Transcript Physical Activity and the Early Years Train-the

Best Start Resource Centre
Annual Conference 2006
Physical Activity and the Early Years
Christa Costas-Bradstreet
Sue Weststrate
Welcome
Introduction of Facilitators
Sue Weststrate
Christa Costas-Bradstreet
We’re Going to Have a ball!
Presentation Overview
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Introduction to Have a Ball! A Toolkit for Physical Activity and
the Early Years
Physical Activity and the Early Years
Benefits, Facts and Stats, PA Guidelines
Self-esteem and Healthy Eating
Active Ideas
Supporting Physical Activity
Resources and Tools
Sharing Great Ideas
Key Messages
Wrap-up and Evaluation
Icebreaker/
Fit Break
Have a Ball…The Resource
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Purpose
Partnership
Advisory Committee
Environmental scan
Needs assessment with EL & CC sector
Research and design
Focus test at pilot sites
Training needs assessment
Next steps
Toolkit contents
Think about…
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A positive and negative memory of
physical activity when you were young
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How did these experiences affect your
physical activity then?
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How do they affect it now?
How do children benefit from
daily physical activity?
Benefits of Physical Activity
Physical:
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Increases energy and improves stamina
Encourages muscle growth and helps
develop strong bones
Helps maintain a healthy weight
Makes the heart and lungs stronger
Benefits of Physical Activity
Physical (cont.)
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Maintains a healthy blood pressure
Increases flexibility
Improves coordination
Helps improve sleeping habits
Helps improve eating habits
Benefits of Physical Activity
Psychological/Emotional:
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Reduces anxiety
Prevents, reduces, combats depression
Enhances psychological well-being
Improves our ability to deal with stress
Helps us feel good about ourselves
Benefits of Physical Activity
Academic:
Helps
 increase concentration
 improve memory
 enhance creativity
 improve problem-solving skills/abilities
 enhance learning.
Benefits of Physical Activity
Social:
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Teaches important skills such as sports
skills and life skills
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Provides opportunities for children to
socialize and make friendships, and
practise self-discipline
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Decreases the likelihood of using tobacco,
alcohol and drugs in the teen years and
beyond
Develops positive lifelong attitudes
toward physical activity
Encourages healthy family engagement
And yet….
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Children today are 40% less active than they
were 30 years ago.
In 2000, over half of Canadian children and
youth, aged five to 19 were not active
enough for optimal growth and
development.
Forty percent of Canadian children already
have developed at least one risk factor for
heart disease – reduced fitness due to
inactivity.
There’s more…
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Between 1981 and 1996, there were dramatic
increases in overweight and obesity in children ages
seven to 13. The prevalence of boys who were
overweight increased from 15% to 28.8% and among
girls from 15% to 23.6%.
The prevalence of obesity in boys nearly tripled
from 5% to 13.5% and more than doubled in girls
from 5% to 11.8%.
There is reason to believe that these figures
underestimate the actual numbers.
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Obese children are five to seven times more
likely to become obese adults than non-obese
children. Children who were obese at age
six had a fifty percent chance of becoming
obese adults.
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Sedentary lifestyles lead to a sustained
positive energy balance and are a major
contributing factor to the development of
obesity in children and adolescents.
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Ontarians aged two and up spent almost 21
hours a week watching TV. Children between
the ages of two and 11 specifically, watched an
average of 14.5 hours a week. This does not
include time playing video and computer games
or using the Internet.
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Children who watch television more than five hours
a day have significantly greater energy intake than
those who watch less than one hour per day.
CPS: TV Recommendation
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Limit daily TV viewing to one hour for
preschoolers and two hours for school-aged
children. (More recent and well-controlled studies show that
even 1 h to 2 h of daily unsupervised television viewing by schoolaged children has a significant deleterious effect on academic
performance, especially reading)
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Most recent research: No TV for children
under two years.
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The amount of time spent playing video
games by Canadian children in 2000, was
among the highest in the world.
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Type II diabetes, once known as “adult-onset”
diabetes is a growing problem among children and
adolescents, particularly among First Nations youth.
It is closely linked with both obesity and physical
inactivity.
