TEAM SWAG Mission: To Promote Lifelong Fitness in the Youth Through Education Heather Amr Derek Beltrame Mario Marana

GLOBAL NEED The benefits of lifelong fitness are well known. The needs to promote more interventions to promote lifelong fitness are frequently cited throughout literature. Physical activity is a key component of energy balance and is promoted in children and adolescents as a lifelong positive health behavior (Hobbs, K. 1998). Not only will the promotion of lifelong fitness in the youth bring light on the fact that childhood obesity is an epidemic in the U.S.A, it will also help others understand aspects of fitness that is critical in implementing effective interventions (Joshi, P., Bryan, C., & Howat, H. 2012). Each piece of literature clearly states that people who do not exercise are consequently at risk for numerous health problems. Overweight youth were 7 times more likely than healthy youth to score at or above the normal on both mental health and bodily pain, and almost 18 times more likely on the mental component score (Herman, K. M. 2010). The literature also states that “the need to be able to track fitness through childhood into adulthood is challenged with limited scientific evidence of longitudinal tracking” (Naughton, G. A., Carlson, J. S., & Greene, D. A. 2006). With the lack of fitness that our youth is subjective to throughout their childhood, it will only lead to complicating health risks later on in their adulthood.

GRAPHIC DEPICTION General Need : Most of the youth today find themselves lacking the knowledge, motivation and will power to stay physically active in order to achieve and maintain lifelong fitness Play 60: To make the next generation of youth the most active and healthy. Our Mission : To promote lifelong fitness in the youth through education

OUR MISSION TO PROMOTE LIFELONG FITNESS IN THE YOUTH THROUGH EDUCATION The variables are: Dependent Variable – Lifelong fitness Target Population – The Youth Independent Variable – Education

THEORETICALLY DEFINING LIFELONG FITNESS Aspects of lifelong fitness are described in various articles. Amelia Lee (2004) defines lifelong fitness as “positive attitudes, and positive activity patterns that the youth will carry into adulthood and to foster dispositions that value physical activity.” Lifelong fitness is not only about the physical aspect, it also has much to do with adolescent behaviors. Krause states that someone who takes part in lifelong fitness not only achieves, but maintains a health-enhancing level of physical fitness (Krause, J. 2001).

Lifelong Fitness in the Youth: Achieving and maintain a health enhancing level of physical fitness. Positive Influences: -Positive Attitude -Willingness to change -Willingness to learn new things -Stays Motivated (Ameli Lee, M. 2004). Achieving and Maintaining Lifelong Fitness: To reach a level of fitness that is appropriate for the individual and to be able to sustain that level throughout life (Krause, J. 2001). Positive Activity Patterns: - Fun Activities: Basketball, Soccer, football and other fitness games. (Amelia Lee, M. 2004).

Fitness Questionnaire Name_______________Date_______________ Score________ Circle a number 1-5 to rate the following statements according to your perception of the following: (1 represents the lowest level, 5 is the highest level) Positive Influences: 1)How fit do you currently feel? )Your capacity for aerobic activity )Your muscular strength )Your body’s flexibility )Your current level of energy 12345

Achieving and Maintaining: 6)The discipline you have to maintain a consistent workout routine on your own )The discipline you have to change your eating habits Positive Activity Patterns: 8)What exercises do you most enjoy? 9)How long does your usual daily workout last? 10)How many days a week are you physically active for at least an hour? 11)How many days a week do you eat fast food? (Scoring for this test is out of 35. Each number that the student circles are the point value that they will earn for that question. Questions 1-7 are the only graded questions on this test. Questions 8-11 are there to get opinions and ideas from the student in order to plan the intervention activities that will work best for the group.)

Fitness Gram Test Get Your Fitness Test Score! As you complete each of the testing events, enter your data into the fields below. Personal Information State: Gender: Age: Aerobic Fitness Must enter either a 1-mile walk time and heart rate or enter a 1.5-mile run time Mile Walk Time: Heart Rate (after walk):beats per minute Weight: OR 1.5 Mile Run Time:

Muscular Strength- (minute time) Half Sit Ups: Push Ups: Flexibility Sit and Reach: (inches) BMI Height:Feet: Inches: Weight:LBS: Fitness Gram Test

LOGICAL VALIDITY Does the test really measure lifelong fitness, how we theoretically defined it?

BEHAVIOR CHANGE MODEL Behavioral change models are attempts to explain why behaviors change. These theories cite environmental, personal, and behavioral characteristics as the major factors in behavioral determination (Kaduce, 2001).

MEASURABLE OBJECTIVE Positive Activity: Sally will increase their overall test scores to a 22/25 at he end of the 2 month program Positive Influence: Sally will increase their overall test scores to an 8/10 at the end of the 2 month program Achieving and Maintaining: Sally will have a new found motivation and fitness goals at the end of the 2 month program.

BEHAVIOR CHANGE: SOCIAL COGNITIVE THEORY For our program, we will use the Social Cognitive Theory. We believe this model is best because it can be used to asses an individual’s willingness to begin a new program, and to finish it. This program can be applied to all participants that want to join our Play 60/ Fitness Gram program.

