“A-B-C-1-2-3 Healthy Kids in Tennessee: Let’s Play Every Day! ”

“A-B-C-1-2-3 Healthy Kids in Tennessee: Let’s Play Every Day!” Physical Fitness and Active Play In partnership with the Gold Sneaker Program of the Tennessee Department of Health Revised 10/2019

Objectives Identify the current health status of preschool children and the role of childcare providers and preschool teachers for establishing lifelong health practices Discuss the role of physical fitness and active play for promoting health in preschool children, as outlined by current governmental policies Identify key concepts and primary objectives of A-B-C 1-2-3 Healthy Kids in Tennessee: Let’s Eat Well and Play Every Day and have the knowledge of how to implement the program in your classroom and/or daycare/preschool facility

Background • For the first time in U.S. history, a generationof children will not outlive their parents.1 • Due to physical inactivity and poor nutrition, obesity among preschool-aged youth has increased from 5% (1980) to 12.4% (2006).2 • Children are now experiencing obesity-related chronic health conditions that used to take a lifetime to develop.3 • Diabetes, high blood pressure, high cholesterol, elevated triglycerides (fats in the blood) • JAMA 2005;352(11):1138-45. • JAMA 2008;299:2401-5. • JAMA 2010;303(7):623-30.

Background • Many lifelong “health habits” are developed during the preschool years. • If adopted early in youth, a lifestyle whichembraces physical activity and proper nutritionwill continue into adulthood.4-5 • A responsibility exists among childcare providers and preschool teachers to establish healthful habits in youth. • Half of preschool-aged children with working mothers spend 35 or more hours in daycare each week.6 • Some children eat three meals a day (plus snacks) at childcare facilities. • Int J Obes 2008; 32:1-11. • Am J Clin Nutr 2000:72:1032-9. • Snapshot on American Families 2005; 3:1-2.

Implications of Physical Inactivity • Physical Health • Low bone mineral density • Inadequate muscular strength and endurance • Poor cardiovascular health • Weight gain • High cholesterol, triglycerides, other fats • Type-II diabetes • Early puberty • Irregular menstruation • Poor motor development • Am J Lifestyle Med 2008; 2:30-6

Implications of Physical Inactivity (continued) • Mental and Emotional Health • Low academic achievement • Depression • Poor self-esteem, self-efficacy • Social withdrawal • High risk-taking behaviors in adolescents • Am J Lifestyle Med 2008; 2:30-6

Support from the United StatesDepartment of Health and Human Services • 2018 Physical Activity Guidelines for Americans • Children should do 60 minutes or more of moderate-to-vigorous physical activity daily: • Aerobic activities • Most of the 60-minutes/day should be of moderate to vigorous intensity aerobic activity • Running, skipping, bicycling, swimming • Muscle-strengthening activities • Should be included at least three days of the week • Climbing, tug-of-war • Bone-strengthening activities • Should be included at least three days of the week • Hopscotch, jumping rope, tennis, basketball

Recommendations for Physical Activity of Preschoolers at Childcare (Ages 3–5) Recommendations are categorized as follows: • Active Play Time Provisions • Environment • Provider Behaviors • Education • Policy “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Physical Activity for Preschoolers at Childcare (Ages 3–5) Active Play Time Provisions • Active play is provided to all for morethan 120 minutes each day (inside or outside). • In classrooms, structured (or teacher-led) activities are provided to all two or more times per day. • Outdoor active play time is provided to all children two or more times each day for total of 60 minutes or more per day. • During a typical day, excluding naps and meals, children are expected to remain seated no more than 15 minutes at a time. “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Physical Activityfor Preschoolers at Childcare (Ages 3–5) Environment • Indoor gross motor play area for all children for all activities, including running. • Outdoor play areas are available for all children, consisting of multiple play areas, open space for running, and a track/path for wheeled toys. • Portable play equipment (e.g., wheel toys, balls, hoops, ribbons) for all children is available, in a wide variety, both indoor and outdoor, and available for children to use without having to share. “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Physical Activity for Preschoolers at Childcare (Ages 3–5) Provider Behaviors • In preschool classrooms, active play time is never withheld for misbehavior and a written policy is in place. • During preschool children’s active play time, providers often encourage the children to be active and join children in active play. “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Physical Activity for Preschoolers at Childcare (Ages 3–5) Education • Training opportunities in physical activity for preschool children (not including playground safety) are offered to providers two times per year or more. • Parents of preschool children are offered physical activity education two times or more per year (e.g., special programs, newsletters, information sheets). “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Physical Activity for Preschoolers at Childcare (Ages 3–5) Policy • At the childcare facility, a policy on physical activity for preschool children addressing provider behaviors, education, and active play opportunities is written, available, followed, and always shared with parents. “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Screen Time for Preschoolers at Childcare (Ages 3–5) Provisions: • Screen Time Provisions • Provider Behaviors • Education • Policy “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Screen Time for Preschoolers at Childcare (Ages 3–5) Screen Time Provisions: • Televisions are stored outside of preschool classrooms, where they are accessible for occasional use. • For preschool children, the total amount of screen time allowed while at childcare is 30 minutes per week or less. • For preschool children, television/DVD viewing includes only commercial-free, age-appropriate educational programming that is integrated with the curriculum. “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Screen Time for Preschoolers at Childcare (Ages 3-5) Screen Time Provisions (continued): • Television/DVD viewing during snack time occurs rarely or never. • Television/DVD is used as a reward rarely or never. • Among preschool children, computers are available only during a set time of day, and each child is limited to 15 minutes per day. “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Screen Time for Preschoolers at Childcare (Ages 3–5) Provider Behavior: • During screen time activities with preschool children, providers supervise and watch with the children all of the time. “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Screen Time for Preschoolers at Childcare (Ages 3–5) Education: • Providers are offered training opportunitieson screen time reduction and/or media literacy for preschool children two times per year or more. • Parents of preschool children are offered screen time reduction and/or media literacy for preschool children two times per year or more (e.g., special programs, newsletters, or information sheets). “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Recommendations for Screen Time for Preschoolers at Childcare (Ages 3–5) Policy: • The childcare center has a written policy on screen time in preschool classrooms that includes provider behaviors, education, and screen time use that is written, available, followed, and always shared with parents. “Let’s Move Childcare Checklist”, www.letsmove.gov, 2011.

