1. Daily Physical Activity Healthy Body…Healthy Mind…Healthy Students
Background & Overview of Daily Physical Activity
for Principals

2. Focus of the Workshop Participants will:
Develop a greater understanding of the Ministry of Education DPA policy (P/PM 138) and requirements;
Examine the stages and strategies to implement DPA;
Identify supports and resources currently available;
Discuss and share strategies to implement DPA in their school.

3. Background
October 2004 – Education Minister, Gerard Kennedy announces the Healthy Eating/Vending Machine Policy P/PM 135 and includes the implementation of 20 minutes of daily physical activity a the next step.
Early January 2005 – The Ministry of Education contracts Ophea for investigation, research and resource development on Daily Physical Activity (DPA).
June 28, 2005 – Memo addressed to directors, superintendents and principal from Ben Levin, Deputy Minister of Education with information for DPA implementation for all school boards.
June 28 MEMO includes:
• “this September STUDENTS in GRADES 1-8 begin to receive a minimum of 20 MINUTES of SUSTAINED, DAILY physical activity.” STUDENTS refers to every student (physically/mentally challenged students)
• “Physical activity can occur in several short sessions, a minimum of 10 MINUTES over the course of the day.”
•Other - DURING THE INSTRUCTIONAL DAY (not recess/noon time).
• Ministry will be providing boards with a variety of resources in support of the goal,…
OPHEA is presently developing the following resources:
• Administrators guide for the implementation of DPA
• Primary teachers guide for the implementation of DPA
• Junior teachers guide for the implementation of DPA
• Intermediate teachers guide for the implementation of DPA
Resources will be available to Boards/schools in mid October.
• “we do expect that all elementary schools will start to make best efforts to ensure that students are receiving at least 20 min. of physical activity's soon as possible, with all schools reaching this status during the 2005/2006 school year.”
***2005/2006 school year is a planning and developing year for DPA working towards full implementation of DPA
-using the resources when they arrive.
• “New funding beginning this fall of additional specialist teachers in elementary schools through the successful labor framework will also assist by increasing the number of specialist physical education teachers who can support school’s efforts in this area.”
No information on this part of the initiative.

4. P/PM 138 - DAILY PHYSICAL ACTIVITY IN ELEMENTARY SCHOOLS, GRADES 1–8
DPA Announcement
October 6, 2005 Press Release
“Today the Ministry of Education has taken another important step in supporting healthy schools. The Ministry announced today that 20 minutes of sustained, moderate to vigorous physical activity during instructional time must become an essential part of the school day for all elementary students.”
At present: an announcement from Gerard Kennedy which outlines that DPA is a part of a bigger plan called Healthy Schools Program.
This program involves:
10.7 Million for training, resource and implementation of DPA.
PhysEd.Specialist teachers by 2009 (funding 146 Million, 39 million in )
Healthy foods in Vending machines
Among other things in your handout (Ministry Backgrounder).
P/PM DAILY PHYSICAL ACTIVITY IN ELEMENTARY SCHOOLS, GRADES 1–8
The Ministry of Education supports and promotes the participation of students in daily physical activity. Consequently, school boards must ensure that all elementary students, including students with special needs, have a minimum of twenty minutes of sustained, moderate to vigorous physical activity each school day during instructional time.

5. Funding December 2005, Deputy Minister Memo
Deputy Minister Ben Levin sent a memorandum to the Directors of Education announcing that the Ministry is investing $10.7 million to support schools with the implementation of Daily Physical Activity.
The one-time funding ($384,000) can be used for:
Professional Development
Teacher Release Time
School Equipment
Human Resources
At present: an announcement from Gerard Kennedy which outlines that DPA is a part of a bigger plan called Healthy Schools Program.
This program involves:
10.7 Million for training, resource and implementation of DPA.
PhysEd.Specialist teachers by 2009 (funding 146 Million, 39 million in )
Healthy foods in Vending machines
Among other things in your handout (Ministry Backgrounder).

6. Present Health/Fitness of Youth Obese Generation at Risk: OMA Report
During the past twenty-five years, obesity rates among children have increased substantially, with the result that a large number of children face the risk of developing such serious illnesses as heart disease, Type II Diabetes, hypertension, stroke, and some cancers.
Poor nutrition and a sedentary lifestyle have been the cause of today’s present health crisis among our children. The result being a larger number of children face the risks of:
elevated blood pressure and cholesterol;
Type II Diabetes;
gall Bladder Disease;
asthma;
depression, anxiety, and isolation from peers.

7. Ontario Medical Association Report Child Obesity, 2005
Child obesity is a public health problem as the number of overweight children grow due to poor eating and lack of physical activity.
What parents can do:
Limit screen time (tv, video games, computer) to one hour per day.
Eat balanced meals as a family.
Don’t skip meals (especially breakfast).
Set a good example.
What schools can do:
Provide one hour of aerobic physical activity.
Restrict access to nutrient-poor foods.
What governments can do:
Ban fatty food ads aimed at children under 13.
Create an annual report card on the status of childhood obesity in Ontario.

8. EDU Response - Healthy Schools
Healthy Eating (P/PM 135)
Having standards for foods and beverages sold in elementary school vending machines is an important first step in promoting a healthy school community. It helps ensure that healthy food and beverage choices are available for Ontario's students, and reinforces the messages delivered to children through The Ontario Curriculum, Grades 1 to 8: Health and Physical Education, 1998.
Daily Physical Activity (P/PM 138)
The goal of daily physical activity is to enable all elementary students to improve or maintain their physical fitness and their overall health and wellness, and to enhance their learning opportunities.

