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What is Jump into Action?

What is Jump into Action?. Team taught, nutrition and physical activity program Designed to change behaviors related to nutrition and physical activity. Program that works. Developed, tested and evaluated by Baylor College of Medicine

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What is Jump into Action?

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  1. What is Jump into Action? • Team taught, nutrition and physical activity program • Designed to change behaviors related to nutrition and physical activity

  2. Program that works • Developed, tested and evaluated by Baylor College of Medicine • Updated and adapted for Missouri by a team at the University of Missouri Nutritional Sciences Department

  3. Why target fifth grade students? • Can understand cause and effect relationships. • Beginning to make independent decisions about food choices and physical activity habits.

  4. How does Jump into Action fit into the curriculum? • 8 Classroom lessons can be taught once or twice a week for 4-8 weeks. • Monthly check-ups help reinforce goals and behaviors throughout the school year.

  5. What is expected of schools selected for participation? • Designated school contact to attend training and coordinate evaluation. • School team -- Physical education teacher, school nurse and classroom teachers -- to implement and evaluate program.

  6. Student activity books Teachers’ guide Instructional materials Assessment & evaluation Training Support Family newsletters What is provided?

  7. How much does Jump into Action cost? Program materials are provided at no cost thanks to funding support.

  8. How does the Jump into Action team work? • Physical Education Teacher: physical activity lessons and pedometers to help students increase physical activity time. • Classroom Teacher: nutrition lessons and instructional materials to help students make better food choices. • School Nurse: diabetes lesson to help students understand the risks and concerns about type 2 diabetes.

  9. How does the Jump into Action team work? • Parents: support for students as they examine their physical activity and eating behaviors and set goals to improve their choices. • Together: team encourages students to be more physically active and make food choices for a healthy weight.

  10. Who trains and supports the Jump into Action team? Ann Cohen, MS, RD Steve Ball, PhD

  11. How is Jump into Action evaluated? Student Outcomes: Nutrition and physical activity knowledge, self-efficacy and behaviors • Initial survey • Program completion survey • Monthly check-up survey School Team Process: • Program Implementation Questionnaire

  12. Overweight and Inactive • Tripled in last 20 years • Children spend more time watching TV than going to school • Does the CULTURE of a school advocate activity and health?

  13. Percent of obese/overweight youth who become obese adults by age category Dietz WH. Health consequences of obesity in youth: childhood predictors of adult disease. Supp Pediatr. 1998;3 (101):518-525. Must A and Strauss RS. Risk and consequences of childhood and adolescent obesity. Int J Obesity. 1999;23(Suppl 2):S2-S11.

  14. Youth at Risk….Activity Levels By Steps aN = 325 bN=386

  15. Youth At Risk..BMI Levels by Activity aN = 325 bN=386

  16. Girls - % Overweight/Obese* *Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000.

  17. Boys - % Overweight/Obese* *Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000.

  18. Teacher Accountability Fitness • “Hitched our wagon” to fitness • Used the pretest – posttest model which primarily reveals growth improvement, not training • Emphasizes intensity of exercise which obese kids don’t accept • Kids are more obese than ever even in good P.E. programs

  19. Teacher Accountability Skill • Skill development as a measure of teacher success • Skill measurement is difficult at best – takes time away from learning • Is genetically controlled and favors highly skilled youth – discourages unskilled youth • Very few valid and reliable measures are available to teachers.

  20. Teacher Accountability Physical Activity • All youth can be active – no genetic limitations • Suitable for all youth – unskilled and overweight • Can be measured objectively with pedometers • All youth can increase their activity

  21. Physical ActivityA Better Goal for Youth • Regular activity increases the probability of an active adult lifestyle. • All youth have the capability to perform some type of activity • Moderate activity offers health benefits similar to fitness • Activity helps those who need it most - unskilled and obese youth

  22. Where Students Accumulate Activity Morgan, C. F., Pangrazi, R. P., & Beighle, A. (2003). Using pedometers to promote physical activity in physical education. Journal of Physical Education Recreation and Dance, 74(7), 33-38.

  23. Promoting Physical Activity Using Pedometers

  24. Activity Time, Distance, or Step Counts? • Distance – least accurate due to stride variations and directionality • Step Counts – shows variation based on the physical (genetic) traits of each individual • Activity Time – most accurate and meaningful to kids and parents

  25. Why Activity Time? • Vast majority of activity recommendations are based on time • Least variation between individuals – reduces comparative differences • Allows teachers to see how much activity students are receiving in class

  26. Basic Pedometer Outcomes • Allow time to overcome the novelty stage • Teach how to put on quickly and on the move • Teach where to place the pedometer for highest accuracy • Teach what the pedometer measures - - activity time, step counts, and distance covered • Learn how to determine baseline activity level and set personal activity goals

  27. Pedometer Protocol • Number your pedometers • Check out a pedometer to each student • Explain what pedometers measure • Explain the reset and mode buttons and practice using them

  28. Pedometer Protocol • Let students shake and look; walk and look; reset and clear many times • Explain placement of the pedometer – over the kneecap on the waistline • Vertical plane • Clothing or belt that is relatively snug • Practice walking and counting steps

  29. General Guidelines for Pedometers in class • Let class become familiar with pedometers • Give time to open, shake, reset, learn modes • Takes a week before they resume normal activity • “You shake them we take them” • Don’t send home until used for 4-6 weeks in PE – use sample letter to parents • Students don’t have to share data

  30. Implementing the Pedometer Activity Unit • Use pedometers as an overlay for physical education instruction • Teach basic activities as a group • Teach pedometer activities as an integrated unit – math, science, nutrition • Try to move pedometers outside the physical education lesson

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