1. Physical Activity and the Early Years Section Index Section 1 – Intro/Benefits Section 2 - Statistics Section 3 – Physical Literacy Section 4 – Activity Guidelines Section 5 – How to Get Kids Active Section 6 – Resources

2. Physical Activity and the Early Years Target Audiences (a) Municipal Council - Section 1, 2, 3, 6 (b) Early Childhood/Daycare Workers – Section 1, 3, 4, 5, 6 (c) Public Health – Health Promoters – Section 1, 2, 3, 4, 5, 6 (d) Public Health – Managers – Section 1, 2, 3, 4, 6 (e) Students – Section 1, 3, 4, 5, 6 Page 2

3. Physical Activity and the Early Years This presentation was developed by the Physical Activity Resource Centre (PARC) for use by physical activity promoters across Ontario Page 3

4. Workshop Objectives By the end of the workshop, participants will : Know the current physical activity levels of young children Be reminded of the many benefits of physical activity Understand the importance of physical literacy Be knowledgeable of the Canadian Physical Activity Guidelines for the Early Years and be able to promote the guidelines to parents, caregivers and early childhood educators Have knowledge and access to tools and hands-on activities that can integrated into programming Page 4

5. PARC Services PARC is the Centre of Excellence for physical activity promotion in Ontario. PARC is managed by Ophea and is funded by the Government of Ontario. PARC services support capacity-building, knowledge- sharing and learning opportunities PARC services include: Consultations & referrals Trainings & workshops Physical activity resources: Website (parc.ophea.net - sign up for listserv) Posters Informational tools and booklets Walk This Way kits Page 5

6. Ophea Overview Vision All children and youth value and enjoy the lifelong benefits of healthy, active living Mission Ophea champions healthy, active living in schools and communities through quality programs and services, partnerships and advocacy Clients 180,000+ Ontario teachers 7,500+ Ontario principals, vice-principals & school board administrators 1,000+ Ontario public health managers and practitioners 100+ provincial and national education and health sector partners Page 6

7. Section 1 Intro/Benefits Of Physical Activity Page 7

8. Physical Activity Physical activity is an important part of a child’s physical, mental and emotional development. According to a 2012 Systematic Review: There is evidence to support a positive relationship between increased or higher physical activity and favourable measures of adiposity, bone and skeletal health, motor skill development, psychosocial health, cognitive development, and aspects of cardiometabolic health. Investing in physical activity during the early years has health benefits later in life, particularly with respect to adiposity.

9. Benefits of Physical Activity Physical Strengthens the heart and lungs Helps build strong bones and muscles Develops good posture Increases energy Improves fitness levels Enhances flexibility Improves coordination and balance Helps maintain a healthy body weight Helps improve sleeping and eating habits Helps develop fundamental movement skills Enhances development of brain function and neural pathways Page 9

10. Benefits of Physical Activity Psychological / Emotional Encourages fun and makes children feel happy Reduces anxiety and helps young children feel good about themselves Prevents, reduces, manages depression Improves the ability to deal with stress Helps build confidence and positive self-esteem Enhances emotional development Helps young children form impressions about themselves and their surroundings Page 10

11. Benefits of Physical Activity Academic Improve problem-solving skills/abilities Improve learning and attention Increase concentration Improve memory Enhance creativity Page 11

12. Benefits of Physical Activity Social Teaches important skills such as sports skills and life skills Provides opportunities for children to practice/develop social skills and leadership skills Encourages interaction and helps develop friendships Develops positive lifelong attitudes toward physical activity Encourages healthy family engagement Helps nurture and promote imagination and creativity Page 12

13. Let’s get moving!

14. Section 2 Statistics Page 14

15. What the Research Says 1. At what age do physical activity levels start to decline? a. 3 b. 6 c. 10 d. 12 Page 15

16. What the Research Says 2. What percentage of 3-4 year olds are getting the recommended 180 minutes of daily activity at any level? a. 10% b. 20% c. 50% d. 70% Page 16

17. What the Research Says Page 17Presentation title| Date Grade: D- Grade: D-

18. What the Research Says 3. What percentage of Canadian children are overweight or obese? a. 9% b. 17% c. 26% d. 43% Page 18

19. What the Research Says 4. How many hours a day do children aged 3-4 spend being sedentary (not including sleep time)? a. 3.4 hours b. 5.8 hours c. 7.5 hours d. 10 hours Page 19

20. What the Research Says 5. What percentage of children aged 3-4 are meeting the guidelines of less than one hour of screen time per day? a. 10% b. 15% c. 45% d. 60% Page 20

