Best Start Resource CentreAnnual Conference 2006

Physical Activity and the Early Years

Christa Costas-Bradstreet Sue Weststrate

Welcome

Introduction of FacilitatorsSue WeststrateChrista Costas-Bradstreet

We’re Going to Have a ball!Presentation Overview

Introduction to Have a Ball! A Toolkit for Physical Activity and the Early Years

Physical Activity and the Early Years Benefits, Facts and Stats, PA Guidelines Self-esteem and Healthy Eating Active Ideas Supporting Physical Activity Resources and Tools Sharing Great Ideas Key Messages Wrap-up and Evaluation

Icebreaker/Fit Break

Have a Ball…The Resource Purpose Partnership Advisory Committee Environmental scan Needs assessment with EL & CC sector Research and design Focus test at pilot sites Training needs assessment Next steps Toolkit contents

Think about…

A positive and negative memory of physical activity when you were young

How did these experiences affect your physical activity then?

How do they affect it now?

How do children benefit from daily physical activity?

Benefits of Physical Activity

Physical: Increases energy and improves stamina Encourages muscle growth and helps

develop strong bones     Helps maintain a healthy weight Makes the heart and lungs stronger

   

Benefits of Physical Activity

Physical (cont.)

Maintains a healthy blood pressure Increases flexibility Improves coordination Helps improve sleeping habits Helps improve eating habits

Benefits of Physical Activity

Psychological/Emotional: 

Reduces anxiety Prevents, reduces, combats depression Enhances psychological well-being Improves our ability to deal with stress Helps us feel good about ourselves

Benefits of Physical Activity

Academic:

Helps increase concentration improve memory enhance creativity improve problem-solving skills/abilities enhance learning.

Benefits of Physical Activity

Social:

Teaches important skills such as sports skills and life skills

Provides opportunities for children to socialize and make friendships, and practise self-discipline

Decreases the likelihood of using tobacco, alcohol and drugs in the teen years and beyond

Develops positive lifelong attitudes toward physical activity

Encourages healthy family engagement

And yet…. Children today are 40% less active than

they were 30 years ago. In 2000, over half of Canadian children

and youth, aged five to 19 were not active enough for optimal growth and development.

Forty percent of Canadian children already have developed at least one risk factor for heart disease – reduced fitness due to inactivity.

There’s more… Between 1981 and 1996, there were dramatic

increases in overweight and obesity in children ages seven to 13. The prevalence of boys who were overweight increased from 15% to 28.8% and among girls from 15% to 23.6%.

The prevalence of obesity in boys nearly tripled from 5% to 13.5% and more than doubled in girls from 5% to 11.8%.

There is reason to believe that these figures underestimate the actual numbers.

Obese children are five to seven times more likely to become obese adults than non-obese children. Children who were obese at age six had a fifty percent chance of becoming obese adults.

Sedentary lifestyles lead to a sustained positive energy balance and are a major contributing factor to the development of obesity in children and adolescents.

Ontarians aged two and up spent almost 21 hours a week watching TV. Children between the ages of two and 11 specifically, watched an average of 14.5 hours a week. This does not include time playing video and computer games or using the Internet.

Children who watch television more than five hours a day have significantly greater energy intake than those who watch less than one hour per day.

CPS: TV Recommendation Limit daily TV viewing to one hour for

preschoolers and two hours for school-aged children. (More recent and well-controlled studies show that even 1 h to 2 h of daily unsupervised television viewing by school-aged children has a significant deleterious effect on academic performance, especially reading)

Most recent research: No TV for children under two years.

The amount of time spent playing video games by Canadian children in 2000, was among the highest in the world.

Type II diabetes, once known as “adult-onset” diabetes is a growing problem among children and adolescents, particularly among First Nations youth. It is closely linked with both obesity and physical inactivity.

Obese children face greater health risks than children with healthy body weights: in a population-based sample, approx. 60% of obese children, five to 10 years of age, had at least one other risk factor for cardiovascular disease and 25% had two risk factors.

Aboriginal Children 22.3 per cent of children who live on-reserve are

overweight and 36.2 per cent are obese. 48.7 per cent of children between the ages of

three and five are obese. Lower-income families are more likely to buy less

nutritional food because they can't afford better. Many First Nations communities also lack

recreation centres, swimming pools, hockey rinks and playgrounds.

First Nations Regional Longitudinal Health Survey

A Bleak Future?

“Because of the increasing rates of obesity, unhealthy eating habits, and physical inactivity, we may see the first generation that will be less healthy and have a shorter life expectancy than their parents”

(U.S. Surgeon General).

One Solution: Active Start

Active Start:A Statement of

Physical Activity Guidelinesfor Children Birth to Five Years

The U.S. National Association for Sport and Physical Education (NASPE)

Guidelines for Infants Guideline 1

Infants should interact with parents and/or caregivers in daily physical activities that are dedicated to promoting the exploration of their environment.

Guideline 2Infants should be placed in safe settings that facilitate physical activity and do not restrict movement for prolonged periods of time.

Guidelines for Infants (2)

Guideline 3Infants’ physical activity should promote the development of movement skills.

