Daily Physical Activity in Schools

Grades 1 to 8

Background

October 2004 – Education Minister, Gerard Kennedy speaks on Healthy Eating/Vending machine policy and adds the concept of 20 minutes of daily physical activity by fall 2005

Early January 2005 - Ministry contracts OPHEA for investigation, research and resource development on Daily Physical Activity (DPA).

Environmental Scan of best practices/models for elementary H&PE/DPA programs across the province and existing programs and resources

Development of support resources for Teachers, Principals and School Boards (EDU publications)

June 28, 2005 - Deputy Minister of Education: Ben Levin sends a memorandum addressed to Directors, Superintendents and Principals with expectations for DPA implementation for all school boards.

Background

October 6, 2005 Press Release“Today the Ministry of Education has taken

another important step in supporting healthy schools. The Ministry announced today that 20 minutes of sustained moderate to vigorous physical activity during instructional time must become an essential part of the school day for all elementary students.”

Background

Daily Physical Activity Requirements: All Students grades 1 – 8 Time Allocation: schedule 20 minutes in length Considered only one component of H&PE and must not

replace the teaching of H&PE Scheduled During Instructional time each school day Lesson Content to consist of Warm-up/ Activity/ Cool-down Sustained Moderate to Vigorous Activity Safety considerations of the participants, activity and

location taken into consideration Varied Locations Implemented by end of 2005/2006 school year

Background

EDU has provided school boards with a total of $10.7 million in funding support to implement DPA

No other plans at this time for provincial coordination and support

Current Status

Despite the fact that dedicated resources are not available to support DPA implementation, Ophea has been fielding numerous calls/emails related to this policy. As a result, the following activities are underway:Continuing to respond to general inquiriesPromotion/referral to existing programs and

services (i.e. H&PE, activ8)Section on Ophea.net

Current Status

DPA Policy is a good start but not enough to make province-wide DPA implementation a reality

Research conducted by Ophea on behalf of the Ministry of Education in January 2005 noted 6 critical success factors for the implementation of DPA: Clear policy statementAdequate training and capacity buildingFlexible FrameworkLeadershipShared responsibility of partnersAccountability

What is in the resource?

IntroductionImplementation, Benefits, Motivating Students

Planning for Daily Physical ActivitySafety, Inclusion, Scheduling, Facilities,

Assessment

Activities for studentsAppendices A (safety), B (Timetables), C

(Warm Up/Cool Down), D (Resources)

Implementation of DPA

20 minutes of activity occurs during instructional time.

Activities are adapted to be inclusive.Initially may occur as several 10 minutes

sessions throughout the day.

Benefits of Daily Physical Activity

“Studies demonstrate the positive effects daily physical activity has on student performance and academic achievement in terms of memory, observation, problem-solving and decision-making, as well as significant improvements in attitudes, discipline, behaviours and creativity.”

J. J. Keays and K. R. Allison,“The Effects of Regular Moderate to Vigorous Physical Activity on Student Outcomes: A Review”, Canadian Journal of Public Health 86, no. 1, (January/February 1995)

Benefits of Daily Physical Activity

“Between 1981 and 1996, the number of obese children in Canada between the ages of seven and 13 tripled.This is contributing to a dramatic rise in illnesses such as type 2 diabetes,heart disease, stroke,hypertension and some cancers. . . . many young people do not have the opportunity to be physically active every day . . .”

2004 Ontario Chief Medical Officer of Health Report: Healthy Weights, Healthy Lives (Toronto:Ministry of Health and Long-Term Care,Ontario, 2004), p. 2.

Benefits of Daily Physical Activity

“School-based healthy eating and physical activity programs provide a great opportunity to enhance the future health and well-being of children because they can reach almost all children and may (1) enhance learning and provide social benefits, (2) enhance health during critical periods of growth and maturation, (3) lower the risk for chronic diseases in adulthood, and (4) help to establish healthy behaviors at an early age that will lead to lifelong healthy habits.”

Paul J.Veugelers and Angela L. Fitzgerald, “Effectiveness of School Programs in Preventing Childhood Obesity: A Multilevel Comparison”, American Journal of Public Health 95, no. 3 (March 2005), p. 434.

