the uk physical activity guidelines for early years and the benefits of physical activity for this...
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The UK physical activity guidelines for early years and the benefits of physical activity for this age group
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UK physical activity guidelines
• UK-wide (joint CMOs)• Global evidence of the
health benefits• Life course• Includes sedentary• Recommended
amount for general health benefit
• Apply to all
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Why the need for UK physical activity guidelines for the early years?
• New evidence available
• Follow lead of other major countries
• Previous children and young people guidelines not appropriate for early years
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UK physical activity guidelines: Early years1
Guideline 1 (infants who cannot yet walk unaided)Physical activity should be encouraged from birth, particularly through floor-based play and water-based activities in safe environments.
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Types of physical activity: Non-walkers1
Guideline 1 • Crawl, roll, play on floor• ‘Tummy time’• New movements using large
muscle groups• Reaching for and grasping objects,
pulling, pushing and playing with other people
• ‘Parent and baby’ swim sessions
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UK physical activity guidelines: Early years1
Guideline 2Children of pre-school age who are capable of walking unaided should be physically active daily for at least 180 minutes (3 hours), spread throughout the day.
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Types of physical activity: Walkers1
Guideline 2 • Unstructured, physically active
play• Energetic play• Develop motor skills (locomotor,
stability and object control)• Active travel and everyday
activities
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UK physical activity guidelines: early years1
Guideline 3All under-fives should minimise the amount of time spent being sedentary (being restrained or sitting) for extended periods (except time spent sleeping).
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Sedentary behaviour1
• Sedentary behaviour refers to a group of behaviours that occur whilst sitting or lying down and that typically require very low energy expenditure.
• Research is at an early stage and consequences are not fully understood.
• A risk factor for poor health independent of physical activity.
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Minimising sedentary behaviour1
Guideline 3• Reducing time spent in
highchairs, infant carriers or buggies.
• Reducing time spent in front of the TV or other screens.
• Replacing motorised travel with active travel all or part of the way.
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Active children… Active adults?
• Physical activity patterns established in the early years persist at a moderate level into the primary school years
• Establishing a high level of physical activity early on in life may have implications for activity levels in later childhood and beyond
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Impact of physical activity on whole child1
Health and wellbeing• Improves cardiovascular health• Promotes healthy weight• Enhances bone and muscular
development• Develops motor skills, movement
and co-ordination• Improves cognitive development• Supports learning of social skills• Improves self-confidence
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Impact of physical activity on the whole child2-4
Health and wellbeing• Essential component for energy
balance and weight control.• Higher levels of inactivity are
associated with increased levels of obesity.
• Critical role in the brain development of young children.
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Impact of physical activity on the whole child
Cognitive ‘thinking’• Creativity and discovery• Problem solving skills• Good listening skills• Enhanced memory skills
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Impact of physical activity on the whole child
Physical development• Stamina• Strength• Mobility• Motor skills
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Impact of physical activity on the whole child
Personal, social and emotional outcomes• Fair play• Co-operation• Language and communication• Confidence• Optimism• Resilience• Sense of self belief• Behavioural flexibility
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Key messages: Early years1
Frequency: daily
Intensity: no specific intensity
Time: at least 3 hours
Type: physically active play
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References1. Department of Health. Start Active, Stay Active – A report on physical activity
for health from the four home countries’ Chief Medical Officers. London: Department of Health; 2011.
2. Chaput J, Klingenberg L, Rosenkilde M, Gilbert J, Tremblay A, Sjodin A. Physical activity plays an important role in body weight regulation. J Obes. 2011;2011(Article ID 360257).
3. Monasta L, Batty GD, Cattaneo A, Lutje V, Ronfani L, van Lenthe FJ, et al. Early-life determinants of overweight and obesity: A review of systematic reviews. Obes Rev. 2010;11(10):695-708.
4. OECD (2007). Understanding the brain: the birth of a learning science. OECD 2007. ISBN 978-92-64-02912-5.
5. Rudolf M. Tackling obesity through the healthy child programme: a framework for action. National Obesity Observatory; 2009.
6. Hinkley T, Crawford D, Salmon J, Okely AD, Hesketh K. Preschool Children and Physical Activity: A Review of Correlates. Am J Prev Med 2008 May;34(5): 435-41.
7. De Craemer M, De Decker E, De Bourdeaudhuij I, Vereecken C, Deforche, B, Manois Y, Cardon G, on behalf of the ToyBox-study group. Correlates of energy balance-related behaviours in preschool children: a systematic review. Obesity reviews 2012;13 Suppl 1:13-28.
8. Okely AD, Salmon J, Trost SG, Hinkley T. Discussion paper for the development of physical activity recommendations for children under five years. Canberra, ACT, Australia; Australian Department of Health and Ageing, Government of Australia; 2008.
9. Ridgers ND, Fairclough SJ, Stratton G. Variables associated with children's physical activity levels during recess: the A-CLASS project. Int J Behav Nutr Phys Act 2010, 7:74.
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References
10. Health and Social Care Information Centre. Health Survey for England 2012. Volume 1: Chapter 3 - Physical activity in children. Health and Social Care Information Centre: Leeds; 2013.
11. Reilly JJ, Okely AD, Almond L et al. Making the Case for UK Physical Activity Guidelines for Early Years: Recommendations and draft summary statements based on the current evidence. Working paper. 2009.
12. The Health and Social Care Information Centre, Lifestyles Statistics. National Child Measurement Programme: England, 2012/13 school year. Leeds: NHS Information Centre; 2013.
13. Okely AD, Salmon J, Trost SG, Hinkley T. Discussion paper for the development of physical activity recommendations for children under five years. Canberra: Department of Health and Ageing, Government of Australia; 2008.
14. Timmons BW, Naylor P, Pfeiffer KA . Physical activity for preschool children: How much and how? Applied Physiology, Nutrition, and Metabolism, 32, 122–134; 2007.
15. Department for Children, Schools and Families. Statutory Framework for the Early Years foundation Stage - Setting the Standards for Learning, Development and Care for children from birth to five. Nottingham: Department for Children, Schools and Families; 2008.
16. Northern Ireland Council for Curriculum, Examinations and Assessment. Understanding the Foundation Stage. Belfast: Early Years Interboard Group; 2006.
17. Wales Assembly Government. Framework for Children’s Learning for 3-7-year-olds in Wales. Cardiff: Wales Assembly Government; 2008.
18. Allen G. Early Intervention: the Next Steps, An Independent Report to her Majesty’s Government. London: HM Government; 2011.