Support from the National Association for Sport and Physical Education • “Active Start – A Statement of Physical Activity Guidelines from Birth to Five Years” – Preschooler Guidelines: • Preschool children should accumulate at least 60 minutes of structured AND 60 minutes of unstructured physical activity daily (should not be sedentary for more than 60 minutes at a time, except when sleeping). • Preschool children should be encouraged to develop competence in fundamental motor skills that will serve as building blocks for future motor skillfulness and physical activity. • Preschoolers should have access to indoor and outdoor areas that meet or exceed recommended safety standards for performing large-muscle activities. • Caregivers and parents in charge of preschoolers’ health and well-being are responsible for understanding the importance of physical activity and for promoting movement skills by providing opportunities for structured and unstructured activities.

Points to Consider • Children do not make themselves overweight. • What children are fed has a direct impact on their future health and eating habits. • Not all children naturally desire to be physically active; this desire should be cultivated by adults. • Adults need to model appropriate nutritional and physical activity behaviors for youth.

What We Want to Accomplish with“A-B-C-1-2-3 Healthy Kids in Tennessee: Let’s Eat Well and Play Every Day!” • To understand the impact of physical fitness and active play on overall health in preschool children • To implement FUN and interactive learning activities among preschool children to emphasize fitness and active play that can be incorporated into ongoing classroom activities • To promote parental education and involvementthrough various modes of communicationand through a variety of activities Newsletters, websites, print materials,‘challenge’ activities.

Putting Knowledge Into Action

A-B-C-1-2-3 Healthy Kids in Tennessee:Let’s Eat Well, Play, and Be Aware Every Day Materials include: • Curriculum package which includes a “menu” of classroom activities that can be integrated into ongoing lesson plans and programming • A 12-week calendar of active play suggested programming in lieu of using the menu of choices • Instructions for pedometer-based physical activity monitoring (optional activity) as an evaluation measure • Worksheets and take-home materials for children and their parents/caregivers • Organized “A-B-C-1-2-3 Everyone, Every Day Center-Wide Challenges” activities for families • Information ready to publish in newsletters, websites,and other communications

How to Get Started in Your Classroom and/or Childcare/Preschool Facility All staff should participate in “A-B-C-1-2-3 Healthy Kids in Tennessee” training—an in-person training session or online at www.abc123healthykids.com—and develop a plan for integrating the curriculum activities into your ongoing classroom lesson plans and programming. Submit evaluation documents as proof of training to receive a certificate of completion from the “A-B-C-1-2-3 Healthy Kids in Tennessee” project director. This program has been recognized for training credits by the Tennessee Department of Human Services. Make a commitment to using the curriculum in your facility and/or classrooms and to sharing materials with parents/caregivers weekly. Remember to ask questions and solicit feedback from children and their parents/caregivers.

How to Get Started in Your Classroom and/or Childcare/Preschool Facility Share handouts and other materials with parents weekly using the calendar provided. Consider seeking out assistance from local resources and using the optional evaluation components in the A-B-C-1-2-3 Healthy Kids in Tennessee: Let’s Eat Well and Play Every Day kit in your activities so that you can gauge progress of your efforts. Remember to use available resources, including “Let’s Move” and the childcarechecklist.

How to Get Started in Your Classroom and/or Childcare/Preschool Facility Encourage children to continue with at-home activities and encourage their parents/caregivers to participate in the “A-B-C-1-2-3 Everyone, Every Day Center-Wide Challenges.” Consider seeking out assistance from local resources and using the optional evaluation components to your activities so that you can gauge progress of your efforts.

Want to Take It to the Next Level? • Want to take A-B-C-1-2-3 Healthy Kids in Tennessee: Let’s Eat Well and Play Every Day to the next level? • Now that you have the tools to implement healthy living education in your classrooms and with parents and families, what’s next? • Consider participating in the “Gold Sneakers” program, which helps you develop policy guidelines for your facility. Both programs complement each other extremely well, providing your facility with a well-rounded approach to good health!

Want to Take It to the Next Level? (continued) To learn more about Gold Sneakers, contact Tennessee Department of Health,Gold Sneaker Initiative615-532-7538

For more information or answers to your questions, please contact: Cynthia Chafin, M.Ed., MCHES MTSU Adams Chair of Excellence in Health Care Services/ Center for Health and Human Services 615-898-5493 Cynthia.Chafin@mtsu.edu www.abc123healthykids.com The A-B-C-1-2-3 Healthy Kids in Tennessee: Let’s Eat Well, Play, and Be Aware Every Day project supported in part by funding from the MTSU Center for Physical Activity and Health in Youth and the Tennessee Cancer Coalition, with support of the MTSU Center for Health and Human Services. We gratefully acknowledge the support of Dr. Don Morgan, Dr. Debbie Morgan, and Dr. Liz Holbrook, of the MTSU Center for Physical Activity and Health in Youth for their technical assistance and guidance relevant to the ‘Active Play/Fitness’ module of this program.

“A-B-C-1-2-3 Healthy Kids in Tennessee: Let’s Play Every Day! ”