1. The Physical Activity Guidelines for Children and Adolescents
The Role of Communities in Promoting Youth Physical Activity
NARRATIVE:
Today I am going to introduce you to the 2008 Physical Activity Guidelines for Children and Adolescents and discuss how communities, in partnership with schools and families, can help promote youth physical activity.
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2. Presentation Objectives
Identify the benefits of regular physical activity among youth
Describe the key physical activity guidelines for children and adolescents
Describe the role of communities, in partnership with schools and families, in promoting the physical activity among children and adolescents
NARRATIVE:
By the end of this presentation you will be able to
Identify the benefits of regular physical activity among youth.
Describe the key physical activity guidelines for children and adolescents.
Describe the role of communities, in partnership with schools and families, in promoting the physical activity among children and adolescents.

3. A Day in the Life of Colin: A 7-Year-Old Child
Walks to and from school
Jumps rope and does gymnastics in physical education class
Plays on the playground during recess
Does homework
Watches television
Plays soccer with family
Plays video games
NARRATIVE:
Before we start talking about the Physical Activity Guidelines, I want to introduce you to Colin.
Colin is a 7-year-old child.
He participates in many types of activities in many places.
The following activities describe a day in the life of Colin:
He walks to and from school almost every day.
During his physical education class, he jumps rope and does gymnastics and sit-ups.
During recess, he plays on the playground. These activities involve running and climbing.
After school, he watches his favorite television show, does homework and eats dinner
After dinner, he plays soccer with his family.
At night, he finishes homework plays video games.
Some of these activities are physical activities while others are sedentary activities.
In order to better understand how these activities are different from one another, let’s first talk about what physical activity is and why it is important for children and adolescents.
NOTE TO FACILITATOR: You may change the child’s name and/or activities (replace with similar level of physical activity) that are familiar and appropriate for your audience.

4. What Are the Benefits of Physical Activity?
Promotes health and fitness
Builds healthy bones and muscles1
Reduces the risk of developing obesity and risk factors for diseases such as type 2 diabetes and heart disease1
Reduces the symptoms of anxiety and depression1
Can positively affect concentration, memory, and classroom behavior2
NARRATIVE:
Physical activity is a bodily movement that uses energy to contract muscles. (NOTE TO FACILITATOR: Provide a visual demonstration to the audience by moving your arms or legs.)
NARRATIVE, CONTINUED:
Physical activity can be structured, like playing on a basketball team, or unstructured, like playing tag outside or riding bikes. Physical activity can also be part of everyday activities such as taking the dog for a walk or sweeping the floor.
There are many health benefits associated with regular physical activity.
Physically active youth have higher levels of cardiovascular fitness compared with youth who are inactive.
Physical activity helps to build and maintain stronger bones and muscles.
Many of the risk factors for chronic diseases, including heart disease, high blood pressure, and type 2 diabetes, begin to develop early in life.
Regular physical activity reduces the risk of developing these risk factors and of becoming obese.
Regular physical activity also reduces the symptoms of anxiety and depression.
Research shows that physical activity among adolescents can positively affect their concentration, memory and classroom behavior.
Establishing regular physical activity early in life makes it more likely that children will remain healthy as adults.
1. HHS. Physical Activity Guidelines Advisory Committee Report;2008
2. J Pediatr 2005;146(6):732–7.

