2011 Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth

1. 2011 Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth

2. Presentation Outline Active Healthy Kids Canada • History, Strategic Direction, Strategic Partners 2011 Report Card • Don’t Let This Be the Most Physical Activity Our Kids Get After School • Report Card Influences and Indicators • Physical Activity • Sedentary Behaviour • School • Family and Peers • Community and Built Environment • Policy

3. Active Healthy Kids Canada • Established in 1994, a national organization with a passionate voice for the development of active healthy children and youth in Canada. • Focused on making physical activity a major priority in the everyday lives of Canadian families. • Committed to providing expertise and direction to policymakers and the public on increasing and effectively allocating resources and attention toward physical activity for children and youth.

4. Mandate Strategic national leadership – advancing knowledge, evidence-informed communication and advocacy strategies– to influence issue stakeholders who affect physical activity opportunities for children and youth. The primary vehicle to achieve this mandate is the Active Healthy Kids Canada Report Card on Physical Activity for Children and Youth and its related activities.

5. The Active Healthy Kids CanadaReport Card on Physical Activity for Children and Youth The Report Card, in its seventh year of production, is an evidence-informed communications and advocacy piece designed to provide insight into Canada’s “state of the nation” each year on how, as a country, we are being responsible in providing physical activity opportunities for children and youth.

6. Strategic Development Partners ParticipACTION facilitates design, dissemination and media outreach for the Report Card across Canada, through communications strategies that garner attention and provoke action across government, non-governmental organizations, the media and the public. The Healthy Active Living and Obesity Research Group at the the Children’s Hospital of Eastern Ontario Research Institute serves as the key knowledge partner, and leads the content development and writing of the Report Card, supported by a Research Work Group.

7. 2011 Report Card Research Work Group • Chair – Rachel ColleyCHEO Research Institute • Coordinator – Joel BarnesCHEO Research Institute • Mark Tremblay CHEO Research Institute • Jean-Philippe Chaput CHEO Research Institute • Ian JanssenQueens University • Christine CameronCFLRI • Steve ManskeUniversity of Waterloo • John SpenceUniversity Alberta • Jon McGavockManitoba Institute of Child Health • Jennifer Cowie-BonneOphea • Adrea FinkActive Healthy Kids Canada

8. Report Card Influences and Indicators • The Report Card frames around the Physical Activity Levels grade. • It assesses the influences and indicators that have an impact on Physical Activity Levels. • It also looks at the outcomes associated with physical activity and how these also then influence Physical Activity Levels.

9. Short Form Report Card

10. Long Form Report Card

11. Data Sources Key data sources: Health Behaviour of School-aged Children Survey (HBSC) Tell Them from Me Survey (TTFM) Canadian Fitness and Lifestyle Research Institute: Physical Activity Monitor; Survey of Canadian Schools; CANPLAY Survey; Canadian Community Health Survey (CCHS) Canadian Health Measures Survey (CHMS) National Longitudinal Survey on Children and Youth (NLSCY) Participation and Activity Limitation Survey, Statistics Canada (PALS) SHAPE Survey (Alberta Preschoolers) WEB-Span Survey (Alberta) School Health Action Planning and Evaluation System (SHAPES) SHES: School Health Environment Survey In addition, the long form Report Card includes a comprehensive set of references and a variety of specificrecommendations in each section and can be accessed at activehealthykids.ca.

12. School’s Out… Do you know what your kids are doing? • The after-school period (from 3pm-6pm) is a window of opportunity for children and youth to be physically active. • Kids are spending only 14 minutes, out of a possible 180 minutes, engaging in moderate- to vigorous-intensity physical activity.

13. The Percentage of Time 6- to 19-Yeald Olds in Canada Spend in Physical Activity and Sedentary Pursuits from 3 to 6 P.M.

14. The After-School Period

15. Why the After-School Time Period is a Missed Opportunity for Physical Activity • Kids are spending a large portion of this time indoors. • Kids, and teens specifically, are still spending an average of 6 hours a day in front of screens (watching TV or playing video or computer games) outside of school. • Parents and caregivers feel that they do not have access to supervised after-school programs that encourage physical activity for their children.

16. Programming in the after-school period • 72% of parents say that their children do not have access to a supervised program after-school • Fewer than half of the after-school programs offered, reported having physical activity as the primary purpose

17. After-School Time Spent Outdoors • 5- to 19-year-olds who play outdoors after-school take approximately 2,000 more steps per day than those who do not play outdoors in the period. This is roughly equal an additional 2 kilometers of movement per day. • Active Play or Unstructured Sport are the most common forms of physical activity that children engage in after-school

18. The after-school period is critical for physical activity in order to gain health, emotional and behavioural benefits. • One study found that childhood obesity was 27%-41% lower with those who spent more time outdoors. • Adolescents in supervised after-school settings are less likely to experiment with risky behaviours such as alcohol/drug use and sexual activity

19. Recommendations for increasing physical activity after-school: • Get outside with room to move: Those who are outside after-school take about 2,000 more step than those who stay indoors. • Create School-Community partnerships : Effective partnerships have been demonstrated to facilitate the engagement of students in programming at nearby facilities or delivered at the school itself. • Engage you in after-school program development and delivery: programs that involve youth in the development of programs have higher levels of youth engagement and also foster peer connections. • Increase policy and investment support: Policy changes by government and partners are needed to ensure that resources and training for physical activity promotion in the after-school period are available and sustained.

