievement. -Faulkner et al (2001) 22% of obese boys and 16% of obese girls report being held back or repeating a grade

Behavior-BMI inversely related to behavioral incidents -Overweight kids are three times more likely more likely to have behavior problems (2003) Lumeng et al.

U of Michigan study or 755 8-11 yr olds as part of the National Longitudinal Survey of Youth using the Behavior Problems Index -Overweight and Obese students are more likely to be the target of bullying (2003) Ian Janssen, PhD

THE OBESITY PROBLEMBecome Overweight/Obese Adults:-27% of overweight 1-5 year olds-43% of overweight 3-9 year olds, -86% of overweight 10-13 year olds [American Journal of Public Health]

-By age 11 obesity is considered persistent

Toddler Obesity Lowers IQ4 yr olds with early onset obesity have a 28 point lower IQ than their normal weight siblings

Quality PE Provides REDUCES Obesity

• Participation in PE and other physical activity reduces the chances that adolescents will be overweight as young adults.

– “Each weekday that adolescents participated in physical education decreased the odds of being an overweight adult by 5%, with participation in all 5 weekdays of physical education decreasing the odds by 28%.”

Source: Menschik, D., et. al. “Adolescent Physical Activities as Predictors of Young Adult Weight.” Arch Pediatr Adolesc Med. 2008;162(1):29-33. http://archpedi.ama-assn.org/cgi/content/full/162/1/29?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&fulltext=menschik&searchid=1&FIRSTINDEX=0&resourcetype=HWCIT

Physical Education Reduces the Risk of Overweight and Obesity

• Participation in PE reduces the chances that adolescents will become overweight adults.

– “Each weekday that adolescents participated in physical education decreased the odds of being an overweight adult by 5%, with participation in all 5 weekdays of physical education decreasing the odds by 28%.”

Source: Menschik, D., et. al. “Adolescent Physical Activities as Predictors of Young Adult Weight.” Arch Pediatr Adolesc Med. 2008;162(1):29-33. http://archpedi.ama-assn.org/cgi/content/full/162/1/29?maxtoshow=&HITS=10&hits=10&RESULTFORMAT=&fulltext=menschik&searchid=1&FIRSTINDEX=0&resourcetype=HWCIT

Physical education key to improving health in low-income adolescents

Kristine A. Madsen, MD, MPH (2009) Released jointly by UCSF and UC Berkeley Archives of Pediatrics & Adolescent Medicine” Nov 2009

Findings

• Regular participation in PE class is significantly associated with greater cardiovascular fitness and lower body mass index.

“We took an incredibly comprehensive look at all of the opportunities kids have

throughout their day to engage in physical activity and determined which are the

most strongly linked to fitness and weight status.”

“PE was by far the most significant predictor of students’ fitness and was the only variable associated with improved weight status.”

Engaging in at least 20 minutes of exercise during PE class was significantly associated with both shorter mile times and lower body mass index scores. Furthermore, as the students’ reported levels of enjoyment of PE increased, their mile times decreased.

Lifestyle of Our Kids (LOOK) Study Professor Dick Telford Australian National University Medical School American Journal Public Health Sept 2011

PE Class a Smart MoveStudy: 850 8 yr old Australian schoolchildren were followed over a four year period. The

study compared children who participated in traditional daily sport activities with those who received specialist education in general fitness skills such as coordination, balance and strength

Results:

Reduction of Body Fat in the PE Group The study found that pupils in the physical education classes lost an average of 0.25kg of body

fat over two years (considered significant for 8- to 10-year-olds)

Increase in Standardized Test Scores in PE Group Improved their NAPLAN scores by 10 points more than those who participated in sports only

Daily Physical Education and Physical Activity Reduces Obesity and Overweight

University of Texas Elementary School, Austin TX FOX News Report (Nov 14, 2011)

UT Elementary’s Healthy Families Initiative: -150 minutes (minimum) of weekly physical activity -Individualized wellness plans based on students’ needs -RTI (Response to Intervention) model applied to student health -Monthly Family Nights -Student Garden that yields produce for lunch program

Results: After three years: Obesity and overweight dropped from 62% to 48% (a reduction of 23%) Each year the reduction has been an even 5%

Goal: Student body @ 5%

NYC Vital Signs A Special Report from the New York City Health Department and the New York City

Department of Education – June 2009 Volume 8, No. 1

Childhood Obesity is a Serious Concern in New York CityHigher Levels of Fitness Associated with Better Academic Performance

STUDY: The New York City DOHMH and DOE reviewed academic and fitness records of the 600,000 public school students in grades K-8 who participated in the NYC FITNESSGRAM program

during the 2007-2008 school year.