5. How Much Physical Activity Do Youth Need?
Children and adolescents should do 60 minutes (1 hour) or more of physical activity daily.
Aerobic Activities: Most of the 60 or more minutes per day should be either moderate- or vigorous-intensity aerobic physical activity. Include vigorous-intensity physical activity at least 3 days per week.
Muscle-strengthening Activities: Include muscle-strengthening physical activity on at least 3 days of the week, as part of the 60 or more minutes.
Bone-strengthening Activities: Include bone-strengthening physical activity on at least 3 days of the week, as part of the 60 or more minutes.
Activities should be age-appropriate, enjoyable, and offer variety.
NARRATIVE:
In 2008, the federal government published the Physical Activity Guidelines for Americans to provide information and guidance to policymakers, health professionals, and members of the public on the types and amounts of physical activity that provide substantial health benefits.
These are the first physical activity guidelines ever to be published by the federal government.
The guidelines are science-based recommendations for persons aged 6 and older, including children and adolescents aged 6–17.
The Physical Activity Guidelines for Children and Adolescents state that
Children and adolescents should do 1 hour (60 minutes) or more of physical activity per day.
The guidelines state that the physical activity should at least be of moderate-intensity, and include vigorous-intensity activities at least 3 days per week.
Muscle-strengthening and bone-strengthening activities should each be included at least 3 days a week, as part of the 60 minutes of daily physical activity.
Each of these types of physical activity offer important health benefits.
At first glance, these guidelines might appear complicated. However, keep in mind the following two key points:
Vigorous, muscle-strengthening, and bone-strengthening activities should be part of the 60 minutes of daily physical activity
2) Many physical activities combine vigorous activity, muscle-strengthening, and bone-strengthening. For example, jumping rope is both vigorous and bone-strengthening.
The guidelines also emphasize the importance of participating in a variety of activities that are age-appropriate and enjoyable.

6. What Does This Really Mean?
At least 60 minutes every day
Mostly aerobic activities
Add variety and fun
NARRATIVE:
What does all of this actually mean?
The key points to remember are that children and adolescents should do
At least 60 minutes of physical activity every day; and
Most of the 60 minutes should be spent doing aerobic activities.
It is very important that children and adolescents participate in a variety of activities, especially activities that they enjoy.
This enhances skill development, reduces the risk of overuse injuries and increases the likelihood of continuing to be active as they get older.
It is also important to know that the Guidelines take into consideration the natural activity patterns of children.
Children often move between short bursts of activity and short periods of rest.
All episodes of moderate- or vigorous-intensity activities count towards the daily requirement.
Unstructured active play can provide all 3 types of physical activity.

7. What are Aerobic Activities?
Activities that keep your body moving enough to increase your heart rate and make you breathe harder.
There are two intensities of aerobic activity:
Moderate-intensity
Vigorous-intensity
NARRATIVE:
Now let’s talk about each of the three types of physical activity outlined in the guidelines.
The first is aerobic activity.
Aerobic activities keep your body moving enough to increase your heart rate and make you breathe harder.
There are two intensities of aerobic activity.
moderate-intensity
vigorous-intensity
Examples of aerobic activities include running, hopping, skipping, jumping rope, swimming, dancing and bicycling.
The intensity levels of these activities can be either moderate or vigorous depending on factors such as speed and level of effort.

8. Judging the Intensity of Aerobic Activities
Moderate-intensity Activity
Heart will beat faster than normal and breathing will be harder than normal
On a scale of 0 to 10, moderate-intensity activity is a 5 or 6
Vigorous-intensity Activity
Heart will beat much faster than normal and breathing will be much harder than normal
On a scale of 0 to 10, a vigorous-intensity activity is 7 or 8 1 2 3 4 5 6 7 8 9 10
NARRATIVE:
Children and adolescents can meet the guidelines by doing a combination of moderate- and vigorous-intensity aerobic physical activities.
However, youth should not only do moderate-intensity activity. It is important to include vigorous-intensity activities because they can help to improve cardiorespiratory fitness.
What is the difference between moderate- and vigorous-intensity activities?
It can sometimes be difficult to distinguish between moderate- and vigorous-intensity activities.
As a rule of thumb, on a scale of 0 to 10, where sitting is a 0 and the highest level of effor possible is 10, moderate-intensity activity is a 5 or 6. Young people doing moderate-intensity physical activity will notice their heart beating faster than normal and breathing will be harder than normal.
Vigorous-intensity activity is a 7 or 8 out of 10. Young people doing vigorous-intensity activity will notice their heart beating much faster than normal and breathing will be much harder than normal.
The same activities, such as bike riding or walking, could be a moderate- or vigrous-intensity activity, depending upon the amount of energy the person is exerting. 1 2 3 4 5 6 7 8 9 10