Benefits of Daily Physical Activity

“Analysis of data from the CCHS [Canadian Community Health Survey], the CFLRI [Canadian Fitness and Lifestyle Research Institute’s] Physical Activity Monitor, and the HBSC [Health Behaviour in School-Aged Children] survey indicates that less than half of Canadian children and youth are physically active on a daily basis to a degree of energy expenditure that meets the guidelines for healthy growth and development.”

Active Healthy Kids Canada, Dropping the Ball: Canada’s Report Card on Physical Activity for Children and Youth, 2005 (Toronto, 2005), p. 7.

Benefits of Daily Physical Activity

“. . . studies generally support the suggestion from cross-sectional data that academic performance is maintained or even enhanced by an increase in a student’s level of habitual physical activity, despite a reduction in curricular or free time for the study of academic material.”

Roy J. Shephard,“Curricular Physical Activity and Academic Performance”, Pediatric

Exercise Science 9 (1997), p. 119.

Motivating Students to Participate and Meet Goals

EnjoymentDevelopment of competence in physical

skillsSocial acceptance

Motivating Students to Participate and Meet Goals

Five Steps for SuccessHelp students develop awarenessHave students set goalsGive specific feedback and encouragementGet students to commit to their goalsRecognize and celebrate successes

Safety

“Schools must develop procedures to ensure the highest possible level of safety, while allowing students to engage in a broad range of challenging activities. Safety guidelines should outline the practices to be followed for each activity, addressing questions related to equipment, clothing, facilities, special rules and instructions, and supervision.”

The Ontario Curriculum, Grades 1–8: Health and Physical Education, 1998, p. 3.

Safety

Safety Support Documents: DPA - Generic Safety GuidelinesDPA - Activity - Specific Safety Guidelines DPA - Facility - Specific Safety Guidelines Ophea - Ontario Physical Education

Safety Guidelines

Inclusion

“Recognizing the needs of exceptional students and providing appropriate programs and services for them are important aspects of planning and implementing the curriculum. . . . An IEP defines the student’s educational program as one that is based on and modified by the results of continuous assessment and evaluation.”

The Ontario Curriculum, Grades 1–8: Health and Physical Education, 1998, p. 6.

Inclusion

Information about the studentSources of supportParticular safe practices that may be

required

Samples of Scheduling 20 Minutes

Sample Scenario 1 - During Physical EducationIf physical education is daily and includes 20 minutes of moderate to vigorous activity then no other time is needed. On days when no physical education classes are scheduled the classroom teacher allocates time for DPA.

Sample Scenario 2 - School Wide The whole school participates at the same time (e.g., music played over the PA, everyone in one area). The whole school participates at the same time but the activity is left up to the teacher.

Samples of Scheduling 20 Minutes

Sample Scenario 4 – Combination of All The whole school participates at the same time (e.g., music played over the P.A.) for 10 minutes every morning and the teacher allocates 10 minutes every afternoon on days when no Physical Education classes take place.

Sample Scenario 3 – Teacher PlannedThe classroom teacher allocate DPA time on their schedule by: rotating it so it occurs during different subject areas or integrating it during times when it natural fits (e.g., orienteering in social studies).

Facilities

Equipment Take an inventory of equipment currently

available in the school and the equipment needed to implement DPA in each division.

FacilityExplore the possibility of DPA in a variety of

spaces (e.g., stages, classrooms, hallways, library, school foyer, outdoors, blacktop, field).

Explore off site locations (e.g., parks, skating rinks, church basements).

Assessment

Outline to students what is expected, and discuss what needs to be demonstrated in order to achieve success.

Provide adequate time for students to practise.

Collect information on student achievement that is based on the curriculum expectations.

Simplify the gathering and recording of information.

Connect the information gathered to information from assessments of achievement demonstrated during health and physical education classes, for purposes of evaluation and reporting.

Assessment

Teachers may assess development of fundamental movement skills when students are performing jumping jacks as part of a 20 minute exercise routine or when students are performing a dance routine.

More formal assessments might take place during a longer physical education period.

Teachers may also assess safety practices or living skills as part of daily physical activity.

Where to find Resource Guides

http://www.edu.gov.on.ca/eng/curriculum/elementary/health.html

http://www.eworkshop.on.ca/edu/dpa/sc01.cfm