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Obese children face greater health risks than
children with healthy body weights: in a populationbased sample, approx. 60% of obese children, five to
10 years of age, had at least one other risk factor for
cardiovascular disease and 25% had two risk factors.
Aboriginal Children
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22.3 per cent of children who live on-reserve are
overweight and 36.2 per cent are obese.
48.7 per cent of children between the ages of three
and five are obese.
Lower-income families are more likely to buy less
nutritional food because they can't afford better.
Many First Nations communities also lack recreation
centres, swimming pools, hockey rinks and
playgrounds.
First Nations Regional Longitudinal Health Survey
A Bleak Future?
“Because of the increasing rates of obesity,
unhealthy eating habits, and physical
inactivity, we may see the first generation
that will be less healthy and have a shorter
life expectancy than their parents”
(U.S. Surgeon General).
One Solution: Active Start
Active Start:
A Statement of
Physical Activity Guidelines
for Children Birth to Five Years
The U.S. National Association for Sport and Physical Education
(NASPE)
Guidelines for Infants
Guideline 1
Infants should interact with parents and/or
caregivers in daily physical activities that are
dedicated to promoting the exploration of their
environment.
Guideline 2
Infants should be placed in safe settings that
facilitate physical activity and do not restrict
movement for prolonged periods of time.
Guidelines for Infants (2)
Guideline 3
Infants’ physical activity should promote the
development of movement skills.
Guideline 4
Infants should have an environment that meets or
exceeds recommended safety standards for
performing large muscle activities.
Guidelines for Infants (3)
Guideline 5
Individuals responsible for the well-being of infants
should be aware of the importance of physical
activity and facilitate the child’s movement skills
Guidelines for
Toddlers and Preschoolers
Guideline 1
Toddlers should accumulate at least 30 minutes
daily of structured physical activity; preschoolers at
least 60 minutes
Guideline 2
Toddlers and preschoolers should engage in at least
60 minutes and up to several hours per day of daily,
unstructured physical activity and should not be
sedentary for more than 60 minutes at a time except
when sleeping.
Guidelines for
Toddlers and Preschoolers (2)
Guideline 3
Toddlers should develop movement skills that are
building blocks for more complex movement tasks;
preschoolers should develop competence in
movement skills that are building blocks for more
complex movement tasks.
Guidelines for
Toddlers and Preschoolers (3)
Guideline 4
Toddlers and preschoolers should have indoor and
outdoor areas that meet or exceed recommended
safety standards for performing large muscles
activities.
Guideline 5
Individuals responsible for the well-being of
toddlers and preschoolers should be aware of the
importance of physical activity and facilitate the
child’s movement skills.
Relevance
for the Young Child
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Movement is an important part of a child’s
physical, mental and emotional development
and one of the important mediums through
which young children form impressions
about themselves and their surroundings.
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Activity satisfies a child’s curiosity of
movement.
Relevance
for the Young Child (2)
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Physical activity can help young children feel
good about themselves.
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Games and activities encourage interaction
among children.
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Enjoyable physical activity experiences
promote a positive attitude about active
lifestyles and may carry over into adulthood
Relevance
for the Young Child (3)
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Young children solve problems and gain
success through challenges and explorations
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The best time for basic movement
development is during the early years
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There is a strong connection between motor
competence and self-esteem among very
young children.
Self-Esteem
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The very young child is most likely to think about
their worth based on family and physical
experiences. For example, when a child says “watch
me”, s/he is often demonstrating his/her ability to
perform a physical skill.
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Positive self-esteem is built through a child’s belief
that s/he has the ability to perform skills and the
family support to be active. This in turn boosts
her/his enjoyment and serves to encourage her/him
to continue to participate in physical activity.
Self-Esteem (2)
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A child believes s/he is successful at physical
activity skills when s/he feels able to perform
simple tasks (such as making contact with the ball);
is trying hard; is learning a new athletic skill; is
enjoying the activity; is receiving positive feedback
and reinforcement from parents, teachers and
coaches.
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Children learn by watching. Parents and child care
providers can influence how a child feels about
his/her physical skills by providing physical activity
opportunities, giving positive feedback and
encouragement, and being an active role model.