9. Types of Moderate- and Vigorous- Intensity Aerobic Activities
Type of Physical Activity
Age Group
Children
Adolescents
Moderate-intensity aerobic
Active recreation, such as hiking, skateboarding, rollerblading
Bicycle riding
Brisk walking
Active recreation, such as canoeing, hiking, skateboarding, rollerblading
Bicycle riding (stationary or road bike)
Housework and yard work, such as sweeping or pushing a lawn mower
Games that require catching and throwing, such as baseball and softball
Vigorous-intensity aerobic
Active games involving running and chasing, such as tag
Jumping rope
Martial arts, such as karate
Running
Sports such as soccer, ice or field hockey, basketball, swimming, tennis
Cross-country skiing
Active games involving running and chasing, such as flag football
Vigorous dancing Cross-country skiing
NARRATIVE:
This chart shows examples of moderate- and vigorous-intensity aerobic activities for children and adolescents.
As you can see, some of the activities are appropriate for both age groups and can be either moderate- or vigorous-intensity depending on the level of effort.

10. What are Muscle-Strengthening Activities?
Activities that make muscles do more work than usual activities of daily life
Activities that can be part of unstructured play
Climbing trees
Playing tug-of-war
Activities that can be structured
Push-ups, pull-ups
Working with resistance bands
Lifting weights
NARRATIVE:
The second type of physical activity outlined in the physical activity guidelines for children and adolescents is muscle-strengthening activity.
Muscle-strengthening activities make muscles do more work than the usual activities of daily life.
Children can increase their muscle strength through unstructured activities that involve lifting or moving their own body weight.
Examples of muscle-strengthening activities from unstructured play include playing on playground equipment, climbing trees and playing tug-of-war.
Muscle-strengthening activities also can be structured activities such push-ups and pull-ups, working with resistance bands or lifting weights.
Let’s look at some other examples of muscle-strengthening activities that are appropriate for children and adolescents.

11. Types of Muscle-Strengthening Activities
Type of Physical Activity
Age Group
Children
Adolescents
Muscle-strengthening
Games such as tug-of-war
Modified push-ups (with knees on the floor)
Resistance exercises using body weight or resistance bands
Rope or tree climbing
Sit-ups (curl-ups or crunches)
Swinging on playground equipment/bars
Push-ups and pull-ups
Resistance exercises with exercise bands, weight machines, hand-held weights
Climbing wall
NARRATIVE:
This chart shows examples of muscle-strengthening activities for children and adolescents.
It is important to point out that some activities meet the criteria for more than one type of physical activity.
Two examples are gymnastics and rowing.
Both activities can be moderate- or vigorous-aerobic activity, depending on the level of exertions, and both activities are also muscle-strengthening.
These physical activities allow young people to maximize the health benefits gained from both aerobic and muscle-strengthening activities at once.

12. What Are Bone-Strengthening Activities?
Activities that produce a force on the bones that promotes bone growth and strength, such as jumping
Activities that are especially important for young people because the greatest gain in bone mass occur during the years just before and during puberty
NARRATIVE:
The third type of activity outlined in the guidelines for children and adolescents is bone-strengthening activity.
Bone-strengthening activities produce a force on the bones that promotes bone growth and strength. This force is usually produced by an impact with the ground.
These activities are especially important for youth because the greatest gains in bone mass occur during the years just before and during puberty, and the majority of peak bone mass is obtained by the end of adolescence.
Let’s look at some examples of bone-strengthening activities for children and adolescents.

