Daily Physical Activity Healthy BodyHealthy MindHealthy Students Background

Daily Physical Activity Healthy Body…Healthy Mind…Healthy Students Background & Overview of Daily Physical Activity for Principals

Focus of the Workshop Participants will: l Develop a greater understanding of the Ministry of Education DPA policy (P/PM 138) and requirements; l Examine the stages and strategies to implement DPA; l Identify supports and resources currently available; l Discuss and share strategies to implement DPA in their school. 2

Background October 2004 – Education Minister, Gerard Kennedy announces the Healthy Eating/Vending Machine Policy P/PM 135 and includes the implementation of 20 minutes of daily physical activity a the next step. Early January 2005 – The Ministry of Education contracts Ophea for investigation, research and resource development on Daily Physical Activity (DPA). June 28, 2005 – Memo addressed to directors, superintendents and principal from Ben Levin, Deputy Minister of Education with information for DPA implementation for all school boards. 3

DPA Announcement 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. ” P/PM 138 - DAILY PHYSICAL ACTIVITY IN ELEMENTARY SCHOOLS, GRADES 1– 8 4 The Ministry of Education supports and promotes the participation of students in daily physical activity. Consequently, school boards must ensure that all elementary students, including students with special needs, have a minimum of twenty minutes of sustained, moderate to vigorous physical activity each school day during instructional time.

Funding December 2005, Deputy Minister Memo Deputy Minister Ben Levin sent a memorandum to the Directors of Education announcing that the Ministry is investing $10. 7 million to support schools with the implementation of Daily Physical Activity. The one-time funding ($384, 000) can be used for: l Professional Development l Teacher Release Time l School Equipment l Human Resources 5

Present Health/Fitness of Youth Obese Generation at Risk: OMA Report l During the past twenty-five years, obesity rates among children have increased substantially, with the result that a large number of children face the risk of developing such serious illnesses as heart disease, Type II Diabetes, hypertension, stroke, and some cancers. l Poor nutrition and a sedentary lifestyle have been the cause of today’s present health crisis among our children. The result being a larger number of children face the risks of: – – – 6 elevated blood pressure and cholesterol; Type II Diabetes; gall Bladder Disease; asthma; depression, anxiety, and isolation from peers.

Ontario Medical Association Report Child Obesity, 2005 Child obesity is a public health problem as the number of overweight children grow due to poor eating and lack of physical activity. What parents can do: l l Limit screen time (tv, video games, computer) to one hour per day. Eat balanced meals as a family. Don’t skip meals (especially breakfast). Set a good example. What schools can do: l l Provide one hour of aerobic physical activity. Restrict access to nutrient-poor foods. What governments can do: l l 7 Ban fatty food ads aimed at children under 13. Create an annual report card on the status of childhood obesity in Ontario.

EDU Response - Healthy Schools Healthy Eating (P/PM 135) l Having standards for foods and beverages sold in elementary school vending machines is an important first step in promoting a healthy school community. It helps ensure that healthy food and beverage choices are available for Ontario's students, and reinforces the messages delivered to children through The Ontario Curriculum, Grades 1 to 8: Health and Physical Education, 1998. Daily Physical Activity (P/PM 138) l 8 The goal of daily physical activity is to enable all elementary students to improve or maintain their physical fitness and their overall health and wellness, and to enhance their learning opportunities.

Comprehensive Approach H&PE Curriculum – Active Living Intramurals, School Teams, Clubs, Walk to School Days Curriculum School Environment Spending time with family participating in Physical Activity (Health Action Teams) Home 9 Community Sports and Clubs, Recreation Facilities

Requirements Daily physical activity should meet the following requirements: l l l l l 10 include all students from grades 1 – 8; be scheduled for a minimum of 20 minutes each school day (may consist of two 10 minute sessions to begin); be scheduled during instructional time each school day; considered only one component of H&PE and must not replace the teaching of the H&PE curriculum; consist of a warm-up, moderate to vigorous physical activity and a cool -down; provide students the opportunity to sustain moderate to vigorous activity; all safety considerations for the participants, activity and location must be taken into consideration; take place in a variety of locations; be implemented by end of 2005/2006 school year.