21. What the Research Says 5. The estimated direct and indirect health care costs of physical inactivity in Canada in 2009 was… a. $2.6 billion b. $3.3 billion c. $5.9 billion d. $6.8 billion Page 21

22. Section 3 Physical Literacy Page 22

23. Physical Literacy Page 23

24. Why is physical literacy so important? Physically literate children lead healthy active lives Children who are not physically literate avoid physical activity and may turn to sedentary or unhealthy lifestyle choices Children who are physically active: are ready to learn, have better personal satisfaction, have better and safer relationships Page 24

25. Physical literacy lays the foundation for an active life Page 25

26. Skill-Based Literacies Page 26 Developing skills and then being able to understand and apply.

27. Physical literacy is essential for optimal growth and development Page 27

28. Early Brain Development Page 28

29. Physical Literacy Developing physical literacy and participation in regular physical activity supports learning, readiness and positive behaviours Increased Academic Performance Increased Self-esteem Decreased Anxiety & Depression Decreased Behaviour related problems Page 29

30. Physical Literacy HANDS UP | Part 1 - Introduction to Physical & Health Literacy

31. How do we develop children who are “Active for Life”?

32. Who helps children develop these skills?

33. Fundamental Movement Skills KickingSwimmingHopping ThrowingCyclingCrawling ClimbingSkatingStriking RunningFallingCatching JumpingDribblingVolleying BalancingSkippingDodging

34. Fundamental Movement Skills

35. Impacts of Physical Literacy

36. Physical Literacy Across Sectors Leisure: Recreation & Sport Fundamental Movement Skills  General Movement Sequences  Performance Excellence and Participation Performance Arts Circus, dance Vocational Any vocation with physicality: firefighter, armed services, dry waller, iron worker, underwater welder Activities of Daily Living Garden, paint, hammer, walk on slippery surfaces Injury Prevention Lift, carry, transfer Falls, stumble recovery, landing

37. Supporting Physical Literacy Evaluation Quality Programs and Instruction Supportive Environments Opportunities for active play Page 37

38. Let’s get moving!

39. Section 4 Activity Guidelines Page 39

40. Physical Activity Guidelines Early Years 0-4 years Children 5-11 years Youth 12-17 years Adults 18-64 years Older Adults 65 years + Canadian Society for Exercise Physiology

41. Page 41Presentation title| Date

42. Canadian Physical Activity Guidelines: 0-4 years These guidelines are relevant to all apparently healthy infants (aged <1 year), toddlers (aged 1–2 years), and preschoolers (aged 3–4 years), irrespective of gender, race, ethnicity, or socio- economic status of the family Infants, toddlers, and preschoolers should be encouraged to participate in a variety of age-appropriate, enjoyable and safe physical activities that support their healthy growth and development, and occur in the context of family, child care, school, and community Infants should be physically active daily as a part of supervised indoor and outdoor experiences. Activities could include tummy time, reaching and grasping, pushing and pulling, and crawling Children in the early years should be physically active daily as part of play, games, sports, transportation, recreation, and physical education Page 42

43. Being active 0-4 years means… Infants Tummy time Reaching and grabbing for toys Playing or rolling around on the floor Crawling Toddlers/Preschoolers Exploring a play area or age appropriate outdoor space Pushing a walker type toy or ‘popper’ Kicking, rolling, or carrying a ball around The activity should be more intense as the child gets older

44. A Word About Infants Physical activity helps to build a baby’s sense of his/her own identity. When babies control their movements better, they start to be able to make things happen in their environment.

45. A Word About Infants Physical activity helps babies to be healthy, alert, relaxed and happy. Regular activity establishes connections in the brain that lead to improved: strength and endurance ease of movement flexibility and coordination balance Parents/caregivers also notice that with regular activity, babies are often: easier to soothe have better sleep habits have improved digestion Page 45

46. Page 46Presentation title| Date

47. Page 47Presentation title| Date

49. Being active 5-11 years means… Moderate to vigorous intensity physical activities should cause children to sweat a little and breath a little harder ―Bike riding ―Playground activities Vigorous intensity physical activities should cause children to sweat and be “out of breath” ―Running ―Swimming

50. Page 50

51. Let’s get moving!

52. Section 5 Getting Kids Active Page 52

53. Tips for Getting Infants Active Provide opportunities for supervised tummy time several times each day. Provide opportunities for movement both indoors and outdoors. Provide a variety of play objects with different textures, sizes and shapes. Use large blocks, stacking toys, nesting cups, textured balls, squeeze toys, parachutes. Limit an infant’s time in bouncy seats, swings, car seats and playpens to no more than 15 minutes at a time. Encourage and assist infants to roll, reach, scoot, sit, stand, crawl and walk. Provide parents with a daily update of their infant’s physical activity and skill development. Remember! Screen time is not recommended for infants.