Guideline 4Infants should have an environment that meets or exceeds recommended safety standards for performing large muscle activities.

Guidelines for Infants (3)

Guideline 5Individuals responsible for the well-being of infants should be aware of the importance of physical activity and facilitate the child’s movement skills

Guidelines forToddlers and Preschoolers

Guideline 1Toddlers should accumulate at least 30 minutes daily of structured physical activity; preschoolers at least 60 minutes

Guideline 2Toddlers and preschoolers should engage in at least 60 minutes and up to several hours per day of daily, unstructured physical activity and should not be sedentary for more than 60 minutes at a time except when sleeping.

Guidelines forToddlers and

Preschoolers (2)

Guideline 3Toddlers should develop movement skills that are building blocks for more complex movement tasks; preschoolers should develop competence in movement skills that are building blocks for more complex movement tasks.

Guidelines forToddlers and

Preschoolers (3)

Guideline 4Toddlers and preschoolers should have indoor and outdoor areas that meet or exceed recommended safety standards for performing large muscles activities.

Guideline 5 Individuals responsible for the well-being of toddlers and preschoolers should be aware of the importance of physical activity and facilitate the child’s movement skills.

Relevancefor the Young Child Movement is an important part of a

child’s physical, mental and emotional development and one of the important mediums through which young children form impressions about themselves and their surroundings.

Activity satisfies a child’s curiosity of movement.

Relevancefor the Young Child (2)

Physical activity can help young children feel good about themselves.

Games and activities encourage interaction among children.

Enjoyable physical activity experiences promote a positive attitude about active lifestyles and may carry over into adulthood

Relevancefor the Young Child (3)

Young children solve problems and gain success through challenges and explorations

The best time for basic movement development is during the early years

There is a strong connection between motor competence and self-esteem among very young children.

Self-Esteem The very young child is most likely to think about

their worth based on family and physical experiences. For example, when a child says “watch me”, s/he is often demonstrating his/her ability to perform a physical skill.

Positive self-esteem is built through a child’s belief that s/he has the ability to perform skills and the family support to be active. This in turn boosts her/his enjoyment and serves to encourage her/him to continue to participate in physical activity.

Self-Esteem (2)

A child believes s/he is successful at physical activity skills when s/he feels able to perform simple tasks (such as making contact with the ball); is trying hard; is learning a new athletic skill; is enjoying the activity; is receiving positive feedback and reinforcement from parents, teachers and coaches.

Children learn by watching. Parents and child care providers can influence how a child feels about his/her physical skills by providing physical activity opportunities, giving positive feedback and encouragement, and being an active role model.

Self-Esteem (3)

Physical Activity influences self-esteem because it:

Helps decrease feelings of anxiety, tension, depression

Is related to a general sense of hopefulness and contributes to feelings of well being

Is a way to express anger, aggression, and happiness

Is a means for self-discovery and socializing

Self-Esteem (4)

Physical Activity influences self-esteem because it:

Enhances creativity, problem-solving and academic performance

Improves self-discipline Improves fitness levels which are related to

positive mental health Has a positive impact on behaviour and

healthy lifestyle choices in later years.

Physical Activity and Healthy Eating go hand-in-hand

The first five years are critical for…

Development of food and flavour preferences Lifelong beliefs and attitudes about food and

eating Ability to self-regulate food intake in later life

Factors Shaping Eating Habits Good nutrition is essential to all

dimensions of health Environment that promotes healthy eating Awareness of our emotions, attitudes and

behaviors toward food and eating Positive and negative associations with

food Social, cultural aspects

We Need to… Shift the focus from weight control to

vitality, a concept that integrates eating well, being active and feeling good about oneself.

Be sensitive to subtle and overt messages we send

Avoid using food as a reward or punishment

Teach children that people come in all shapes and sizes, weights and colors

Encourage children to focus on their abilities rather than their appearance

Treat our bodies with respect

Children with a Disability Canadians with a disability are less likely than

other Canadians to participate regularly in physical activities.

A person with a disability might gain the following benefits:- Improved physical stamina and self-confidence bring greater independence- Controlled weight loss and increased strength aid with strength and mobility- Enhanced circulation reduces the possibility of blood pooling and swelling in limbs- Improved posture decreases aches and pains

Children with a Disability (2)

An inclusive environment is one that provides the opportunity for children of all abilities

and interests to participate in all activities. Inclusive environments recognize the

inherent value of each child, the right to take risks and make mistakes, the need for independence and self-determination, and

the right to choice.

Children with a Disability (3)

In an inclusive program: Activities are modified and individualized

as necessary Expectations are realistic yet

challenging Assistance is provided only to the

degree required Dignity of risk and availability of choices

are respected and fostered

Words with DignityActive Living Alliance for Canadians with a Disability

Instead of… Use…Disabled, handicapped, crippled Person with a disability.Crippled by, suffering from Person who has…or

person with…Confined, restricted to a wheelchair Person who uses a wcRetarded, mentally retarded Person with an

intellectual disabilityPhysically Challenged Personal with a

physical disabilityLearning disabled Person with a l.d.Disabled sport Sport for athletes with

a disability

Active Ideas

Large Spaces, Small Spaces, Circle Time, and Outdoor Activities

SupportingPhysical Activity

Why environmental supports?