All Students Grades 1 – 8 Participation of All Students l All activities must be adapted, as appropriate, to ensure that students with special needs can participate in them. Such adaptations must be consistent with the accommodations and/or modifications that are typically found in a student's Individual Education Plan. Kindergarten Students l 11 Although the P/PM is only applicable to elementary students’ in grades 1 -8, schools boards and principals should also ensure opportunities are provided for Kindergarten students to be physically active each day. The Kindergarten program will be revised soon to include information on daily physical activity.

Scheduling 20 Minutes of DPA 12 During Physical Education (30 – 60 minutes) Warm-up: Skill development/application: Physical activity: Cool-down: 3– 5 minutes 10– 20 minutes 15– 30 minutes 3– 5 minutes Daily Physical Activity Warm-up: Physical Activity: Cool-down: (20 minutes) 2– 3 minutes 15– 16 minutes 2– 3 minutes Daily Physical Activity Warm-up Physical activity Cool Down (2 x 10 minutes) 2 minutes 6 minutes 2 minutes An opportunity for 20 minutes of sustained physical activity may be available during the skill application/ physical activity component of the lesson.

Samples of Scheduling 20 Minutes Sample Scenario 1 - During Physical Education If 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. 13

Samples of Scheduling 20 Minutes Sample Scenario 3 – Teacher Planned The 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). 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. 14

During the Instructional Day Daily physical activity must be: l scheduled within the 300 minutes of instructional time; l connected to the Health and Physical Education Curriculum; Note: DPA may not occur before school, during recess, lunch, nutrition breaks, or after school The curriculum requires that students participate in sustained moderate to vigorous physical activity for a minimum of twenty minutes each day. This requirement can be met in a variety of ways, using school and community indoor and outdoor facilities (p. 5). 15 Active Participation – Physical Fitness (Sample Grade 2) – participate in sustained moderate to vigorous physical activity (e. g. , an aerobics routine) for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures

DPA – Lesson Content Warm-up l To warm-up, students should participate in some low-intensity aerobic activity (e. g. , brisk walking). Using the large muscles with a gradual increase in speed and intensity will gradually increases the heart rate and blood flow to the muscles. During the warm-up, it is important to follow up with stretches that move the joints through their full range of motion. Moderate to Vigorous Physical Activity l It is important to ensure that students participate in the activities in an appropriate manner working towards participation for a sustained period of time. Cool-down l 16 After physical activity, a cool-down period involving a more gentle activity helps the heart and body to return to their normal state. Slow-moving activities and stretches also help normalize the blood flow to the muscles and improve flexibility.

Moderate to Vigorous Physical Activity Sustained moderate to vigorous physical activities should: l l be aerobic in nature and enhance the health of the heart and lungs (e. g. , active games, fitness movements, brisk walking, active sports, etc. ); and Make the heart beat faster and breathe deeper. CAUTION! The focus of DPA is to provide students with the opportunity to participate in physical activity in a supportive and fun environment. It is important for them to develop the commitment, capacity and comprehension associated with physical activity in order to make good choices and receive the benefit associated with being physically active. It is not to lose weight. 17

Activity Intensity – Moderate to Vigorous Very Light Effort • Strolling Dusting Light Effort Moderate Effort Vigorous Effort 60 minutes 30 -60 minutes 20 -30 minutes • Light walking Volleyball Easy gardening Stretching • Brisk walking Biking Raking leaves Swimming Dancing Water aerobics • Aerobics Jogging Hockey Basketball Fast swimming Fast dancing Maximum Effort • Sprinting Racing How does it feel? How warm am I? What is my breathing like? • No change from rest state Normal breathing • Starting to feel warm Slight increase in breathing rate • Warmer Greater increase in breathing rate • Quite warm More out of breath • Very hot/perspiring heavily Completely out of breath Range needed to stay healthy Less than is required 18 Where you want to be More than is required Source: Canadian Health Network

Moderate to Vigorous Activity Moderate Physical Activity l l 19 Moderate physical activity causes some increase in breathing and/or heart rate, but not enough to prevent an individual from carrying on a conversation comfortably during the activity. Examples of moderate physical activity are: – brisk walking; – recreational dancing. Vigorous Physical Activity l l l Vigorous physical activity is aerobic activity, which increases the breathing and heart rates enough for cardio respiratory conditioning. This type of activity may, depending on fitness level, cause puffing, so that talking is possible but the ability to carry on a conversation is limited. The amount of time required for a vigorous activity is dependent on age and stage of development. Examples of vigorous physical activity are: – Jogging; – aerobic dancing.