20. Physical Activity Levels F According to newly released data from the Canadian Health Measures Survey, only 9% of boys and 4% of girls meet the new Canadian Physical Activity Guidelines. The Guidelines state that for health benefits, children and youth should accumulate at least 60 minutes of moderate- to vigorous-intensity physical activity daily.

21. Physical Activity Levels • 44% of Canadian children and youth are getting 60 minutes of physical activity (MVPA) 3 days per week, and 78% are getting 30 minutes of MVPA 3 days per week. • Children and youth from European countries take almost 2,400 more steps per day than their peers in Canada.

22. Organized Sport and Physical Activity Participation C • 75% of parents say their children participated in sport in the past year. • Children who participate in organized sport take 1,600 more steps per day than those who don’t participate in these sports. • Studies indicate that organized sport during childhood is positively related to frequency of leisure-time physical activity in early adulthood.

23. Sport Participation Recommendations • Though children and youth who participate in sport take an extra 1,600 steps per day, physical activity promoters and parents should ask whether there are other ways for kids to get that extra physical activity. • Work with sport associations and coaches is required to devise ways for kids to be more active when participating.

24. Active Play F • One Quebec study noted that only 1 in 8 children are engaged in active play 5 days/week in the after-school period. • There is a lack of data available about the definition, frequency, intensity and duration of active play. More research is needed.

25. Active Transportation D • 24% of Canadianparents say their children use only active modes of transportation in trips to and from school. • A regional study indicates that 42% of kids are driven to school. The majority of parents who currently drive indicated that they would allow their children to walk/cycle to/from school if the kids were not alone.

26. Active Transportation Recommendations • Efforts should be expanded to implement Active and Safe Routes to School programs in all communities. • Parents and school representatives need to explore the possibility of modifying school bus drop-off locations to provide for a “walking school bus” to complete the trek to school for children who require busing. • Initiatives need to be supported that facilitate active transportation to and from school (e.g., no drop-off zones around schools, safe and visible bike lock facilities on-site at schools).

27. Screen time and Physical Activity Screen-Based Sedentary Behaviours F Children and youth are getting an average of 6 hours per day of screen time outside of school hours, and over 7 hours on weekend days.

28. Non-Screen Sedentary Behaviours Inc • Total daily sedentary time for Canadian children and youth averages 8.6 hours, or 62% of their waking hours. • Evidence shows that increased levels of sedentary behaviours, independent of physical activity levels, are associated with various physical and mental health risks.

29. Screen Time Recommendations • Parents should implement household rules on screen time and provide alternative opportunities for active play, sport and physical activity participation. • Parents should model screen time rules. • Parents should reintroduce some manual chores for a dual purpose – even washing and drying dishes requires a little more energy than loading the dishwasher. • Schools should educate students and model behaviours to create awareness around the importance of reducing sedentary behaviours, especially extended sitting.

30. School C- B B

31. School C

32. School Recommendations • There is a need for a novel curriculum that increases the fraction of PE time devoted to physical activity. • Schools should have physical activity as part of their school improvement plan. Out-of-class physical activity opportunities for the whole school need to be addressed. • Ensure the gym is available for use before school, during lunch and immediately after school, for both sport and general participation in physical activity. • PE teachers and physical activity leaders, as well as all other teachers and school staff, need to be given adequate, regular and appropriate training to establish quality and safe PE and physical activity programs.

33. Family Physical Activity D+ • Children who received greater parental support for physical activity, and who had parents who rated physical activity as highly enjoyable, were more likely to engage in 1 or more hours of physical activity per day • Only 37% of parents regularly engage in physical activity with their children, although 64% take their children places to be active. • 15% of Canadian adults are meeting the new Physical Activity Guidelines for adults.

34. Peer Influence Inc • Students with 3 or more physically active friends were more likely to be moderately active than students with fewer than 3 friends who were active • While there is not enough evidence to assign a grade, one study found that friends were the most important factor in young women’s participation in sport and physical activity.

35. Family and Peers Recommendations • Since the obesity epidemic is affecting both children/youth and parents, interventions should be investigated that encourage whole families to be physically active and reduce sedentary time. • Given the important influence peers have on health-related behaviours, parents should talk more with their children, and encourage them to have friends who will have a positive effect on their behaviours. Talk about peers as both positive and negative influences on behaviour, and empower children and youth to recognize the difference.

36. Community and Built Environment A- B+

37. C B Community and Built Environment

38. The Proportion of 5- to 17-Year Olds Who Use Public and Private Facilities and Parks and Outdoor Spaces, According to Parents

39. Inc D- Community and Built Environment

40. Community and Built Environment Recommendations • Develop/expand a well-connected series of sidewalks, paths, trails and linear parks to permit safe commuting from place to place and for unstructured activities. • Studies consistently demonstrate an association between green space and physical activity among children. There needs to be greater advocacy for green space within communities. • Strategies that try to change how adolescents view their community and built environment may help improve their physical activity.

41. Policy F B+ C

42. Policy C- C F

43. Policy Recommendations • Work effectively across departments and ministries in strategic, collective efforts to increase physical activity. • Regular, transparent disclosure of spending directly on physical activity is required. • The strategy should include a large-scale awareness campaign to promote physical activity and reduce sedentary time; environmental changes to make social and physical environments supportive of physical activity; promotion of active commuting; opportunities to be active in the after-school period; access to safe outdoor spaces; and inclusive programming.

44. The Report Card was supported by the Public Health Agency of Canada and:

45. activehealthykids.ca