13. Types of Bone-strengthening Activities
Type of Physical Activity
Age Group
Children
Adolescents
Bone-strengthening
Games such as hopscotch
Hopping, skipping, jumping
Jumping rope
Running
Sports such as gymnastics, basketball, volleyball, tennis
NARRATIVE:
This chart provides examples of bone-strengthening activities that are appropriate for children and adolescents.
As you can see, some of these activities are also aerobic and muscle-strengthening. For example, running can be a vigorous aerobic activity as well as a bone-strengthening activity.

14. How Are the Guidelines for Youth Different from the Guidelines for Adults?
Take into consideration natural activity patterns of children
All episodes of moderate- or vigorous-intensity activities count toward daily requirement
Unstructured active play can provide all three types of physical activity
Daily physical activity required
Specify need for bone-strengthening activities and vigorous-intensity activities each week
NARRATIVE:
It is worth noting the differences between the physical activity guidelines for youth compared with the guidelines for adults.
The adult guidelines count episodes of physical activity that are at least 10 minutes in duration towards the total target amount. However, the youth guidelines account for the intermittent activity patterns of children and count all episodes of moderate- or vigorous-intensity activity towards the daily requirement, regardless of duration. The guidelines for youth also specify that all of a child’s activity needs can be met through active play.
The guidelines for adults provide a minimum number of minutes of physical activity required for the week. Adults can decide how to distribute this time throughout the week. However, in order for children and adolescents to gain comprehensive health benefits, they require 60 minutes of physical activity every day.
The guidelines for adults include increased bone strength as a benefit of muscle strengthening activities. However, because of the importance of bone development during childhood and adolescence, the guidelines for youth specify the need for bone-strengthening activities each week.
In addition, the guidelines for youth emphasize the need for both moderate- and vigorous-intensity activities, whereas the adult guidelines require different amounts of physical activity depending on the intensity level.
Each of these differences takes into account the developmental needs and natural activity patterns of youth.

15. Meeting the Guidelines
Getting and Staying Active
NARRATIVE:
I am now going to share some of the current data describing physical activity levels among children and adolescents, and show examples of youth who meet the guidelines.

16. How Physically Active Are High School Students?
NARRATIVE:
CDC conducts a national survey that monitors health-risk behaviors among youth enrolled in public and private schools in grades 9-12.
Data from the 2007 survey shows that among high school students, 11% of females and 24% of males said that they were physically active at least 60 minutes per day.
With such a low proportion of high school students meeting the physical activity guidelines, it is clear that there is a need to help youth get and stay active.
NOTE TO FACILITATOR:
Customize this slide by adding results from your local or state YRBS (Youth Risk Behvavior Survey). Go to for more information.
Add a slide (following slide #16): Enter local data on the fitness of students from the results of your school, district, or state Fitnessgram, the Physical Fitness Test from the President’s Challenge, the Health Fitness Test from the President’s Challenge, the Youth Fitness Test from the YMCA, or any other fitness test.
* Were physically active doing any kind of physical activity that increased their heart rate and made them breathe hard some of the time for a total of at least 60 minutes/day during the 7 days before the survey.
Source: National Youth Risk Behavior Survey, 2007.

17. How Much Do 9- to 13-Year-Olds Participate in Physical Activity?
Race/Ethnicity
Organized
Activity
Free-Time Activity
Black, non-Hispanic
24%
75%
Hispanic
26%
White, non-Hispanic
47%
79%
Total
39%
77%
NARRATIVE:
National data on physical activity among younger age groups are presented in this table.
Among 9-13 year olds, only 39% said they participated in organized physical activity.
This finding indicates a great opportunity to identify ways to provide more organized activity for youth.
NOTE TO FACILIATOR:
Organized physical activity was considered participation in at least 1 organized activity during the last 7 days; free-time physical activity was 4 or more sessions in the last week.
Source: MMWR 2003;52(33):785–8.

