Evaluation of Instant Recess® Exercise Breaks as a Means for Implementing LAUSD Physical Activity Policy in Elementary Schools PDF Download

Author: Carol Denise Woods
Publisher:
ISBN:
Category :
Languages : en
Pages : 152

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Author: Melissa Bopp
Publisher: Taylor & Francis
ISBN: 1317200837
Category : Education
Languages : en
Pages : 310

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This book examines how social determinants can have an impact on physical activity and associated health outcomes. It explores the social, cultural, political and environmental factors that influence engagement in physical activity in a range of diverse populations and presents strategies for targeting and promoting physical activity.

Author: Jerome D. Williams
Publisher: Springer Science & Business Media
ISBN: 1461455111
Category : Medical
Languages : en
Pages : 558

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Rates of childhood obesity are alarmingly high and increasing each year. Studies have shown that obese children are more likely to become obese adults and are likely to suffer with numerous health consequences like coronary heart disease, high blood pressure, and Type II diabetes, among others. Studies also indicate that television viewing and exposure to advertising for food products influences children's attitudes toward, food preferences and food purchase requests for foods with low nutritional value. It is important to better understand the role of media in childhood obesity and to learn how media may be used to address this issue in a positive way. This book focuses on communication and media research that can have an impact on reducing childhood obesity. Emphasis is placed on topics related to how the media communicate health-related messages about food, nutrition and diet that influence childhood obesity. Particular emphasis is on the new media, given the fact that media now have more central roles in socializing today’s children and youth than ever before. Advertising and marketing messages reach young consumers through a variety of vehicles – broadcast and cable television, radio, magazines, computers through the Internet, music, cell phones – and in many different venues – homes, schools, child-care settings, grocery stores, shopping malls, theaters, sporting events, and even airports. In addition, given the disparity in obesity rates between children of color and the general population, special attention is given to research on media targeting these populations.

Author: California. Curriculum Development and Supplemental Materials Commission
Publisher: Branch Line Video
ISBN:
Category : Education
Languages : en
Pages : 350

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"Adopted by the California State Board of Education."

Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 15

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This presentation describes how a mandatory daily active recess policy can help reduce disparities among racially and ethnically diverse populations of children and those living in lower-income communities at greatest risk for obesity. Schools with more than a 50 percent minority enrollment or in the lowest income levels on average participate in the fewest minutes of recess (RWJF, 2007). However, implementing a policy like mandatory daily active recess ensures that all students will have the opportunity to reap the benefits of daily physical activity. A survey of 40 elementary schools across Rochester, NY indicated that schools with mostly low income students of color were less likely to have a policy around daily recess than suburban schools resulting in decreased recess participation for children living in Rochester (Healthi Kids, 2010). Creating partnerships with organizations from outside the school district helped to educate and convene stakeholders around support for a mandatory daily active recess policy in the City of Rochester. As a result, the Rochester Public School District amended their school district's wellness policy to include such a policy which went effect during the 2012-2013 school year.

Author: R. Blake Densley
Publisher:
ISBN:
Category : Activity programs in education
Languages : en
Pages : 0

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"The intentional integration of movement in elementary school classrooms--including both brief instructional breaks for physical activity, or the integration of physical activity with lessons--can benefit children's physical health and education outcomes. Teachers are key implementation agents, but despite movement integration (MI) being considered an educational best practice, many classroom teachers do not regularly use it. The aim of this study was to obtain updated nationally-representative prevalence estimates in US public elementary schools, regarding four key outcomes pertaining to teachers' implementation of physical activity: 1) school adoption of physically active lessons (PALs); 2) school adoption of physical activity breaks (PABs); 3) penetration rate to the classroom, defined as >=50% of teachers using PABs; and 4) dose of PABs of at least 50 minutes per week. I examined variations in outcomes by school demographic characteristics, and hypothesized implementation facilitators (administrative support, financial resources, and presence of a wellness champion at the school). Surveys were distributed to a nationally-representative sample of 1010 public elementary schools in the US; responses were obtained from 559 (55.3%). In 2019-20, the weighted prevalence of schools having adopted PALs was 77.9% (95% CI = 74.3% to 81.4%), and PAB adoption was nearly universal at 91.5% (95% CI = 88.9% to 94.2%). Few demographic differences emerged, although PAL adoption was less prevalent at the highest-poverty schools (74.01%) and medium-poverty schools (77.0%) as compared to schools with the lowest student poverty levels (87.1%; p

Author: Patricia Marr Cunningham
Publisher: Allyn & Bacon
ISBN:
Category : Education
Languages : en
Pages : 308

