Kin 146 ( Physical activity and School aged children and youth)

Pedagogy used by Louise in the gym

• Stop and start signals

• Cues in group formation (side by side etc)

• Demo-use of different people

• Give the numbers of people in a group at the end of instruction

• Have one person collect/return equipment

What is Physical activity

Caspersen, 1985 ( orthodox Definition)

• Any bodily movement produced by skeletal muscles that result in energy expenditure

• Movement of a body

• Skeletal Muscles

• Result in energy expenditure

• Physical activity asa specific mechanical act

Piggin, 2020 ( Holistic Definition )

• People moving, acting, and preforming within culturally specific spaces and contexts, and influenced by a unique array of interests, emotions, lines, instructions, and relationships

• People moving, acting and preforming

• Cultural spaces and contexts 

• Influenced by an array of interests, emotions, ideas, and relationships

• Holistic Concept, inclusive and adaptive for users

Physical Education

• Physical Education is a school curricular subject that supports the development of the skills, knowledge, and attitudes necessary for participating in active, healthy living. Physical education programs are an integral component of the total school experience for students.

Physical education in Saskatchewan 

The K-12 AIM of the physical education curriculum is to support students in becoming physically educated individuals who have the understandings and skills to engage in movement activity, and the confidence and disposition to live a healthy, active lifestyle.

The Goals of Physical education in Saskatchewan

Goals are broad statements identifying what students are expected to know and be able to do upon completion of study in a particular area of study.

The goals of physical education are interdependent and are of equal importance

Three main goals

• Active Living - Enjoy and engage in healthy levels of participation in movement activities to support lifelong active living in the context of self, family, and community.

• Skillful Movement - Enhance quality of movement by understanding, developing, and transferring movement concepts, skills, tactics, and strategies to a wide variety of movement activities.

• Relationships - Balance self through safe and respectful personal, social, cultural, and environmental interactions in a wide variety of movement activities.

Sport 

• Sport  involves some type of competition. Sport deals with the struggle between individuals or teams. Sport has conflict in it that usually tends to end with winner(s) and loser(s).

• Athlete is generally used to describe people involved in competitive sport

• Participant refers to those involved in sport for recreation

Exercise

• Planned structured and repetitive bodily movement done to improve or maintain one or more components of physical fitness

• Enhances physical fitness and overall health and wellness

Physical Fitness

• In contrast to physical activity which is related to the movements people perform, physical fitness is a set of attributes that people have or achieve

• Defined as: “the ability to carry out daily tasks with vigor and alertness, without undue fatigue and with ample energy to enjoy leisure time pursuits and meet unforeseen emergencies”’

• Health related:  Cardio respiratory endurance, muscular endurance, muscular strength, body composition and flexibility  * Public health report 1985

Play

• Self chosen and self directed

• Means are more valued than ends 

• has structure, and rules that tend to come from the minds of the players 

• Imaginative, non-literal, mentally removed in some way from ‘‘ real’’ life 

Recreation

• Recreation is the experience that results from freely chosen participation in physical, social, intellectual, creative and spiritual pursuits that enhance individual and community wellbeing.

Physical Literacy

• Recreation is the experience that results from freely chosen participation in physical, social, intellectual, creative and spiritual pursuits that enhance individual and community wellbeing.

Physical Education and Physical Literacy

• Physical education is a specific course of study within the school curriculum.  It is a designated area of learning---the name of a subject area

• Physical literacy is a goal of physical education.

The link between Physical Education and Physical Literacy

Quality physical education programs provide the best opportunity to develop physical literacy in children and youth, helping them to make healthy and active choices now and throughout their lives.

Sedentary Behaviour 

• Postures or activities that require very little movement.   

• Examples include: prolonged sitting, watching television, playing passive video or computer games, extended time spent on the computer (surfing the internet or working), and motorized transportation

What influences our plans to be physically active

• Physiological, Behavioural and Psychological factors

• Barrier:  A factor or situation that negatively influences physical activity

• Facilitator: A factor or situation that supports physical activity

Categories of barriers

• Intrapersonal barriers such as lack of cognition beliefs, confidence, planning, motivation and energy, time constraints, and fear of injury

• Interpersonal barriers like low peer support and harassment from bullies

• Policy barriers such as early school and work start times

• Community barriers, such as travel distance, weather conditions, land-use planning and infrastructure, built environment

• Accessibility barriers like cost and transportation

• Operational barriers such as lack of specialized facilities, equipment and staffing

• Environmental barriers like extreme weather events,

Influence of parents

• Parental influence has been suggested to be the most important factor impacting a child’s sport and physical activity engagement because the family has the longest influence on a child’s development, especially in the early years (Horn & Horn, 2007).