54. Tips for Getting Young Children Active Ensure that physical activity experiences: Are fun and safe Are a positive experience, free of negative pressure Provide diverse and interesting activities, games and skill development opportunities Are challenging Consist of small but achievable goals Emphasize basic motor skill development, such as running, rolling, climbing, throwing, catching and kicking Take place in short bursts with frequent breaks Are part of a child’s daily routine Page 54

55. Tips for Getting Young Children Active While it is important to provide challenges for young children, it is equally important to ensure that activities are developmentally appropriate and safe. Children are not small adults. It is important to modify the equipment and space to suit the needs of young children. Tips: Use lighter, softer, or larger balls Choose shorter and/or lighter bats and racquets Choose larger goals or target areas Partially deflate balls for dribbling and kicking Simplify games by having children drop and catch the ball rather than bouncing it consecutively Modify the size of the playing area to make it easier for all players to participate Page 55

56. Tips for Getting Young Children Active Be an active role model and an active participant in games and play with the children Display photos of the children being active. Put up posters depicting physical activity Use equipment that is gender-neutral or without gendered imagery Limit rules that discourage physical activity (e.g., no balls, no running, etc.) Encourage and facilitate outdoor play as much as possible Page 56

57. Tips for Getting Young Children Active Provide opportunities for children to participate in vigorous forms of physical activity such as running, dancing, chasing a ball and jumping Promote activities that use large muscle groups and encourage movement of the whole body Develop physical activity programming that benefits all children regardless of body type, size, skill, or coordination The goal is not to produce Olympic athletes but to contribute to lifelong attitudes that value physical activity Page 57

58. Creating Inclusive Play Environments In all age groups, Canadians with a disability are less likely than other Canadians to participate in regular physical activities 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 Everyone has a responsibility to remove barriers for children with disabilities so that they can have equal access to physical activities For more info on physical activity modifications, see Ophea’s Steps to inclusion resource

59. Creating Inclusive Play Environments In an inclusive program: Activities are modified, adapted 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 Visual cues include children with varying abilities Activities are taught/led using different learning styles Equipment is adapted/modified as necessary Page 59

60. Reflecting a Variety of Cultures Select visuals (e.g., posters, wall cards, etc.) and resources that reflect diversity in gender and ethnicity. Use music and activities that reflect various cultures including songs, instruments and dances. Encourage children to express themselves according to their culture when participating in imaginative games and activities. Use culturally appropriate props, equipment and materials. Page 60

61. Let’s Get Active Circle Time 1.Parachute Games 2.Birthdays 3.Bean Bag Circle Pass 4.Rectangle Rush 5.Circle Kick Ball 6.Connect it Page 61

62. Let’s Get Active Small Space Activities 1.Alphabet Popcorn 2.Dice Roll 3.Scarf Toss 4.Simon Says 5.Touch That Colour 6.Yoga Page 62

63. Let’s Get Active Open Space Activities 1.Hoop Play 2.Laundry Relay 3.Colour Cones 4.It’s a Zoo Out There! 5.Magic Soup 6.Mouse Chase 7.Red Light, Green Light 8.Shark Attack Page 63

64. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 1: Some young children might not like to engage in structured physical activity because of the task of learning and abiding by rules. Strategies: Page 64

65. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 2: Some young children may appear frustrated, cry or show a lack of interest during physical activity. Strategies: Page 65

66. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 3: Children like routine and like to know what to expect in terms of timing, location of activities, etc. Strategies: Page 66

67. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 4: Some young children are shy or embarrassed to try a new skill or because they have had difficulty with a skill, game, etc. in the past. Strategies: Page 67

68. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 5: There may be limited (real or perceived) time for scheduling a planned, dedicated time to be active in a pre-school/day care setting. Strategies: Page 68

69. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 1: Some young children might not like to engage in structured physical activity because of the task of learning and abiding by rules. Strategies: Encourage and provide opportunities for free play or other unstructured forms of physical activity, such as dance. Limit the number of rules and instructions. Allow children to create their own games and make up their own rules. Use positive instruction (e.g., “walk” vs. “don’t run”). Provide different types of indoor and outdoor equipment to encourage active play. Ensure that equipment promotes gross motor skills and moderate- to-vigorous physical activity. Ensure opportunities to be active indoors exist for those intimidated by outdoor play. Page 69

70. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 2: Some young children may appear frustrated, cry or show a lack of interest during physical activity. Strategies: Choose times to be active when children are well-fed, rested and alert. Be sure fluids are always available. Watch out for signs of fatigue during physical activity and end the activity before children start losing interest or stop having fun. Schedule physical activity for early in the day. Morning is often the best time for structured activity. Ensure children have sunscreen and are dressed appropriately for the weather (hot or cold). Page 70

71. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 3: Children like routines and like to know what to expect in terms of timing, location of activities, etc. Strategies: Make physical activity part of a daily routine, just like lunch and nap time. This way, children will know to expect that it is time to learn a new skill, play, etc. Expose children to different physical activity environments to help develop skills and strategies for adjusting to different situations. Take children for regular walks around the neighbourhood. Encourage parents to walk/cycle with their children to preschool/daycare. Page 71

72. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 4: Some young children are shy or embarrassed to try a new skill or because they have had difficulty with a skill, game, etc. in the past. Strategies: Teach the skill in a different way or try a new activity that teaches the same skill. Use toys, rather than equipment to learn a new skill. Build children's self-confidence in physical activity by using praise, encouragement and positive feedback. Do not force a child to perform an activity. Children should never be singled out or embarrassed when being physically active. Allow children to choose the type of activity they are interested in. Be accepting of different body shapes and ability levels. Use cooperative games that do not exclude anyone or ask anyone to sit out. Page 72

73. Practical Strategies for Getting Young Children Active: Challenges and Solutions Challenge 5: There may be limited (real or perceived) time for scheduling a planned, dedicated time to be active in a pre-school/day care setting. Strategies: Build physical activity into other aspects of the program. For example: Develop arts and crafts that require children to move around. Encourage children to act out words/scenes in a story while reading a book. Incorporate physical activity into math lessons (e.g., 2+2 = 4 jumping jacks). While teaching the alphabet, encourage children to make the letters with their bodies. While teaching about animals, encourage children to move around the room like the animals they are learning about. Incorporate physical activity into circle time lessons. Encourage children to do movements common to the season while learning about days and months of the year (e.g., it is Dec. 20 – encourage children to do 20 snow shovels or 20 big snow shoe steps). Page 73

74. Personal Reflection

75. Section 6 Resources Page 75

76. Resources for More Information Active for Life http://activeforlife.com/http://activeforlife.com/ Active Living Alliance for Canadians with a Disability http://www.ala.ca/content/home.asp?langid=1 http://www.ala.ca/content/home.asp?langid=1 Alberta Centre for Active Living https://www.centre4activeliving.ca/ https://www.centre4activeliving.ca/ Canadian Society for Exercise Physiology http://www.csep.cahttp://www.csep.ca Canadian Sport for Life www.canadiansportforlife.cawww.canadiansportforlife.ca Parachute http://www.parachutecanada.org/http://www.parachutecanada.org/ ParticipACTION http://www.participaction.com/http://www.participaction.com/ Page 76

77. Resources for More Activities Rainbow Fun: A physical activity and healthy eating program for young children Rainbow Fun: A physical activity and healthy eating program for young children Greater Sudbury: Physical activity resource guide for childcare centres Greater Sudbury: Physical activity resource guide for childcare centres Best Start: Have a ball together Mount Royal College: A Hop, Skip and a Jump: Enhancing Physical Literacy Mount Royal College: A Hop, Skip and a Jump: Enhancing Physical Literacy LEAP BC: Hop Family Resource LEAP BC: Move Family Resource

78. Ophea Resources: http:/teachingtools.ophea.net Ophea’s Early Learning Cards – Easy-to-implement activities that support H&PE learning areas of the Full Day Kindergarten program Ophea’s Early Learning Cards Ophea Alphabet Yoga Cards – Playful poses that teach children the basics of yoga while developing their physical literacy and language skills Ophea Alphabet Yoga Cards Ophea 50 Fitness Activity Cards - On the spot, fitness moves that can be used on their own or added to existing activities and are perfect for use in limited space Ophea 50 Fitness Activity Cards HANDS UP – A three-part illustrated video series on health and physical literacy HANDS UP PlaySport - An educational website with many great activities designed to teach kids games by playing games! PlaySport Page 78

79. Wrap-up Questions? Sharing (resources, great ideas, success stories) Evaluation Thank you!

80. Contributors Dr. Jory Basso, BSc, Dip SIM, CSCS, DC Professor, Chiropractor Hybrid Health & Fitness Toronto Marie Brisson Bilingual Health Promotion Consultant Best Start Resource Centre at Health Nexus Janet Dawson, CPT, BSc. HE, MSc. Health Promoter Peterborough Community – City Health Unit Chris Sherman, BHK, B.Ed. Public Health Educator, Chatham-Kent Public Health Unit Lindsay Siple, BA, MHS candidate Health Promotion Consultant Best Start Resource Centre at Health Nexus