18. Meeting the Guidelines
Youth Who Don’t Meet the Guidelines
Slowly increase activity in small steps
Participate in enjoyable activities
Youth Who Meet the Guidelines
Continue being active on a daily basis
Work toward becoming more active
Youth Who Exceed the Guidelines
Maintain activity level
Vary the kinds of activities to reduce the risk of injury
NARRATIVE:
As we have seen, youth vary in their physical activity participation.
Youth who do not currently meet the guidelines should slowly increase their activity in small steps by gradually increasing the number of days and the amount of time spent being active.
It is also important for youth to engage in activities that are enjoyable.
Both of these recommendations will help to decrease the risk of injury and increase the likelihood of participating in lifelong physical activity.
Youth who exceed the guidelines should maintain their activity level and vary the kinds of activities that they do in order to reduce the risk of an overuse injury.
Youth who meet the guidelines should continue being active on a daily basis and work towards becoming more active.
Evidence suggests that more than 60 minutes of physical activity every day may provide additional health benefits.

19. A Day in the Life of Colin
Walks to and from school (20 minutes)
Jumps rope and does gymnastics in physical education class (10 minutes each)
Plays on the playground during recess (10 minutes)
Does homework (20 minutes)
Watches television (30 minutes)
Plays soccer with family (20 minutes)
Plays video games (30 minutes)
Total physical activity time = 60 minutes
Vigorous-intensity aerobic activity: jumping rope
Bone-strengthening activities: jumping rope, gymnastics
Muscle-strengthening activities: gymnastics
NARRATIVE:
Let’s now revisit Colin, the 7-year-old child.
He walks to and from school, which takes a total of 20 minutes.
He jumps rope for 10 minutes and he does gymnastics for another 10 minutes.
He plays on the playground during recess for 10 minutes.
He actively plays with his family for 20 minutes.
In total, Colin is active for 60 minutes and does all three types of physical activity.
Walking to school is moderate-intensity aerobic activity.
Jumping rope is both vigorous-intensity aerobic activity and bone-strengthening.
Gymnastics is bone-strengthening and muscle-strengthening.
Colin also watches television for 30 minutes and plays video games for 30 minutes for a total or 1 hour of ‘screen time’. This meets the recommendation for children, which is less than 2 hours per day of screen time.
This example illustrates how a child can meet and even exceed the guidelines doing multiple activities throughout the day. It also demonstrates how some activities can meet the criteria for more than one type of activity.
NOTE TO FACILITATOR:
If you changed the child’s name in slide #3, enter that name on these slides, or create your own “Day in the Life of . . .” slides.

20. Colin’s Weekly Physical Activities
Monday
Walks to and from school
Plays on playground
Jumps rope
Does gymnastics
Plays soccer with family
20 minutes
10 minutes
Tuesday
Climbs on playground equipment
25 minutes
15 minutes
Wednesday
Plays actively with friends
Runs
Does sit ups
5 minutes
2 minutes
NARRATIVE:
Here is a record of Colin’s activities for one week.
As you can see, his activities vary from day to day.
NOTE TO FACILITATOR:
If you changed the child’s name in slide #3, enter that name on these slides, or create your own “Day in the Life of . . .” slides.

21. Colin’s Weekly Activities, cont.
Thursday
Plays actively with family
Plays soccer
30 minutes
Friday
Walks to and from school
Plays actively with friends
Bicycles
20 minutes
25 minutes
15 minutes
Saturday
Plays on playground
Climbs on playground equipment
Sunday
Plays tag with family
10 minutes
40 minutes
NARRATIVE:
Overall, Colin is meeting the guidelines by engaging in at least 60 minutes of physical activity a day and by doing vigorous-intensity aerobic activities, bone-strengthening activities, and muscle-strengthening activities on at least three days of the week.
He does vigorous-intensity aerobic activities six times during the week: jumping rope on Monday and Wednesday, running on Wednesday, playing soccer on Thursday and Sunday, and playing tag on Sunday.
Colin does bone-strengthening activities six times during week: jumping rope on Monday and Wednesday, running on Wednesday, soccer on Thursday and Sunday, and playing tag on Sunday.
He also does muscle-strengthening activities four times during the week: gymnastics on Monday, climbing on playground equipment on Tuesday and Saturday, and sit-ups on Wednesday.
Now let’s look at another example.
NOTE TO FACILITATOR:
If you changed the child’s name in slide #3, enter that name on these slides, or create your own “Day in the Life of . . .” slides.

