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The Importance of Physical Education In Our Schools

The Importance of Physical Education In Our Schools. Chad Fenwick and Adriana Valenzuela Physical Education Advisors for LAUSD. A presentation for Elementary School Teachers. Experts Agree Exercise. Prevents. Increases. Learning BDNF Attention Memory Math Reading Behavior. Obesity

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The Importance of Physical Education In Our Schools

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  1. The Importance of Physical Education In Our Schools Chad Fenwick and Adriana Valenzuela Physical Education Advisors for LAUSD A presentation for Elementary School Teachers

  2. Experts Agree Exercise Prevents Increases Learning BDNF Attention Memory Math Reading Behavior • Obesity • Type II Diabetes • Heart Disease • Osteoporosis • Cancer • Depression • Absenteeism

  3. How exercise affects the brain • Mood regulation • Self-esteem • Impulse control • Combats toxic effects of stress hormones • Improves neural arousal • Combats depression • Improves behavior • Memory retention – Better encodes information

  4. How exercise affects the brain • Exercise makes it easier for our nerves to wire together. • Neurogenesis in hippocampus which is important for learning and memory • BDNF - Increases neuronal communication • AEROBIC ACTIVITY GROWS NEW BRAIN CELLS!!

  5. Obesity Trends* Among U.S. AdultsBRFSS,1990, 1999, 2009 (*BMI 30, or about 30 lbs. overweight for 5’4” person) 1999 1990 2009 No Data <10% 10%–14% 15%–19% 20%–24% 25%–29% ≥30%

  6. Obesity Trends* Among U.S. AdultsBRFSS, 1985 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14%

  7. Obesity Trends* Among U.S. AdultsBRFSS, 1986 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14%

  8. Obesity Trends* Among U.S. AdultsBRFSS, 1987 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14%

  9. Obesity Trends* Among U.S. AdultsBRFSS, 1988 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14%

  10. Obesity Trends* Among U.S. AdultsBRFSS, 1989 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14%

  11. Obesity Trends* Among U.S. AdultsBRFSS, 1990 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14%

  12. Obesity Trends* Among U.S. AdultsBRFSS, 1991 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19%

  13. Obesity Trends* Among U.S. AdultsBRFSS, 1992 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19%

  14. Obesity Trends* Among U.S. AdultsBRFSS, 1993 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19%

  15. Obesity Trends* Among U.S. AdultsBRFSS, 1994 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19%

  16. Obesity Trends* Among U.S. AdultsBRFSS, 1995 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19%

  17. Obesity Trends* Among U.S. AdultsBRFSS, 1996 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19%

  18. 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%

  19. 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%

  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%

  21. 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%

  22. 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%

  23. Obesity Trends* Among U.S. AdultsBRFSS, 2002 (*BMI ≥30, or ~ 30 lbs. overweight for 5’ 4” person) No Data <10% 10%–14% 15%–19% 20%–24% ≥25%

  24. 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%

  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%

  26. 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%

  27. 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%

  28. 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%

  29. 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%

  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%

  31. “1 in 2 Latino children will develop Type II diabetes during their lifetimes if the obesity epidemic is not corrected.” • Narayan, et. al., 2003

  32. MY GENES MAKE ME DO IT • Evolved out of NEED. Conserve • They drive us to load up onand • Because tomorrow we will have to Thrifty Genes take it easy calories walk for days without food.

  33. Physical Education/Physical Activity • Physical education teachers the students the skills and knowledge to be physically active the rest of their lives. • The more physical skills the students learn the lower their BMI • The more physical skills the students learn the physically active they are and the lower their BMI • Physical education classes are one of the only places students have to learn these skills anymore.

  34. Studies of Studies

  35. 37.2% of children in the US overweight or at risk. • Overweight girls have more behavior problems than all boys and non-overweight girls • Weight is negatively related to academic performance (Overweight children have lower math skills, overweight boys also have lower reading skills) • Higher BMI in boysisassociatedwithsignificantlylower verbal skills (P < 0.10), socialskills (P < 0.05), and motorskills (P < 0.05) • Association of overweight with academic performance and social and behavioral problems: an update from the Early Childhood Longitudinal Study. Judge S, Jahns L. J Sch Health. 2007; 77: 672-678

  36. BDNF is a THE MOTHER OF ALL BRAIN GROWTH FACTORS which regulate the survival, growth & differentiation of neurons during development and is vital to continue our Brain’s job of Adapting to the world-LEARNING . BDNFfunctions to translate activity into synaptic & nerve plasticity in the adult animal. BDNF is MIRACLE GRO for the brain and is Evolution’s great gift to us that is made when we use our brain cells. BDNFis an anti-depressant, anti-toxic stress factor and correlates with intelligence and memory. BDNF

  37. Language Arts – GORT-4 +121.4% +230% Grade Level These increases are in a four month period.

  38. 3 Years of Literacy DataNaperville Central H.S. 1st Period 8th Period

  39. 2 years of Math DataNaperville Central H.S

  40. Delaine Eastin “This statewide study provides compelling evidence that the physical well-being of students has a direct impact on their ability to achieve academically.”

  41. Statewide Study Individually matched scores from the spring 2001 Stanford Achievement Test, Ninth Edition (SAT-9) with the state-mandated physical fitness test, (FITNESSGRAM) given in 2001 to students in 5th, 7th, and 9th grade.

  42. Johannes Skolen Copenhagen, Denmark • School PE was increased from once a week to 5 times a week. 250 students participated, and the intervention scheduled for three months. • Prior physical activity had consisted of ball play only. • Physical education department added running, hip hop dance, aerobics, spinning, indoor rowing, and military boot camp training. After school activities were offered every day. • Food served at school was changed to offer only healthy “super foods.” All junk food was removed. • ABSENTEEISM decreased by 38%. • CONCENTR ATION ABILITY was measured and it improved 33%. • Teachers reported, “The increase in exercise had great effects on CLASSROOM BEHAVIOR.” • Exercise had a major impact on GRADES; there was an average of 1.5 grade improvement across the board. • The Institute for Human Physiology, Copenhagen University, Chris MacDonald, and Danmarks Radio (TV DR 1) partnered in this project.

  43. Exercise and Depression

  44. 20 versus 40 minutes of intense play Engaging in regular, vigorous aerobic exercise with peers in an organized setting decreased depressive symptoms in dose–response fashion among overweight children. This randomized trial in a community sample is the first experimental demonstration of a dose–response benefit of physical training on depressive symptoms in children (that is, where increasing amounts of training result in increased benefits, demonstrating a cause–effect relationship). N=207, 7–11 years, were randomly assigned to low or high dose (20 or 40 min/day) aerobic exercise programs (13 weeks),or control group. Petty et al : Exercise Effects on Depressive Symptoms and Self-Worth in Overweight Children: A Randomized Controlled Trial. Journal of Pediatric Psychology Advance Access published February 16, 2009

  45. Lincoln Middle School Incidents/Suspensions

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