FINDINGS:21% obese and 18% overweight (national average: 17% and 14%)Obese and overweight students are less physically fit:

Healthy weight students score in the 56 percentile for fitnessOverweight students score in the 49th percentileObese students score in the 40th percentile

Academic test scores increased with higher NYC FITNESSGRAM scores across all racial and ethnic groups

Students’ academic test scores increase with physical fitness scores across all weight categories

Swedish Military Study Cardiovascular fitness is associated with cognition in young adulthood Aberg, Maria, A. I., et al. PNAS (Proceedings of the National Academy of Sciences) December 8, 2009 vol. 106 no. 49 20906-20911 Edited by Fred H. Gage, The Salk Institute for Biological Studies, San Diego, CA, and approved October 16, 2009

STUDY: Compared the relationships between cardiovascular fitness and intelligence. Cohort study of all Swedish men born in 1950 through 1976 who were enlisted for military service at age 18 (N = 1,221,727). Of these, 268,496 were full-sibling pairs, 3,147 twin pairs, and 1,432 monozygotic twin pairs. Grades, test scores, and information on physical fitness were analyzed at age 15 and 18 on all subjects.

RESULTS1 - Cardiovascular fitness positively associated with intelligence 2 - Cardiovascular fitness changes between age 15yrs and 18 yrs predicted cognitive performance at 18 yrs

Those with increased fitness between 15 and 18 y of age exhibited significantly higher global intelligence scores than those with decreased fitness. Similar results were obtained for logical, verbal, visuospatial, and technical scores.

3 - Cardiovascular fitness at age 18 yrs predicted higher socioeconomic status and educational attainment later in life.

Positive correlation between physical activity and 7 categories of cognitive performance – Sibley (2003)-perceptual skills, IQ, achievement, verbal test scores, math test scores,

developmental level, academic readiness Pediatric Exercise Science

Exercise improves the rate of learning – Cotman-rate of learning directly correlated to BDNF levels (BDNF produced by exercise)

Exercise increases executive function – Exercise creates a better response to errors – Hillman

- “Flanker Test” results show a positive response to errors made

Exercise makes the body more adept in responding to mental challenges - Dienstbier 1989

Exercise reduces stress – elevates mood“Exercise is like a little Ritalin and a little Prozac.” Dr. John Ratey Harvard Medical school

Complex movement increases executive function

Cardiovascular Fitness Declines during the School Years “Fitness levels declined with each passing grade level, corresponding with decreasing emphasis on physical education in upper grades.” Texas Youth Fitness Study Findings

Fitness: the Key to Academic Achievement

“Give about two of them [hours] every day to exercise; for health must not be sacrificed to learning. A strong body makes the mind strong.” Thomas Jefferson

California Dept. of Education Study (2001)

Direct Correlation between level of Fitness and SAT scores

STUDY: Approximately one million California school children had their Stanford Achievement Test (SAT) scores compared with their Fitnessgram fitness scores which are comprised of 6 components.

RESULTS: With each fitness test passed the level of academic achievement also improved.

Delaine Eastin Superintendent of Public Instruction California Department of Education (CDE)

• SACRAMENTO, CA "This statewide study provides compelling evidence that the physical well-being of students has a direct impact on their ability to achieve academically," said Eastin. "We now have the proof we’ve been looking for: students achieve best when they are physically fit. Thousands of years ago, the Greeks understood the importance of improving spirit, mind, and body. The research presented here validates their philosophic approach with scientific validation.”

2001 Grade 7 SAT 9 and Physical Fitness Scores

26 31 34

41 50

60

28 32 36

44

54

66

0

10

20

30

40

50

60

70

1 2 3 4 5 6

Number of Fitness Standards Achieved

SA

T 9

Perc

en

tile

Reading Mathematics

2001 Grade 5 SAT 9 and Physical Fitness Scores

29 32 36 40 46

55

36 40 45

50 58

71

0 10 20 30 40 50 60 70 80

1 2 3 4 5 6

Number of Fitness Standards Achieved

SA

T 9

Perc

en

tile

Reading Mathematics

Grade 9 SAT 9 and Physical Fitness Scores

21 24 28 31 37

45 35 38

43 51

58 67

0 10 20 30 40 50 60 70 80

1 2 3 4 5 6

Number of Fitness Standards Achieved

SA

T 9

Perc

en

tile

Reading Mathematics

• Higher academic achievement is associated with higher levels of fitness in grade 5,7,9.

• The relationship between academic achievement and fitness in grade 5,7,9 was greater in mathematics than in reading, particularly at high fitness levels.