Areas for DPA Daily physical activity can be scheduled in a variety of locations such as the: l l l l 20 gymnasium fitness room multipurpose room hallway /atria outside classroom off site

Safety Role of the Principal is to support teachers in their duty of care. Duty of Teachers (Regulation 298, S 20, g) ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible for. Safety Support Documents: l DPA - Generic Safety Guidelines l DPA - Activity - Specific Safety Guidelines l DPA - Facility - Specific Safety Guidelines l Ophea - Ontario Physical Education Safety Guidelines 21 “Schools must develop procedures to ensure the highest 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” (p. 3).

Why Implement DPA? IT IS MINISTRY POLICY A. Ministry of Education P/PM 138 - DAILY PHYSICAL ACTIVITY IN ELEMENTARY SCHOOLS, GRADES 1– 8 • • • Helping young people lead healthy active lives is a shared responsibility in which schools play a critical role. The school setting is a great equalizer providing all students and families – regardless of ethnicity, socio-economic status or level of education – the same access to good nutrition and physical activity. Schools can be a powerful catalyst for change when it comes to addressing poor nutrition and sedentary lifestyle. B. Curriculum Policy • • • 22 It is one part of the Health and Physical Education Curriculum. “This curriculum requires that students participate in sustained moderate to vigorous physical activity for a minimum of twenty minutes each day” (page 5). “Because active learning is so important for all students, the provincial curriculum requires a minimum of twenty minutes of sustained moderate to vigorous physical activity each day” (page 5).

Why Implement DPA? IT IS GOOD FOR STUDENTS! Studies show daily physical activity can provide the following benefits for students: 23 A. Physical Health Benefits l Builds strong bones and muscles l Promotes good posture and balance l Strengthens heart and lungs and improves/maintains fitness l Lower risk of chronic disease – type II diabetes, high blood pressure. B. Mental Health Benefits l Positive social interaction and improved self image l Improved interpersonal behaviour l Willingness to meet and deal with the challenges of daily life l Improved behaviour, engagement, leadership C. Learning Ability l Improved academic achievement l Improved memory, observation and problem solving l Improved time on task and productivity

Overview – Board Implementation Plans 1. The Board Implementation Plan is… l l Large scale regional sessions Followed up by local school sessions Support documents/resources/equipment www. tcdsb. org/physicaleducation 2. Parameters around School Implementation is… l Local school conditions, including staff, facility, community support, etc 3. Supports Available for Staff include…. l l l 24 l On Your Way With DPA MOE teacher and principal resources Healthy Active Living and Learning Centres Equipment resources (2004/5) Additional resources with DPA funds Health Action Team initiative

Sample Framework for School Implementation Steps for implementing DPA in the school: l l l 25 l be aware of board plans for DPA implementation; identify school key teacher(s) and implementation team; identify community partners; communicate with staff, students, school council, parents (e. g. , survey); complete a needs assessment of physical activity opportunities in the school – support and provide staff with in-service and training complete an Equipment Audit; identify activity area available for DPA; ensure all activities and facilities are inclusive; ensure safety considerations are identified; explore a variety of ways to implement DPA during the school day; communicate DPA information to all stakeholders; monitor implementation; develop strategies to sustain DPA in the school.

Identify Key Teachers and an Implementation Committee (Health Action Team) The Implementation Committee may start by: l l l examining the board’s DPA implementation plans; preparing/developing/implementing/reviewing your school’s DPA action plan; identifying community partners who can assist with implementation (e. g. , Public Health and Parks and Recreation). Key Teacher Criteria 26 • Curriculum leader(s) in healthy active living; • Able to commitment the time required to attend board sponsored in-service sessions; • Advocate for personal fitness/improvement. Note: it should not always be the school’s coach.

Communicate with Staff Communicate with staff the following: l l overview of the background information, requirements and the benefits to students from the Ministry initiative for DPA – P/PM 138; outline of the school board implementation plan; the school’s key teachers and implementation team; ongoing opportunities to celebrate successes, identify challenges and provide input into the plans. Provide staff an opportunity to provide on-going feedback to: l l l 27 provide opportunities for input on barriers, possible solutions, and their comfort level implementing DPA at the school/classroom level. acknowledge there will be challenges to overcome (especially in the initial stages) and work together to identify and overcome them; inform the decisions around in-service that will be provided/required.

