…food and fitness

1. …food and fitness Nutrition and physical activity education made easy for the after school environment Heather Troska Dairy Council of California

2. Objectives for today: • Share background of Dairy Council of California • Discuss importance of teaching nutrition and physical activity • Introduce Deal Me In… food and fitness • Explore program components • Order FREE materials

3. Background of Dairy Council of California • Leader in nutrition education (over 85 years!) • Offers FREE nutrition education resources • Staffed by nutrition and education experts • Primary goal: To enhance the health and well-being of children and adults by enabling individuals to make healthful food and lifestyle choices

4. Why teach nutrition and physical activity? • Increase in childhood obesity • 20% of California children & adolescents are overweight • 38% of 5-19 year olds are either overweight or at risk of being overweight • 80% of obese adolescents remain obese as adults • Obesity-related risk factors now seen in children • Type 2 diabetes • Heart disease, stroke, certain cancers, gall bladder disease, sleep apnea, osteoarthritis

5. Obesity Trends* Among U.S. AdultsBRFSS, 1985 Source: Mokdad A H, et al. J Am Med Assoc1999;282:16, 2001;286:10.

6. Obesity Trends* Among U.S. AdultsBRFSS, 1993 Source: Mokdad A H, et al. J Am Med Assoc1999;282:16, 2001;286:10.

7. 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% Source: Behavioral Risk Factor Surveillance System, CDC

8. 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%

9. Why teach nutrition and physical activity? • Increase in childhood obesity • Obesity-related risk factors now seen in children • Research supports link between nutrition and learning • Nutrition and physical activity not always being taught in classroom

10. Deal Me In… food and fitness Program Development: Comprehensive research & analysis of environment Advisory panel Multiple site visits Collaborative Development Team Dairy Council staff Curriculum developer Graphics design team Two phases of developmental testing

11. Integrates plan into • daily habit • address barriers • manage set backs Establish personal meaning • being there experience • personally relevant • connect to emotions Dairy Council of California’s Individualized Learning Model 1 4 3 2 • “Plan-develop-do” • plan is tailored • practice • apply to real life • situations • decision-making skills • Acquiring knowledge • focus on content • begin plan based on • individual choices

12. Third Party Evaluation – Fall 2004Program Leaders feedback • All of the program leaders responded that the DMI card games were helpful in educating the children on nutrition and physical activity concepts. • 78 percent of the program leaders said that DMI could help children to improve their eating habits. • 89 percent of the after-school program leaders reported that overall the children enjoyed participating in DMI very much. • The programs leaders broadly expressed that their after-school programs benefited from having DMI and that it fulfills a need to teach the benefits of nutrition and physical activity.

13. Program Leader Comments • “We try to teach the children about good nutrition and sometimes I have a hard time coming up with new ideas. Your program made it soooo much easier for me.” • “Thank you for sharing this program with us. Although we cannot dictate what the children eat at home, we can hopefully teach them the value of healthy food and activity.” • “The children had a great time with this activity. They really like the activity books. After the activity we had several children suggest that we use their ideas for our own breakfast in the center. I think we may do that.”

14. 2005 Revisions • Updates the Food Guide Pyramid to the new USDA MyPyramid. • Incorporates the findings from the evaluation and comments we received from kids and after school program staff. • Adds more nutrition information and background for staff. • Provides a recommended activity sequence. • Includes amount of time for each activity for easier planning.

15. Program Overview Two levels • K-2nd grade • 3rd – 6th grade Program components: • 5 card games • Nutrition • Physical Activity • Food prep • 6 student book activities • Basic skill reinforcement • Real-life “issues” • Cumulative assessment • Available in English and Spanish • 1 parent newsletter • Available in English and Spanish

16. Deal Me In… food and fitness • Reinforces basic nutrition skills • Focuses on physical activity • Supports “Desired Results” as well as California and National Education Standards • Provides opportunities to address real-life “issues” • Builds leadership and teamwork

17. Introduction Cards

18. Leader Instruction Cards

19. Game Instruction Cards

20. Food Cards

21. Card Games for K-2nd and 3rd-6th • Fishing For a Food Group • Healthy Hilda Says • Breakfast Roll (K-2) • Sizing It Up (3-6) • Fun-to-Make Recipes

22. Activity Cards for K-2nd and 3rd-6th Used for “Playing Hard or Hardly Playing”

23. Healthy Portion Size Cards for 3rd-6th

24. Resource Cards

25. Activity Books for K-2ndand 3rd-6th

26. Book Activities for K-2nd and 3rd-6th • I Spy a Healthy Breakfast • The Snack Machine • Food Bingo • Make It Healthier • My Lunch Bag (K-2nd) • Forgetful Fred Makes a Meal (3rd-6th)

27. Parent Newsletter • Available in English and Spanish • Articles change from year to year • Helps parents support student learning at home

28. Deal Me In… food and fitness A hands-on experience Activity Books • Forgetful Fred Makes a Meal (3rd-6th) • I Spy a Healthy Breakfast (K-2nd) • Make it Healthier (K-2nd) Game Cards • Playing Hard or Hardly Playing

30. Available free-of-charge!

31. Sacramento Oakland 877-324-7901 Culver City Irvine www.dairycouncilofca.org

32. QUESTIONS