2 MONTH SCHEDULE MondayTuesdayWednesdayThursdayFridaySaturdaySunday 1) Initiate the Pretest and Fitness Gram Test 2) Introduction to Play 60 and program 3)Discussion: find out what students already know about fitness 4) No group Meeting: BE active for 60 minutes on your own-log activity 5) Basketball Portion: Learn to shoot, dribble, pass 6) Basketball Portion: Learn to shoot, dribble, pass 7) Basketball Portion: Learn to shoot, dribble, pass 8) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 9) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 10) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 11) No group Meeting: BE active for 60 minutes on your own-log activity – parent signature 12) Soccer Portion: Learn to shoot, dribble, pass 13) Soccer Portion: Learn to shoot, dribble, pass 14) Soccer Portion: Learn to shoot, dribble, pass 15) Divide group into even teams- play mini 15 minute games for 60 minutes )4 games) 16) Divide group into even teams- play mini 15 minute games for 60 minutes )4 games) 17) Divide group into even teams- play mini 15 minute games for 60 minutes )4 games) 18) No group Meeting: BE active for 60 minutes on your own-log activity – parent signature 19) Discussion on Healthy eating and what foods are good/bad for you 20) Discussion on proper ways to use work out equipment does/don’ts around gym 21) No group Meeting: BE active for 60 minutes on your own-log activity – parent signature 22) Discussion on why lifelong fitness is important 23) No group Meeting: BE active for 60 minutes on your own-log activity – parent signature 24) Discussion on why lifelong fitness is important 25) No group Meeting: BE active for 60 minutes on your own-log activity – parent signature 26) Football Portion: Learn to pass/throw, rules 27) Football Portion: Learn to pass/throw, rules 28) Football Portion: Learn to pass/throw, rules 29) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 30) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 31) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games)

MondayTuesdayWednesdayThursdayFridaySaturdaySunday 1) No group Meeting: BE active for 60 minutes on your own- log activity – parent signature 2) Kids choice of sport/activity 3) Kids choice of sport/activity 4) Kids choice of sport/activity 5) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 6) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 7) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 8) No group Meeting: BE active for 60 minutes on your own- log activity – parent signature 9) Kids choice of sport/activity 10) Kids choice of sport/activity 11) Kids choice of sport/activity 12) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 13) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 14) Divide group into even teams – Play mini 15 minute games for 60 minutes (4 games) 15) No group Meeting: BE active for 60 minutes on your own- log activity – parent signature 16) Discussion on goal setting/maintainin g 17) Discussion on goal setting/maintaining 18) Independent meetings with participants about their progress and anything they need to talk about. 19) Independent meetings with participants about their progress and anything they need to talk about. 20) OFF DAY21) OFF DAY 22) No group Meeting: BE active for 60 minutes on your own- log activity – parent signature 23) Kids choice of game/ Activity 24) Kids choice of game/ Activity 25) No group Meeting: BE active for 60 minutes on your own-log activity – parent signature 26) Kids choice of game/ Activity 27) No group Meeting: BE active for 60 minutes on your own-log activity – parent signature 28) Kids choice of game/ Activity 29) No group Meeting: BE active for 60 minutes on your own- log activity – parent signature 30) Initiate Posttest and Fitness Gram Test: Pass back scores and improvement results for the participants

EVALUATION DESIGN X O O OO The Lifelong Fitness Gram Test + Questionnaire (Krause, J. 2001) The Lifelong Fitness Gram Test + Questionnaire (Krause, J. 2001) The Lifelong Fitness Gram Test + Questionnaire (Krause, J. 2001) The Lifelong Fitness Gram Test + Questionnaire (Krause, J. 2001) NFL Play 60 Program (Bourne, 2009)

EVALUATION DESIGN

INTERNAL VALIDITY Did the independent variable change the test score (for posttest situations) or was it something else ? Because we have a control group, we have internal validity.

MARKETING / COMMUNICATION The way that we will market and communicate to the community is through the Play 60 Facebook, our Facebook, and brochures. elUptoPlay60?fref=ts FLPLAY60

APPLICATIONS One app that could work with our program could be an app called “JEFIT”. This app is a workout, fitness, and gym log app. This would be great for kids to track how long they perform a physical activity, and what activity they did. en en Another great app that could be used is the “Workout Trainer” application. This app gives you access to free workouts, and programs that help you achieve your fitness goals. Different certified trainers help push you throughout your exercises, and give you tips on when to change and things you can improve on. mble.workouts&hl=en mble.workouts&hl=en

FUNDING The grant agency that has a mission to support a mission like ours is the Finishline Youth Foundation. The mission of the Finish line Youth Foundation is to focuses funding on organizations that provide opportunities for youth participation in the following areas: - Youth athletic programs – Community-based programs addressing active lifestyle and team building skills. They provide money for physical activity programs. The amount of money they will grant is from $1,000 to $5, elines.jsp

WEEBLY

REFERENCES Amelia Lee, M. (2004). Promoting lifelong physical activity through quality physical education. JOPERD— The Journal of Physical Education, Recreation & Dance. Bourne, H. (n.d.). Fuel up to play 60. (2009). Retrieved from Hobbs, K. (1998). Development of physical activity behaviors among children and adolescents. American Academy of Pediatrics, FITNESSGRAM Scientific Advisory Board.