22. Maria: A 16-Year-Old Adolescent
Maria participates in many types of physical activities in many places
She plays tennis and does sit-ups and push-ups during physical education class
She likes to play basketball at the YMCA, do yoga, and go dancing with her friends
She likes to walk and hike with her dog
NARRATIVE:
Maria is a 16-year-old adolescent. Her activity patterns are different than Colin’s.
During her physical education class, she plays tennis and does sit-ups and push-ups.
She likes to play basketball at the YMCA, do yoga, and go dancing with her friends.
She also likes to walk and go hiking with her dog.
NOTE TO FACILITATOR:
You may change the child’s name and/or activities that are familiar and appropriate for your audience (replace with similar level of physical activity), or create your own “Day in the Life of . . .” slides.

23. A Day in the Life of Maria
Walks dog (10 minutes)
Plays tennis (30 minutes)
Does sit-ups and push-ups (5 minutes)
Plays with children at the park while babysitting (15 minutes)
Total physical activity time = 60 minutes
Vigorous-intensity aerobic activity: tennis
Bone-strengthening activity: tennis
Muscle-strengthening activity: sit-ups and push-ups
NARRATIVE:
The following activities describe a typical day for Maria.
She walks her dog for 10 minutes.
In her physical education class, Maria plays tennis for 30 minutes and does sit-ups and push-ups for 5 minutes.
After school, she plays with children at the park while babysitting for 15 minutes.
Maria has accumulated 60 minutes of physical activity for the day.
She has done moderate-intensity aerobic activity, vigorous-intensity aerobic activity, bone strengthening activity and muscle-strengthening activity.
Although Colin and Maria engage in different types of activities, they both meet the guidelines.
NOTE TO FACILITATOR:
You may change the child’s name and/or activities that are familiar and appropriate for your audience (replace with similar level of physical activity), or create your own “Day in the Life of . . .” slides.

24. Barriers to Meeting the Guidelines
Personal
Attitude
Belief in ability to be physically active
Social
Influence of their peers
Parental support
Environmental
Safe locations to be active
Access to equipment
Financial costs of physical activities
Time
NARRATIVE:
There are many barriers that make it difficult for young people to meet the physical activity guidelines.
Young people may not believe that physical activity is important for a healthy lifestyle or feel that they have the ability to perform a physical activity.
Lack of support from family and friends also can prevent youth from meeting the guidelines.
Environmental factors that make it difficult to participate in physical activity include low availability of safe locations to be active and physical activity equipment, costs of physical activities, and time constraints.

25. YOUTH PHYSICAL ACTIVITY
NARRATIVE:
Despite the many barriers that prevent children and adolescents from being active, there are multiple opportunities for promoting youth physical activity.
Each of the sectors in this diagram plays an important role helping young people engage in physical activity.
Today, we are going to focus on the role of communities in promoting physical activity, in partnership with schools and families.
YOUTH PHYSICAL ACTIVITY

26. Youth Physical Activity
The Role of Communities
NARRATIVE:
Communities play an important role in promoting the physical activity guidelines and influence whether regular physical activity is an easy choice for people to make.

27. How Communities Can Promote the Youth Physical Activity Guidelines
Community-wide campaigns
Enhance access to places to be physically active
Involve multiple sectors of the community
NARRATIVE:
The CDC has identified several effective, community-level strategies for promoting physical activity.
One strategy for physical activity promotion is through community-wide media campaigns that combine physical activity messaging with activities such as community health fairs.
Another way for communities to promote physical activity in youth is by improving access to places for people to be physically active.
In order to implement successful community-level approaches to physical activity, it is important for various sectors of the community to collaborate with one another.
Let’s look at each of the strategies in more detail.