• Parents can influence their children by being role models through coaching, encouraging physical activity engagement, providing emotional support (Fredricks & Eccles, 2005), and parental participation in physical activity (Edwardson & Gorely, 2010; Fredricks & Eccles, 2005).

• This could be even more important for females since mother’s current physical activity participation is correlated to their daughter’s motor competence, while this relationship does not exist for fathers and their sons (Jarvis et al., 2020)

Influence of parents continued

• Moreover, mothers who purchase more sport equipment have children who report higher motor competence (Fredricks & Eccles, 2005).

• Gender-stereotypes could also influence females participation rates since parents give more opportunities, encouragement, and support for their sons involvement in sport compared to their daughters, regardless of if the parent is the mother or father (Fredricks & Eccles, 2005). Males also perceived more parental facilitation in their sport participation than females (Welk et al., 2003).

Living in a non-urban area 

• Non-urban settings also experience inequities in the promotion of physical activity from both a practice and policy perspective. Communities with a population of less than 10 000 experience more barriers to accessing physical activity than larger communities with populations of 250 000 or greater. Not surprising, a higher proportion of parents in rural, remote and northern regions report poor accessibility as a barrier to their children’s physical activity compared to the Canadian average

Teachers as role models

• Teachers as role models for physical activity: Are preschool children more active when their teachers are active?

• The recorded step counts of teachers were employed to classify whether children were in the classes taught by active or less active teachers.

• The results indicated that preschool children had higher PA levels in PE classes taught by more active teachers than in those taught by less active teachers (1712 versus 951 steps)

What is health

Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity.

What is health - a more contemporary view 

• Contemporary View of Health

A dynamic process of trying to achieve individual potential in the physical, social, emotional, intellectual spiritual and environmental dimensions.

What is wellness

• Wellness is much more than simple an absence of illness and/or disease. Wellness is a proactive and preventative approach that’s designed to provide optimum levels of health, emotional and social functioning.

• Wellness emphasizes the whole individual. It’s the integration of the spirit, body and the mind; and the understanding that everything we do, feel, think and believe has a direct impact on your state of health.

Lifestyle

• The way in which a person or group lives

• The interests, opinions, behaviours, and behavioural orientations of an individual, group, or culture.

• Since lifestyle and the choices we make been found to be the most important factor in determining your overall health, it’s important for you to be educated about your health and “take charge” of your life and have healthy lifestyle-related goals. The lifestyle choices you make will and do have a huge influence on your health and your wellness. 

In Canada the most common chronic conditions include 

• Cancer

• Cardiovascular disease

• Chronic respiratory diseases

• Diabetes

• Unhealthy eating, physical inactivity, harmful use of alcohol and tobacco are major contributors to these chronic diseases

• In Canada, 67% of all deaths per year are caused by these four major chronic diseases

Many of the top causes of death has specific risk factors that can be reduced with changes in lifestyle and by addressing chronic health

• Heart Disease: tobacco use, high blood pressure, high cholesterol, type 2 diabetes, poor diet, overweight and lack of physical activity

• Cancer: tobacco use, poor diet, excessive consumption of alcohol, lack of physical activity, overweight, sun exposure and exposure to certain chemicals and other substances

• Accidental injuries: lack of seatbelt use, lack of motorcycle helmet use, misuse of consumer products, alcohol and drug abuse, and unsafe home and community environments

• COVID 19

• Stroke: high blood pressure, high cholesterol, heart disease, diabetes, overweight, tobacco and alcohol use, and lack of physical activity

• Chronic lower respiratory diseases : tobacco smoke, exposure to second-hand smoke, indoor air pollutants, outdoor air pollutants, and allergens

Social Determinants of Health 

• The social determinants of health (SDH) are the non-medical factors that influence health outcomes. They are the conditions in which people are born, grow, work, live, and age, and the wider set of forces and systems shaping the conditions of daily life

The Canadian Public Health Association (2018) notes the following social determinants of health in Canada:

• Income (higher incomes frequently lead to better health)

  • Access to nutritious food, safety, housing, overall well being.

• Education (higher levels of health are associated with health literacy, employment, access to healthcare services).

  • Education plays a significant role in an individual’s SES and health.

• Employment and Working Conditions

  • Unemployment; working in unsafe conditions, can lead to physical and meantal health issues.