Self-Esteem (3)
Physical Activity influences self-esteem because it:
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Helps decrease feelings of anxiety, tension,
depression
Is related to a general sense of hopefulness and
contributes to feelings of well being
Is a way to express anger, aggression, and happiness
Is a means for self-discovery and socializing
Self-Esteem (4)
Physical Activity influences self-esteem because it:
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Enhances creativity, problem-solving and
academic performance
Improves self-discipline
Improves fitness levels which are related to
positive mental health
Has a positive impact on behaviour and healthy
lifestyle choices in later years.
Physical Activity and Healthy Eating
go hand-in-hand
The first five years are critical for…
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Development of food and flavour preferences
Lifelong beliefs and attitudes about food and
eating
Ability to self-regulate food intake in later life
Factors Shaping Eating Habits
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Good nutrition is essential to all
dimensions of health
Environment that promotes healthy eating
Awareness of our emotions, attitudes and
behaviors toward food and eating
Positive and negative associations with
food
Social, cultural aspects
We Need to…
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Shift the focus from weight control to
vitality, a concept that integrates eating
well, being active and feeling good about
oneself.
Be sensitive to subtle and overt messages
we send
Avoid using food as a reward or
punishment
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Teach children that people come in all
shapes and sizes, weights and colors
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Encourage children to focus on their
abilities rather than their appearance
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Treat our bodies with respect
Children with a Disability
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Canadians with a disability are less likely than other
Canadians to participate regularly in physical
activities.
A person with a disability might gain the following
benefits:
- Improved physical stamina and self-confidence
bring greater independence
- Controlled weight loss and increased strength aid
with strength and mobility
- Enhanced circulation reduces the possibility of
blood pooling and swelling in limbs
- Improved posture decreases aches and pains
Children with a Disability (2)
An inclusive environment is one that provides the
opportunity for children of all abilities and
interests to participate in all activities. Inclusive
environments recognize the inherent value of
each child, the right to take risks and make
mistakes, the need for independence and selfdetermination, and the right to choice.
Children with a Disability (3)
In an inclusive program:
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Activities are modified and individualized as
necessary
Expectations are realistic yet challenging
Assistance is provided only to the degree
required
Dignity of risk and availability of choices are
respected and fostered
Words with Dignity
Active Living Alliance for Canadians with a Disability
Instead of…
Disabled, handicapped, crippled
Crippled by, suffering from
Use…
Person with a disability.
Person who has…or
person with…
Confined, restricted to a wheelchair Person who uses a wc
Retarded, mentally retarded
Person with an
intellectual disability
Physically Challenged
Personal with a physical
disability
Learning disabled
Person with a l.d.
Disabled sport
Sport for athletes with a
disability
Active Ideas
Large Spaces, Small Spaces, Circle
Time, and Outdoor Activities
Supporting
Physical Activity
Why environmental supports?
Environmental & policy approaches may be
especially indicated as a complement to more
frequently used individual behaviour &
lifestyle modification strategies, because they
can benefit all people exposed to the
environment rather than focusing on
changing the behaviour of one person at a
time.
Brownson et al, AJPH, 2001. Vol 19. No. 12
How the environment works
against us?
We have engineered physical activity
out of our lives … HOW?
Environmental Barriers
The growing urbanization and mechanization of modern
life have made it easier for us to become physically lazy
and sedentary. We drive rather than walk; we take
escalators rather than climb stairs; we push a button on
an electric dryer rather than bend down and reach up to
hang clothes on a clothes line. Whereas exercise was once
an inevitable part of living, today we must consciously
plan to get the exercise needed to maintain good health.
John Farquhar, 1987
Supportive Environments
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Social supports
Physical supports
Policy supports
A: Social Supports
Why social support?
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62% of individuals with high levels of
perceived support started an exercise
program when compared with 18% of
those who perceived low levels of
support.
Zindler-Wenett & Weiss (1987)
SOCIAL SUPPORTS
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Includes family, peer groups or
building new social units as required.
Parents & Family:
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Powerful determinant of behaviour
Adolescents’ health related behaviour
correlates highly with parents’
behaviours
Family support very important in adult
behaviour.
