1. 2. PA During School  Activities that:  Reinforce & link classroom content  Facilitate retention, concentration, & on-task behavior  Contribute to PA recommendations What is it?Who should be involved?  Physical educators as facilitators  Classroom teachers  School staff  Parent volunteers  Administrators

2. PA During School Cognitive health across the lifespan  Cognitive peak ages 21-27; cognitive health can be stored  Sedentary behaviors (even 17-19 minutes) can alter the structure & function of your brain  A single session of moderately-intense PA (i.e., walking) has impact Hillman et al., 2009; Castelli et al., 2011 Why do it?

3. A Child’s Brain on Fitness Fit Children +20.0 +5.0 Sedentary Children Fit Adults Sedentary Adults Buck, S.M., Hillman, C.H., & Castelli, D.M. (2008). Aerobic fitness influences on Stroop task performance in preadolescent children. Medicine & Science in Sports & Exercise, 40, 166-172.

4. PA During School  Activity breaks of about 5-10 minutes in duration, contributes to cognitive health  PA in the classroom  Improved time on task (Greico, 2011)  Fewer discipline issues (Mahar, 2008)  Improved academic performance (Castelli et al., 2007) Why do it?

5. PA Intensity: Light? Moderate? Vigorous? How Hard?  Intensity is related to performance (Castelli et al., 2011)  Light PA = attentional reset  Moderate PA = lasting effects up to 60-mins  Vigorous PA = Initial fatigue, but effects last longer (Phillips, 2011; Tomporowski, 2003)

6. Jammin’ Minutes http://vimeo.com/album/1637740

7. Rhyme Time: Thank-You Cardios Thank you, thank you, thank you: That’s what your heart is saying When you get it pumping harder Just by moving and by playing. If you don’t believe me, Put your hand upon your chest. You’ll feel it beating stronger When you put it to the test. When your heart gets exercise, It grows a little stronger, So as you travel through your life, Your heart, it will last longer. Copyright 2012 Liz Giles-Brown Learning On The Move, LLC www.learningonthemove.org Thank you, thank you, thank you, It never skips a beat. That heart of yours keeps working, And that’s no easy feat. It works all day and all night, too, And never takes a rest. A stronger heart’s important To have inside your chest. If you want to keep it healthy, To last throughout the years. Get it beating every day By using all your gears. Do your heart a favor, Get out and run and play. Find the things you love to do, Each and every day.

8. Active Recess or “Drop-in” PA  Elem: Daily recess (NASPE, 2006)  > 20 min.  Free play  Active Supervision  Sec: “drop-in” PA  Lunch periods  Advisement, activity period DescriptionExamples  Play On!  Exergaming  Equipment bags  Painted playgrounds  Frisbee golf  Aerobic sessions  Open gym time  Activity zones

9. Classroom PA Breaks – Just to Move  “Breaks” from the long bouts of sitting  Focus on movement, not content  Performed in limited space during natural transitions  Attentional reset DescriptionSpecific Examples  Wall pushups  Toe touchdowns  Mingle-Mingle  Stand & stretch  Isometrics  Core exercises (e.g. planks)

10. Classroom PA Breaks – Content - Related  Movement that relates to content  Performed in limited space during natural transitions  Helps students focus and reenergize DescriptionSpecific Examples  Brain breaks  Energizers  Activity cards (Pangrazi et al., 2009)  Lessons (Reed, 2010)  Take 10!  Kagan strategies

11. Walking Worksheets Walking Worksheets:  Tape worksheets on wall, easel and chalkboard  Students move from worksheet to worksheet and answer the different questions www.YOURTHERAPYSOURCE.COM

12. Other Simple Activities Opposite Hunt:  Divide the class in half  Write a word on an index card, while the other half writes a definition of the word  Shuffle the cards  Students match the word with the definition Ruler Jumps:  Place ruler on the floor or use a line  Jump over the ruler or line www.YOURTHERAPYSOURCE.COM

14. Spell “Physical Education” P = 1 squat H = jump 1 time Y = 1 squat S = 1 spin right I = 1 spin left C = 1 spin right A = 1 spin left L = jump 1 time

17. Implementation Strategies  Find a fellow champion such as a classroom or other specialist (e.g. nurse, counselor, etc.)  Develop a model classroom  Talk to your principal  Present classroom activity breaks at faculty meetings  Invite teachers to observe physical education  Begin the day with a PA assembly  Present to the school board *DPA modules will help you develop these skills

18. Advocacy Talking Points  Time for PA does not decrease academic achievement  PA breaks in the classroom remove barriers to learning  Low energy, behavior issues, inattentiveness  PA can be used to teach academic content  PA breaks contribute to daily needs  This is NOT just for elementary!  Ward, 2011

19. Elevator Speech  You stepped into an elevator after school and you find yourself alone with your principal… “What will you say to sell your program?”  You have 30 seconds…  Switch roles  You have 30 seconds with your superintendent… “How will you advocate for your students’ needs?”

20. Sample Artifacts  Activity cards  Videos  PA activities broadcast to the school  PA or scheduling policies  Tracking PA levels of students during the school day  Tracking PA progress (i.e. checklist, punch card, star sheet)  School signage and activity zones