• Social Inclusion and Support (discrimination, racism, social exclusion---particularly important for marginalized groups)

  • Social safety network

  • A person’s colour, religion, culture can results in inequities such as access to quality of health and social service

• Early Childhood Development

Components of wellness (Physical Wellness)

• Functional operation of the body, absence of disease, and FITNESS

• Lifestyle choices:

  • Eating well and exercising

  • Making responsible decisions (sex, drugs, alcohol), avoiding harmful habits

  • Regular medical check ups

Components of Wellness ( Emotional wellness)

• Emotional wellness refers to the ability to understand, manage, and express your emotions in a healthy and constructive way. It’s a key part of overall well-being and mental health, and it influences how you handle stress, relate to others, and make decisions.

• Lifestyle choices:

  • Optimism

  • Self- control, self-acceptance, self-confident

  • Trust

Components of wellness ( Intellectual Wellness)

• Ability to learn and grow intellectually (i.e. lifelong learning)

• Lifestyle choices:

  • Seek out new experience, openness

  • Question, think critically

  • Curiosity

Component of Wellenss ( Interpersonal/ social wellness)

• Ability to develop & maintain satisfying and supportive personal relationships

Lifestyle choices:

• Interact, communicate with others

• Adapt to various social situations

• Create intimacy

• Develop support systems

Components of wellness ( Spiritual wellness)

• Life principles that facilitate a sense of meaning / purpose to life

• Lifestyle choices:

  • Be compassionate, forgiving, altruistic

  • Live with joy and fulfillment

  • Belonging to a greater “picture”

Components of wellness ( environmental Wellness)

• Vitality of our surroundings

• Lifestyle choices:

  • Appreciate & protect the external environment

  • Reduce, reuse, recycle

  • Foster a positive environment

Components of wellness ( Financial wellness)

• Ability to live within our financial means

• Lifestyle choices:

• Balance income and expenses

• Save for the future

• Discover your personal financial emotions

What is the relationship between wellness and wellbeing

• Wellness is the state of actively achieving a healthy state  (Action)

• Wellness is the day to day pursuit of attaining a sense of wellbeing leading with examples such as physical exercise, movement, meditation, sleep and nutrition. (Action)

• Wellbeing is considered general health and happiness a state of emotional/physical/psychological wellbeing. (Result)

The positives of Physical Activity ( Increases, and Decreases )

• Increase endurance, strength, and flexibility

• Healthier muscles, bones, and joints 

• Increased energy (calorie) expenditure 

• Improves body composition 

• Improved ability to cope with stress 

• Reduced risk of dying prematurely from all causes 

• Reduced anxiety, tension, and depression 

• Reduced risk of falls or fractures 

• Deduced risk of developing and/or dying from heart disease, diabetes, high blood pressure, and colon cancer 

 

24-Hour Movement Guidelines ( Physical activity)

• Moderate to vigorous aerobic physical activities such that there is an accumulation of at least 150 minutes per week

• Muscle strengthening activities using major muscle groups at least twice a week

• Several hours of light physical activities, including standing

The role of Physical Activity in Health & Wellness 

• Greatest health benefits seen for those who are sedentary and become moderately active

• For individuals who are moderately active already,  greater health benefits can be achieved by increasing the amount of physical activity

Sedentary Behaviour

• Postures or activities that require very little movement.   

Examples include:

• Prolonged sitting, watching television, playing passive video or computer games, extended time spent on the computer (surfing the internet or working), and motorized transportation

24-Hour Movement Guidelines ( Sedentary

Limiting sedentary time to 8 hours or less, which includes:

• No more than 3 hours of recreational screen time

• Breaking up long periods of sitting as often as possible

24- Hour Movement Guidelines (sleep)

Getting 7 to 9 hours of good-quality sleep on a regular basis, with consistent bed and wake-up times

What do we know about the physical activity behaviours of children

For optimal health benefits, children and youth(aged 5–17 years) should achieve high levels of physical activity, low levels of sedentary
behaviour, and sufficient sleep each day.

sweat: An accumulation of 60 minutes of moderate to vigorous physical activity a day. Vigorous (muscle and bone strengthening should occur 3 days a week)

Step: Several hours of a variety of structured and unstructured light physical activity daily

Sleep:  5 – 13 yrs. Uninterrupted 9 – hours 11, 14 – 17 yrs. Uninterrupted 8 – 10 With consistent bed and wake up times

2023 Participation Report Card on Physical Activity for Children and Youth Grades ( Physical Activity)

• This years grade is a D+ based on the average of 39% of children and youth meeting the physical activity recommendation with in the Canadian 24-hour movement guidelines of children and youth. This grade increases from the 2022 report card a D

• Only 31% of girls, compared 57% of boys met the physical activity recommendations

• Among youth (12-17 years), girls ( 2020: 35%; 2021 35%) did not recover amidst the pandemic as well as boys ( 2020: 40%; 2021: 52%)

• Newcomer girls (5-17 years) were