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Literacy Education for all students -- from the authors teachers trust! Integrates phonics and literature-based reading and process writing instruction for a balanced approach to teaching literacy. Contains innovative ideas for supporting the most at risk students. Emphasizes the integration of literacy with science and social studies instruction. Discusses strategies and techniques for fostering children's use of decoding and comprehension strategies, and includes workable, practical strategies and activities to use in the classroom. Includes a variety of whole-class and small group plans which teachers use to provide support for struggling readers and challenges for advanced readers. Found in a new Chapter on Multi-level instruction (ch. 5) . Celebrated authors Patricia Cunningham and Dick Allington bring the issue of literacy education to the fore as they discuss an integrative approach to literacy-based on the simple but true idea that the more children read and write, the better they will read and write. Patricia M. Cunningham is a professor of Education at Wake Forest University. She has authored and co-authored several books promoting literacy, including Phonics They Use: Words For Reading And Writing, Reading And Writing In Elementary Classrooms: Strategies And Observations, Schools That Work: Where All Children Read and Write, and Classrooms That Work: They Can All Read And Write. Richard L. Allingtonis the Fien Distinguished Professor of Education at the University of Florida, Gainesville. He was a co-recipient of the Albert J. Harris Award from the International Reading Association for his"contributions to the better understanding of reading and learning disabilities." Dick is also a past president of the National Reading Conference and has been elected to membership in the Reading Hall of Fame.

Author: Patrick Abi Nader
Publisher:
ISBN:
Category : Exercise for children
Languages : en
Pages : 114

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Classroom-based physical activity (CBPA) breaks are a common and cost-effective physical activity (PA) promotion strategy at elementary schools. Nevertheless, there is limited research examining how teacher-level factors such as value for PA and perceived support to deliver CBPA breaks influence teacher implementation of CBPA breaks. In addition, to date no published studies have examined the association of teacher-level factors with children's PA levels. The research presented in this dissertation narrows the identified gaps in our understanding of CBPA implementation and impacts. We assessed the relationship of teacher-level factors with teacher use of the Balanced Energy, Physical Activity Toolkit (BEPA-Toolkit), a CBPA tool. Additionally, we assessed the relationship of teacher-level factors with children's objectively measured moderate to vigorous PA (MVPA) time. To accomplish the primary aims of this dissertation, cross- sectional data were collected in fall 2015 at six rural elementary schools in the State of Oregon. In regards to the first aim of this dissertation, we examined the association of teacher-level factors with teacher's self-reported use of the BEPA-Toolkit. We surveyed 83 elementary school teachers (k-6th grade), of whom 57% reported being BEPA-Toolkit users. Then through a logistic regression we associated seven teacher-level factors with teacher use of the BEPA-Toolkit. Our results indicated that teachers who received training and teachers who reported higher self-efficacy in delivering CBPA breaks with the BEPA-Toolkit, were more likely to report using the BEPA-Toolkit. Specifically, we found that teachers who participated in a training had 6.1 (Confidence Interval [CI] 1.22- 31.44) greater odds of using the BEPA-Toolkit. In addition, teachers who reported higher self-efficacy in implementing the BEPA-Toolkit, had 3.4 greater odds of self-reporting using the BEPA-Toolkit (CI 1.11-10.78). Our second aim was to evaluate the association of teacher-level factors with children's MVPA time. We measured children's (n=1247, grades 1-6th) PA over a 4-day period while simultaneously asking teachers (n=76) to record daily PA opportunities, including their use of the BEPA-Toolkit and any other CBPA tool. We then used linear regression models to associate teacher-level factors and PA opportunities with children's average MVPA time. In this study, our results demonstrated that teacher's value for PA and the provision of physical education (PE) opportunities were positively associated with children's average MVPA. After adjusting for multiple covariates, one standard deviation change in PA value was associated with 0.11 (p

Author: Christine St. Laurent
Publisher:
ISBN:
Category :
Languages : en
Pages :

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Youth physical activity and fitness have been reported to influence cognition and academic related outcomes. Despite the potential benefits of muscular fitness, few intervention studies have examined the impact of an intervention that has incorporated both cardiorespiratory and muscular fitness training on cognition and academic performance in children. Previous studies have mainly been implemented either during the school day or immediately after-school. Although recess may be an ideal time to promote physical activity because it does not compete with other academic demands, it has been an understudied setting. Therefore, the purpose of this dissertation project was to examine the feasibility, acceptability, and the preliminary efficacy of a 3-month recess-based combined fitness (i.e., cardiorespiratory and muscular fitness) program on cognition and academic performance in elementary school-age children. Two elementary schools were randomly assigned to either the combined fitness intervention or control group. The intervention was implemented during recess for 15 minutes/weekday for 13 weeks while the control group continued participating in their regular recess sessions. Process evaluation data (feasibility and acceptability) were collected throughout the intervention. Executive functions, classroom behavior, fitness, and physical activity were collected at baseline and 3-months. Process evaluation data showed that the program achieved high intervention session intensity dosage (mean percentage of maximal heart rate = 58.0±5.8%), number of implemented sessions (88%), and percentage of sessions implemented as planned (78% of sessions). However, intervention session intensity dosage based on accelerometry (% of time spent in moderate-to-vigorous activity: 41.7±14.5%) and participation (19.4% attendance rate) were lower than expected. Moderate-to-vigorous physical activity during recess sessions was significantly higher in the intervention group, compared to the control group (intervention group = 41.7±2.1%; control = 30.4±0.2, P

Author: California. Department of Education
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 64

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