28. Community-Wide Campaigns
Include physical activity messages with activities
Health fairs
Walk and run events
Physical activity counseling
Distribute messages through television, newspapers, radio, and other media
Encourage local media to feature stories about young people who have made physical activity a priority
NARRATIVE:
The CDC strongly recommends using community-wide messaging campaigns to help people be active.
These campaigns use the media in order to get information into the community.
For example, local newspapers or radio stations can feature stories about young people who have been successful at making physical activity a priority in their life.
NOTE TO FACILITATOR:
If your community offers community-wide campaigns, you may want to prepare similar slides that describe your efforts.

29. Lexington, Kentucky, and the VERB™ Campaign
Social marketing campaign promoted physical activity among “tweens” (youth aged 9–13 years)
Coalition of local health, education, and community- based agencies adapted the CDC’s VERB™ campaign for their community
NARRATIVE:
VERB™ It’s what you do was a national, multicultural, social marketing campaign coordinated by CDC.
Social marketing campaigns apply commercial marketing strategies to influence the voluntary behavior of target audiences to improve personal and social welfare.
VERB™ was primarily aimed at “tweens” (youth aged 9–13 year olds) and their parents.
In 2004 and 2005, the Lexington Fayette County Health Department lead a coalition of local health, education and community based agencies adapted and implement the CDC’s VERB™ campaign in their community.
The campaign combined paid advertising, marketing strategies, and partnerships with local businesses to reach tweens.
The health department created a VERB™ Summer Scorecard for tweens to track their physical activities and win prizes.
The health department also organized a variety of special events, including The Longest Day of Play, which had more than 950 participants, and the Grand Finale Event, which had more than 1000 participants.
An event planner recruited businesses to participate in the program by taking part in the special events, and donating prizes, and offering specials for tweens at participating scorecard activity locations. The scorecard program offered businesses an opportunity to attract customers to their venue while also helping to increase physical activity levels among local youth.
NOTE TO FACILITATOR:
If your community offers community-wide campaigns, you may want to prepare similar slides that describe your efforts.

30. Lexington, Kentucky, and the VERB™ Campaign
Increased physical activity opportunities for tweens
Increased and strengthened community-wide partnerships
Businesses gained recognition in the community
VERB™ became a household word in Lexington
Helped launch more than eight spin-off scorecard programs in several other Kentucky counties and in Sarasota County, Florida
NARRATIVE:
There were several positive results from the VERB™ campaign in Lexington, Kentucky.
The VERB™ campaign was able to increase physical activity opportunities for tweens, increase and strengthen community-wide partnerships, and help businesses gain recognition in the community.
VERB™ became a household word in Lexington
The Lexington campaign helped to launch more than eight spin-off scorecard programs in several other Kentucky counties and also in Sarasota County, Florida.
NOTE TO FACILITATOR:
If your community offers community-wide campaigns, you may want to prepare similar slides that describe your efforts.

31. Improving Access to Places and Programs To Be Physically Active
Implement “complete streets” policies
Identify safe routes for walking and bicycling
Build new places for physical activity or turn an abandoned or vacant lot into a park, multipurpose court, or playground
Provide access to school gymnasiums, recreation fields, and playgrounds when school is not in session
NARRATIVE:
Another strategy that CDC recommends is for communities to improve access to places for people to be physically active.
Complete streets policies help to create a safe and complete transportation network for all users, including pedestrians, bicyclists, and transit passengers of all ages and abilities, as well as trucks, buses, and automobiles.
Policy elements include
Sidewalks.
Bike lanes or wide paved shoulders.
Curb cuts, traffic lights, and crossing signals to help slow cars down and allow pedestrians to safety cross streets.
Identifying and promoting safe routes for walking and bicycling to school and recreational facilities can help people become more active.
Another strategy is to build new places to be physically active or to turn an abandoned or vacant lot into a park, multipurpose court, or playground area.
Schools, communities, and local governments can work together provide access to school gymnasiums, recreation fields, and playgrounds when school is not in session.

