Presentation on theme: "What is Jump into Action? Team taught, nutrition and physical activity program Designed to change behaviors related to nutrition and physical activity."— Presentation transcript:
What is Jump into Action? Team taught, nutrition and physical activity program Designed to change behaviors related to nutrition and physical activity
Program that works Developed, tested and evaluated by Baylor College of Medicine Updated and adapted for Missouri by a team at the University of Missouri Nutritional Sciences Department
Why target fifth grade students? Can understand cause and effect relationships. Beginning to make independent decisions about food choices and physical activity habits.
How does Jump into Action fit into the curriculum? 8 Classroom lessons can be taught once or twice a week for 4-8 weeks. Monthly check-ups help reinforce goals and behaviors throughout the school year.
What is expected of schools selected for participation? Designated school contact to attend training and coordinate evaluation. School team -- Physical education teacher, school nurse and classroom teachers -- to implement and evaluate program.
What is provided? Student activity books Teachers’ guide Instructional materials Assessment & evaluation Training Support Family newsletters
How much does Jump into Action cost? Program materials are provided at no cost thanks to funding support.
How does the Jump into Action team work? Physical Education Teacher: physical activity lessons and pedometers to help students increase physical activity time. Classroom Teacher: nutrition lessons and instructional materials to help students make better food choices. School Nurse: diabetes lesson to help students understand the risks and concerns about type 2 diabetes.
Parents: support for students as they examine their physical activity and eating behaviors and set goals to improve their choices. Together: team encourages students to be more physically active and make food choices for a healthy weight. How does the Jump into Action team work?
Who trains and supports the Jump into Action team? Ann Cohen, MS, RD Steve Ball, PhD
How is Jump into Action evaluated? Student Outcomes: Nutrition and physical activity knowledge, self- efficacy and behaviors Initial survey Program completion survey Monthly check-up survey School Team Process: Program Implementation Questionnaire
Overweight and Inactive Tripled in last 20 years Children spend more time watching TV than going to school Does the CULTURE of a school advocate activity and health?
Percent of obese/overweight youth who become obese adults by age category Dietz WH. Health consequences of obesity in youth: childhood predictors of adult disease. Supp Pediatr. 1998;3 (101):518-525. Must A and Strauss RS. Risk and consequences of childhood and adolescent obesity. Int J Obesity. 1999;23(Suppl 2):S2-S11.
Youth at Risk….Activity Levels By Steps TertilesGirls 6-12 a Trend Most Active14,000Level Least Active8-9,000Level TertilesBoys 6-12 b Trend Most Active16-17,000Up Least Active10,000Down a N = 325 b N=386
Youth At Risk..BMI Levels by Activity TertilesGirls 6-12 a Trend Most Active15.5-20.55 pts up Least Active15.2-24.99.7 pts up TertilesBoys 6-12 b Trend Most Active16.5-18.01.5 pts up Least Active15.9-24.99 pts up a N = 325 b N=386
Girls - % Overweight/Obese* CountryLeast Active More Active Most Active Total U.S.48.0%35.9%22.8%35.6% Sweden23.3%20.5%6.5%16.8% Australia20.7%12.5%10.4%14.4% *Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000.
Boys - % Overweight/Obese* CountryLeast Active More Active Most Active Total U.S.46.7%24.5%18.8%33.5% Sweden22.9%18.0%17.7%16.6% Australia18.8%17.7%10.9%15.8% *Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000.
Teacher Accountability Fitness “Hitched our wagon” to fitness –Used the pretest – posttest model which primarily reveals growth improvement, not training –Emphasizes intensity of exercise which obese kids don’t accept –Kids are more obese than ever even in good P.E. programs
Teacher Accountability Skill Skill development as a measure of teacher success –Skill measurement is difficult at best – takes time away from learning –Is genetically controlled and favors highly skilled youth – discourages unskilled youth –Very few valid and reliable measures are available to teachers.
Teacher Accountability Physical Activity All youth can be active – no genetic limitations Suitable for all youth – unskilled and overweight Can be measured objectively with pedometers All youth can increase their activity
Physical Activity A Better Goal for Youth Regular activity increases the probability of an active adult lifestyle. All youth have the capability to perform some type of activity Moderate activity offers health benefits similar to fitness Activity helps those who need it most - unskilled and obese youth
Where Students Accumulate Activity Morgan, C. F., Pangrazi, R. P., & Beighle, A. (2003). Using pedometers to promote physical activity in physical education. Journal of Physical Education Recreation and Dance, 74(7), 33- 38.
Activity Time, Distance, or Step Counts? Distance – least accurate due to stride variations and directionality Step Counts – shows variation based on the physical (genetic) traits of each individual Activity Time – most accurate and meaningful to kids and parents
Why Activity Time? Vast majority of activity recommendations are based on time Least variation between individuals – reduces comparative differences Allows teachers to see how much activity students are receiving in class
Basic Pedometer Outcomes Allow time to overcome the novelty stage Teach how to put on quickly and on the move Teach where to place the pedometer for highest accuracy Teach what the pedometer measures - - activity time, step counts, and distance covered Learn how to determine baseline activity level and set personal activity goals
Pedometer Protocol Number your pedometers Check out a pedometer to each student Explain what pedometers measure Explain the reset and mode buttons and practice using them
Pedometer Protocol Let students shake and look; walk and look; reset and clear many times Explain placement of the pedometer – over the kneecap on the waistline –Vertical plane –Clothing or belt that is relatively snug Practice walking and counting steps
General Guidelines for Pedometers in class Let class become familiar with pedometers Give time to open, shake, reset, learn modes Takes a week before they resume normal activity “You shake them we take them” Don’t send home until used for 4-6 weeks in PE – use sample letter to parents Students don’t have to share data
Implementing the Pedometer Activity Unit Use pedometers as an overlay for physical education instruction Teach basic activities as a group Teach pedometer activities as an integrated unit – math, science, nutrition Try to move pedometers outside the physical education lesson