Environmental & policy approaches may be

especially indicated as a complement to more

frequently used individual behaviour &

lifestyle modification strategies, because they

can benefit all people exposed to the

environment rather than focusing on

changing the behaviour of one person at a

time.Brownson et al, AJPH, 2001. Vol 19. No. 12

How the environment works against us?

We have engineered physical activity out of our lives … HOW?

Environmental BarriersThe growing urbanization and mechanization

of modern life have made it easier for us to become physically lazy and sedentary. We drive rather than walk; we take escalators rather than climb stairs; we push a button on an electric dryer rather than bend down and reach up to hang clothes on a clothes

line. Whereas exercise was once an inevitable part of living, today we must

consciously plan to get the exercise needed to maintain good health.

John Farquhar, 1987John Farquhar, 1987

Supportive Environments

Social supports Physical supports Policy supports

A: Social Supports

Why social support? 62% of individuals with high

levels of perceived support started an exercise program when compared with 18% of those who perceived low levels of support.

Zindler-Wenett & Weiss (1987)

SOCIAL SUPPORTS

Includes family, peer groups or building new social units as required.

Parents & Family: Powerful determinant of behaviour Adolescents’ health related behaviour

correlates highly with parents’ behaviours

Family support very important in adult behaviour.

Examples of Social Support Set up teams, buddy systems Mentors, sponsors Support groups or similar group opportunities

(those who have survived breast cancer) Call in / Hot lines Include “significant others” in program Inventories of local services for referral Surroundings in which many people are exercising Friends who encourage exercise Having at least 1 friend with whom to exercise

Type of Social Support role modeling by staff, parents,

and caregivers peers (and slightly older) media

B: Physical Supports

The physical surroundings …. . . Describe everything from the quality

of the air people breathe to the quantity & quality of the activity-related resources available at home, at school, at work, & throughout the community

A physical environment should provide ample opportunities to be physically active.

Physical resources should be:

available accessible affordable acceptable appropriate

Ideas of Physical Supports: sidewalks with appropriate pedestrian

buffers traffic calming devices safe, clean, accessible stairwells workplace walking routes mapped out playground lights pedestrian malls child care facilities with outdoor

recreation

C: Policy Supports

What is Policy ? Can specify expectations, regulations &

guides to action

Can be informal or formal rules of conduct which govern an organization, a community, a province or a country such that they support health promoting actions

Should be part of a comprehensive health promotion strategy

Policy is often thought of as a principle, value or course of action which guides present and future decision-making.

Public policy refers specifically to legislation enacted by elected governments at all levels.

There is a consequence for non-compliance.

Why Take a Policy Approach?

“ If we rely solely on a strategy of providing information, we not only abandon our communities by not

providing real support for change but lose our voice in shaping the social, political and economic contexts in which the information is given.”

Wallach, Dorfman, Jernigan & Themba, 1993: 26-27

Why Take a Policy Approach?

Awareness & educational programs may be short-lived when designated funds are no longer available, but policies, once implemented are much harder and slower to change…more sustainable.

Because they are harder to change, they can withstand changes in politicians/decision makers.

Canada’s Physical Activity GuideENDURANCE ACTIVITIES4 – 7 days a week

Endurance activities help your heart, lungs, and circulatory system stay

healthy and give you more energy. They range from walking to

organized exercise programs and recreational sports.

Some examples: Walking Golfing (without the cart!) Cycling Skating Cross country skiing Snow shoeing Swimming Tennis Dancing Propelling a wheelchair

(“wheeling”)

Canada’s Physical Activity GuideFLEXIBILITY ACTIVITIES 4 – 7 days a week

Flexibility activities help you to move easily, keeping your muscles and your joints mobile. Regular flexibility activities can help you to live better, longer, sothat your quality of life and independence are maintained as you get older.

Flexibility activities include gentle reaching, bending, and stretching of all yourmuscle groups.

Some examples: Gardening Mopping the floor Yard work Vacuuming Tai Chi Stretching exercises Golf Bowling Yoga Curling

Canada’s Physical Activity GuideSTRENGTH ACTIVITIES 2 – 4 days a week

Strength activities help your muscles and bones stay strong, improveyour posture and help to prevent diseases like osteoporosis. Strengthactivities are those that make you work your muscles against some kind of resistance, like when you push or pull hard to open a heavy

door.

Some examples: Heavy yard work, such as cutting & piling wood Raking and carrying leaves Lifting and carrying groceries Climbing stairs Exercises such as abdominal curls, push-ups Wearing a backpack, carrying books, etc. Weight/strength-training routines

Resources and Tools

Sharing Great Ideas

Key Messages

Key Messages to Share

The goal is not to produce Olympic athletes but to contribute to lifelong attitudes that value physical activity.

Physical Activity programming should benefit all children regardless of body type, size, skill, coordination.

Key Messages cont.

Children should never be singled out or embarrassed into physical activity

Use observational skills to identify clues to explain reluctance, and find ways to encourage involvement.

Encourage participation, not performance or perfection.

Wrap-up and Evaluation