32. Cross-Sector Collaboration
What Schools, Families, and Communities Can Do Together
NARRATIVE:
Successful approaches to increasing physical activity require the knowledge, skills, and resources of multiple sectors.
NOTE TO FACILITATOR:
You may want to customize this slide by adding your school or school district’s name, and the name of your state, city, county, parish, etc.

33. Cross-Sector Collaboration
Parks and recreation departments–provide access
Law enforcement agencies–promote safety
Urban planners–design features
Transportation agencies– promote use, safety, and access
Architects–design and construction
NARRATIVE:
These are just some of the sectors within a community that play a role in promoting physical activity:
Parks and recreation departments can provide access to places for physical activity.
Law enforcement can promote a safe environment that encourages physical activity.
Urban planners can implement design principles to promote physical activity.
Transportation agencies can provide areas for safe walking and bicycling.
Architects can design and construct buildings to promote access to physical activity.
NOTE TO FACILITATOR:
You may add other cross-sector collaboration examples that apply to your community.

34. Working Together: Community Involvement In School-Based Physical Activity
Support school-based physical activity
Join the school health advisory council
Donate equipment or money or encourage staff to volunteer time
Support Safe Routes to School programs
Offer afterschool physical activity programs
NARRATIVE:
Members of the community can help support school-based physical activity in a variety of ways.
Community members can join the school health advisory committee.
Colleges, universities, hospitals, health departments, businesses, and community groups can support school-based physical activity programs by donating equipment, money, or encouraging staff to volunteer time to lead a physical activity program or event.
Community organizations can support and participate in Safe Routes to School programs that encourage children to safely walk and bike to school.
Community organizations can offer after-school physical activity programs at the school, or they can provide transportation to off-site physical activity programs.
NOTE TO FACILITATOR:
You may add other cross-sector collaboration examples that apply to your community.

35. Working Together: Joint-Use Agreements
Share resources: athletic fields, playgrounds, and fitness facilities with other community members and organizations
Open school facilities to provide physical activity programs to students, families, school staff, and community members
Seek funding from local businesses, community groups and health organizations for physical activity programs and events
NARRATIVE:
It is not always possible to build new places for physical activity. However, joint use agreements allow schools, communities and local governments to share resources such as facilities or land.
For example, schools can allow community organizations and the public to utilize their athletic fields, playgrounds, and fitness facilities, after school hours and on weekends.
This increases the school’s capacity to provide physical activity opportunities for youth and other community members.
Community organizations can provide physical activity programs or workshops to students, families, school staff and other community members, using school facilities.
Local businesses, community groups and health organizations may be potential sources of funding for physical activity programs and events.

36. YOUTH PHYSICAL ACTIVITY
NARRATIVE:
Each of the sectors shown on this diagram has a role in promoting physical activity among children and adolescents.
No one sector can solely promote and improve youth physical activity.
Collaboration across sectors will likely have the most effective impact, through consistent messaging and multiple opportunities to engage youth in physical activity.
YOUTH PHYSICAL ACTIVITY

37. Questions? Be Active and Play, 60 minutes, every day!
Thank you!
Questions? Be Active and Play, 60 minutes, every day!
Information in this presentation is provided by U.S. Department of Health and Human Services Centers for Disease Control and Prevention National Center for Chronic Disease Prevention and Health Promotion Division of Adolescent and School Health
NARRATIVE:
Are there any questions?
NOTE TO FACILITATOR:
After answering participant questions, distribute one copy of the Youth Physical Activity, The Role of Communities fact sheet to each participant.
Introduce and conduct the optional final activities.
Thank participants for attending and ask participants to complete and submit the feedback form for The Physical Activity Guidelines for Children and Adolescents presentation.