Physical Activity

Physical Activity Steve Ball, Ph.D.

Health Risks Associated with Being Overweight • Coronary heart disease • Hypertension • Hypercholesterolemia • Diabetes

Actual and Projected Trends in US Overweight and Obesity – NHANES Data, 1976 to 2000

Trends in Childhood Overweight, 1966-2000 “Genetics is not the cause of the obesity and diabetes epidemic. Obesity has tripled and diabetes has increased 5-9 fold since the 60’s. Genes don’t change that quickly”. Frank Booth, PhD, U of Missouri, Microbiologist, Genetics and Exercise researcher

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.

Physical Activity • 33% insufficient vigorous physical activity • 72% insufficient moderate physical activity • 51% not enrolled in physical education class • 67% did not attend PE class daily • 8% did not participate in any vigorous or moderate physical activity CDC 2003 Youth Risk Behavior Survey (YRBS) for Missouri.

Classroom Management Skills for PA • Entering the Activity Area • Explain HOW and WHAT • “When I say enter the room, I want you to walk in and begin to walk around the area” • In FREEZE position, describe the day’s activities • “Everyone freeze. When you all are in freeze position I will tell you the games we will play.”

Classroom Management Skills for PA • Deliver Instructions Efficiently: • Make sure students are listening before giving instructions • Deliver instructions 1-2 points at a time (max 30 seconds in length) • Be specific • Alternate short instructional episodes with periods of activity • Tell students “WHEN before WHAT” (When I say go, I’d like you to ……”

Classroom Management Skills for PA • Stop and Start a Class Consistently • Pick a consistent signal and use both an audio an visual (whistle while raising hand) • Use a different one for stopping • Practice the procedures with your class • Praise students when they perform the behavior properly • Expect 100% compliance when students are asked to stop • Scan the class to see if students are stopped and ready for more instructions

Classroom Management Skills for PA • Grouping • Emphasize rapid selection of the nearest person not their friend • Get toe to toe or back to back with a partner • Students without a partner go to the center • To split in half, have one partner kneel and the other stand • Students form groups according to the number of whistles blown • Students sit down when they have the correct number in their group

Classroom Management Skills for PA • Formations • To form a circle or a single file line, have students run/walk randomly • On the signal “fall in” students fall in line behind someone until a circle is formed • Use cones or markers to outline your activity area or circle size

Improving Class Behavior • Possible set of consequences for unacceptable behavior might be: • First misbehavior – student is warned quietly on a personal basis to avoid embarrassment • Second – student is told to go to a pre-designated time-out spot. Student must stay there until ready to re-enter the activity and demonstrate the desired behavior • Third misbehavior – student goes to time-out for the remainder of the period. • REMEMBER: Time out doesn’t work if students don’t enjoy being in class.

Physical Activity