Texas Youth Fitness Study• A Texas study shows similar positive results. The study

of 2.4 million Texas students in grades 3-12 during the 2007-2008 academic year compared level of physical fitness to academic and related indicators.“Significant associations were consistently found between

physical fitness and various indicators of academic achievement, specifically:

• Academic Performance (TAKS) – Higher levels of fitness are associated with better academic performance.

• School Attendance – Higher levels of fitness are associated with better school attendance.

• School Incidents – Higher levels of fitness are associated with fewer negative school incidents [including incidents involving drugs, alcohol, violence and truancy].”

Source: Cooper Institute and the Texas Education Agency. March 2009. http://www.cooperinstitute.org/ourkidshealth/

Anthony Elementary in Leavenworth, KS

YEAR UNSATISFACTORY ADVANCED EXEMPLARY

2002 25.9% 0% 7.4%

2003 25% 19.4% 8.3%

2004 11.1% 33.3% 18.5%

YEAR UNSATISFACTORY ADVANCED EXEMPLARY

2002 40.5% 5.4% 2.7%

2003 27.3% 18.2% 3.0%

2004 0% 23.8% 47.6%

Reading Assessment

Math Assessment

In 2004 Anthony increased PE and PA from once to five days a week. They went from 10 th in Reading and 9th

in Math (in a district of 10 schools) to 2nd in Reading and 1st in Math. Their disciplinary office referrals dropped from 438 to 18. The number of students passing the Presidential Fitness Test increased by over 1300%.

Daily Physical Education and Physical Activity Changes Fitness, Academics, and Behavior

Anthony Elementary in Leavenworth, Kansas Edutopia (Dec/Jan 2006)

In 2004 Anthony increased PE and PA from one to five days a week, revamped their school lunch program, and added vitamins to the daily menu. Anthony had three remarkable changes in one year:1. There was a 1300+% increase in those passing the fitness test. 2. They went from 10th in Reading and 9th in Math (in a district with 10 elementary schools) to 2nd in Reading and 1st in Math.3. Office referrals for discipline were reduced from 438 to 18.

Daily Physical Education Transforms SchoolsNaperville Central High school (Ill.)

Daily PE for all students 9th grade 3% overweight /obese vs (National Ave: 32%) Graded on time in target heart rate zone TIMMSS Test (Trends in International Mathematics and Science Study) Results: Asian countries have nearly 50% of their students score in the top tier / US students – 7% Naperville Central’s results: Science: #1 in the world Math: #6 in the world

Titusville Schools (Pennsylvania) SPARK p32

1999-2000: Reading: Below state average on standardized tests Math: Below state average 2000-01: Lengthened school day Reduced academic time to make room for daily PE

2000-2001 RESULTS: Reading 17% above state average Math 18% above state average No middle school fights since the program began

NASPE & CDC Recommendations for PE• Elementary School: 150 minutes per week• Middle school & High School: 225 minutes per week

RealityA recent CDC report found daily PE in only:• 4% of elementary schools• 8% of middle schools• 2% percent of high schools

Physical activity in children is declining- Fewer than 1 in 4 children get 20 minutes of vigorous physical activity per week- Over one-third of adolescents aged 12 to 17 are physically active less than 3 out of 7 days a week.- Nearly 10% of students in grades 9-12 participate in no vigorous or moderate physical activity on a weekly basis.

“Cutting off physical exercise – the very activity most likely to promote cognitive performance – to do better on a test score is like trying to gain weight by starving yourself.” Dr. John Medina: Developmental molecular biologist / professor of bioengineering @ the University of Washington School of Medicine / Director of the Brain Center for Applied Learning Research @ Seattle Pacific University

Recommendations vs. Reality

Average composite of 20 students brains taking the same test

Brain after sitting quietly Brain after 20 minute walk

Research/scan compliments of Dr. Chuck Hillman University of Illinois

Exercise Makes the Brain Learning Ready

Learning ReadinessTHE EFFECT OF ACUTE TREADMILL WALKING ON COGNITIVE CONTROL AND ACADEMIC ACHIEVEMENT IN PREADOLESCENT

CHILDREN Hillman et al 2009

Study: 20 normal functioning preadolescent children were tested after a 20 minute bout of moderate (60% maxHR) treadmill walking and after a 20 minute sedentary period on brain activity (event-related brain potential – ERP) and applied aspects of cognition (response accuracy and academic achievement).

Results:

Participants scored a full grade level higher in reading comprehension after PA than after a period of rest. PA increased response accuracy and ERP levels.

“As demonstrated from previous literature, this study indicated that, after a 20 minute bout of PA, children scored higher on multiple assessments of cognition and academic performance as compared to a 20 minute rest period. Specifically, children performed significantly better in reading comprehension, with participating children scoring approximately a full grade level higher in reading comprehension after PA than after a period of rest.”