Examples of Social Support
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Set up teams, buddy systems
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Mentors, sponsors
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Support groups or similar group opportunities
(those who have survived breast cancer)
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Call in / Hot lines
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Include “significant others” in program
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Inventories of local services for referral
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Surroundings in which many people are exercising
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Friends who encourage exercise
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Having at least 1 friend with whom to exercise
Type of Social Support
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role modeling by staff, parents, and
caregivers
peers (and slightly older)
media
B: Physical Supports
The physical surroundings …
. . . Describe everything from the quality of the
air people breathe to the quantity & quality of
the activity-related resources available at
home, at school, at work, & throughout the
community
A physical environment should provide ample
opportunities to be physically active.
Physical resources should be:
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available
accessible
affordable
acceptable
appropriate
Ideas of Physical Supports:
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sidewalks with appropriate pedestrian
buffers
traffic calming devices
safe, clean, accessible stairwells
workplace walking routes mapped out
playground lights
pedestrian malls
child care facilities with outdoor recreation
C: Policy Supports
What is Policy ?
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Can specify expectations, regulations &
guides to action
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Can be informal or formal rules of conduct
which govern an organization, a community,
a province or a country such that they
support health promoting actions
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Should be part of a comprehensive health
promotion strategy
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Policy is often thought of as a principle,
value or course of action which guides
present and future decision-making.
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Public policy refers specifically to legislation
enacted by elected governments at all levels.
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There is a consequence for non-compliance.
Why Take a Policy Approach?
“ If we rely solely on a strategy of providing
information, we not only abandon our
communities by not providing real support for
change but lose our voice in shaping the social,
political and economic contexts in which the
information is given.”
Wallach, Dorfman, Jernigan & Themba, 1993: 26-27
Why Take a Policy Approach?
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Awareness & educational programs may be
short-lived when designated funds are no
longer available, but policies, once
implemented are much harder and slower to
change…more sustainable.
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Because they are harder to change, they can
withstand changes in politicians/decision
makers.
Canada’s Physical Activity Guide
ENDURANCE ACTIVITIES
4 – 7 days a week
Endurance activities help your heart, lungs, and circulatory system stay
healthy and give you more energy. They range from walking to
organized exercise programs and recreational sports.
Some examples:
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Walking
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Cycling
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Cross country skiing
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Swimming
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Dancing
Golfing (without the cart!)
Skating
Snow shoeing
Tennis
Propelling a wheelchair (“wheeling”)
Canada’s Physical Activity Guide
FLEXIBILITY ACTIVITIES
4 – 7 days a week
Flexibility activities help you to move easily, keeping your muscles and your
joints mobile. Regular flexibility activities can help you to live better, longer, so
that your quality of life and independence are maintained as you get older.
Flexibility activities include gentle reaching, bending, and stretching of all your
muscle groups.
Some examples:
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Gardening
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Yard work
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Tai Chi
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Golf
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Yoga
Mopping the floor
Vacuuming
Stretching exercises
Bowling
Curling
Canada’s Physical Activity Guide
STRENGTH ACTIVITIES
2 – 4 days a week
Strength activities help your muscles and bones stay strong, improve
your posture and help to prevent diseases like osteoporosis. Strength
activities are those that make you work your muscles against some
kind of resistance, like when you push or pull hard to open a heavy door.
Some examples:
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Heavy yard work, such as cutting & piling wood
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Raking and carrying leaves
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Lifting and carrying groceries
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Climbing stairs
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Exercises such as abdominal curls, push-ups
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Wearing a backpack, carrying books, etc.
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Weight/strength-training routines
Resources and Tools
Sharing Great Ideas
Key Messages
Key Messages to Share
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The goal is not to produce Olympic
athletes but to contribute to lifelong
attitudes that value physical activity.
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Physical Activity programming should
benefit all children regardless of body
type, size, skill, coordination.
Key Messages cont.
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Children should never be singled out or
embarrassed into physical activity
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Use observational skills to identify clues to
explain reluctance, and find ways to
encourage involvement.
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Encourage participation, not performance or
perfection.
Wrap-up and Evaluation