Communicate with Students Research shows that following these 5 steps works to change behaviours and establish new lifestyles: a. b. c. d. e. 28 Involve students in the process – more motivated if they play a role in the decision making process. Set goals – goal setting helps children check and monitor their own progress (encourage smalls steps). Give ongoing feedback and praise. Encourage students to be leaders for the class and school. Recognize accomplishments – celebrate successes.

Communicate to School Council Provide members of the school council with: l l an overview of the background, information, requirements, and benefits of the Ministry initiative DPA – P/PM 138; the school board implementation plan; the school implementation plan; and information regarding the school implementation team with an invitation to be a part of the team. Survey parents to get information on: l l l 29 the parent’s attitudes regarding physical activity; their child’s current level of participation and attitude regarding physical activity; their interest in being involved or supporting the school’s implementation plan.

Ensure all Activities and Facilities are Inclusive l l Work closely with your school and board special education departments, parents and organizations that support special needs students. Access resources that provide staff with ideas and directions for supporting special needs students. Resource Support Moving to Inclusion (Active Living Alliance for Canadians with Disabilities www. ala. ca) 30

Safety Considerations l l l 31 Emphasize with staff the importance and requirement of implementing a safe DPA initiative. Provide teachers with safety in-service sessions. Provide teachers with the following safety resources: l DPA Ministry Resource: Generic Safety Guidelines l DPA Ministry Resource: Activity - Specific Guidelines l DPA Ministry Resource: Location - Specific Guidelines l Board Specific Safety Guidelines

Implementing the 20 Minutes 32 1. Start Small l Pilot with keen/champion teachers by grade/division (this is the group that will work through the barriers and roadblocks). l Share successes with staff. l Continue adding grades/divisions until the whole school is active. 2. Finding time during the instructional day • Use the 20 minutes of activity in the physical education lesson • Take 3 – 4 minutes off each period and use the 20 minutes for physical activity • Use the 20 minutes as a natural break during the literacy and numeracy block • Integrate expectations from other curriculum areas with physical activity (e. g. , language arts, science, social studies, math) 3. Progress to 20 minutes of sustained moderate to vigorous physical activity • Begin with 2 x 10 minute sessions • Begin with 5 -10 minutes then move to 10 -15 minutes then to 15 -20 minutes

Monitoring Implementation Indicators of Success l l l l l 33 DPA is on the teacher’s class schedule during instructional time. Students participating in moderate to vigorous physical activity each school day for a minimum of 20 minutes. The facilities students participate in are regularly checked for safety. Teachers are aware of safe practices and use safety guidelines. The selected activities and facilities chosen are appropriate for every student. Students enjoy participating in DPA. There is a logical sequence during DPA instruction (i. e. proper warm up/cool down). Student participation time is maximized and instructions are concise and effective. DPA time is not used as reward or punishment.

Sustainability In order to sustain implementation of DPA in the school you can: l Utilize an implementation team with a key teacher providing leadership. l Build on existing partnerships and explore opportunities to establish new ones. l Develop a culture in the school to support DPA. l Document the DPA action plan for reference. l Provide on-going communication to students and parents. l Conduct a needs assessment at the end of the year. l Frequently celebrate successes. l 34 Establish a Health Action Team

Provincial Resources to Support DPA Implementation Ministry of Education Resources - Teacher’s Guides (Primary/Junior/Intermediate) Principal’s Guide School Board Guide Health and Physical Education Curriculum, Grades 1 -8 Ophea Resources - 35 Ophea (H&PE Binders, activ 8, Play. Sport, etc. ) Ophea Master Trainer Workshops

Board Resources to Support DPA Implementation TCDSB Resources - - 36 On Your Way With DPA OPHEA binders (H&PE curriculum document) PLCentres, lead teachers and learning sessions Health Action Team initiative Website (www. tcdsb. org/physicaleducation) Resource staff (Brian Armstrong/Nelli Domingues) Program Coordinator

Summary and Questions Ontario’s Chief Medical Officer, Dr. Sheela Basrur, has called on "all levels of government, the health sector, the food industries, workplaces, schools, families and individuals to become part of a comprehensive provincewide effort to change all the factors that contribute to unhealthy weight. We must act now to create communities that promote healthy eating and regular physical activity. " 37