9. Comprehensive Approach
H&PE Curriculum – Active Living
Intramurals, School Teams, Clubs, Walk to School Days
Curriculum
Spending time with family participating in Physical Activity
School Environment
(Health Action Teams)
Home
Community Sports and Clubs, Recreation Facilities
Community

10. Requirements
Daily physical activity should meet the following requirements:
include all students from grades 1 – 8;
be scheduled for a minimum of 20 minutes each school day (may consist of two 10 minute sessions to begin);
be scheduled during instructional time each school day;
considered only one component of H&PE and must not replace the teaching of the H&PE curriculum;
consist of a warm-up, moderate to vigorous physical activity and a cool-down;
provide students the opportunity to sustain moderate to vigorous activity;
all safety considerations for the participants, activity and location must be taken into consideration;
take place in a variety of locations;
be implemented by end of 2005/2006 school year.

11. All Students Grades 1 – 8 Participation of All Students
All activities must be adapted, as appropriate, to ensure that students with special needs can participate in them. Such adaptations must be consistent with the accommodations and/or modifications that are typically found in a student's Individual Education Plan.
Kindergarten Students
Although the P/PM is only applicable to elementary students’ in grades 1-8, schools boards and principals should also ensure opportunities are provided for Kindergarten students to be physically active each day. The Kindergarten program will be revised soon to include information on daily physical activity.

12. Scheduling 20 Minutes of DPA
During Physical Education (30 – 60 minutes)
Warm-up: –5 minutes
Skill development/application: –20 minutes
Physical activity: –30 minutes
Cool-down: –5 minutes
Daily Physical Activity (20 minutes)
Warm-up: –3 minutes
Physical Activity: –16 minutes
Cool-down: –3 minutes
Daily Physical Activity (2 x 10 minutes)
Warm-up minutes
Physical activity minutes
Cool Down minutes
An opportunity for 20 minutes of sustained physical activity may be available during the
skill application/ physical activity component of the lesson.

13. Samples of Scheduling 20 Minutes
Sample Scenario 1 - During Physical Education
If physical education is daily and includes 20 minutes of moderate to vigorous activity then no other time is needed.
On days when no physical education classes are scheduled the classroom teacher allocates time for DPA.
Sample Scenario 2 - School Wide
The whole school participates at the same time (e.g., music played over the PA, everyone in one area). The whole school participates at the same time but the activity is left up to the teacher.

14. Samples of Scheduling 20 Minutes
Sample Scenario 3 – Teacher Planned
The classroom teacher allocate DPA time on their schedule by: rotating it so it occurs during different subject areas or integrating it during times when it natural fits (e.g., orienteering in social studies).
Sample Scenario 4 – Combination of All
The whole school participates at the same time (e.g., music played over the P.A.) for 10 minutes every morning and the teacher allocates 10 minutes every afternoon on days when no Physical Education classes take place.

15. During the Instructional Day
Daily physical activity must be:
scheduled within the 300 minutes of instructional time;
connected to the Health and Physical Education Curriculum;
Note: DPA may not occur before school, during recess, lunch, nutrition breaks, or after school
The curriculum requires that students participate in sustained moderate to vigorous physical activity for a minimum of twenty minutes each day. This requirement can be met in a variety of ways, using school and community indoor and outdoor facilities (p. 5).
Active Participation – Physical Fitness (Sample Grade 2)
– participate in sustained moderate to vigorous physical activity (e.g., an aerobics routine) for a minimum of twenty minutes each day, including appropriate warm-up and cool-down procedures

16. DPA – Lesson Content Warm-up
To warm-up, students should participate in some low-intensity aerobic activity (e.g., brisk walking). Using the large muscles with a gradual increase in speed and intensity will gradually increases the heart rate and blood flow to the muscles. During the warm-up, it is important to follow up with stretches that move the joints through their full range of motion.
Moderate to Vigorous Physical Activity
It is important to ensure that students participate in the activities in an appropriate manner working towards participation for a sustained period of time.
Cool-down
After physical activity, a cool-down period involving a more gentle activity helps the heart and body to return to their normal state. Slow-moving activities and stretches also help normalize the blood flow to the muscles and improve flexibility.

17. Moderate to Vigorous Physical Activity
Sustained moderate to vigorous physical activities should:
be aerobic in nature and enhance the health of the heart and lungs (e.g., active games, fitness movements, brisk walking, active sports, etc.); and
Make the heart beat faster and breathe deeper.
CAUTION!
The focus of DPA is to provide students with the opportunity to participate in physical activity in a supportive and fun environment. It is important for them to develop the commitment, capacity and comprehension associated with physical activity in order to make good choices and receive the benefit associated with being physically active.
It is not to lose weight.

18. Activity Intensity – Moderate to Vigorous
Very Light Effort
Light Effort 60 minutes
Moderate Effort minutes
Vigorous Effort minutes
Maximum Effort
Strolling
Dusting
Light walking
Volleyball
Easy gardening
Stretching
Brisk walking
Biking
Raking leaves
Swimming
Dancing
Water aerobics
Aerobics
Jogging
Hockey
Basketball
Fast swimming
Fast dancing
Sprinting
Racing
How does it feel? How warm am I? What is my breathing like?
No change from rest state
Normal breathing
Starting to feel warm
Slight increase in breathing rate
Warmer
Greater increase in breathing rate
Quite warm
More out of breath
Very hot/perspiring heavily
Completely out of breath
Range needed to stay healthy
Less than is required
Where you want to be
More than is required
Source: Canadian Health Network

19. Moderate to Vigorous Activity
Moderate Physical Activity
Moderate physical activity causes some increase in breathing and/or heart rate, but not enough to prevent an individual from carrying on a conversation comfortably during the activity.
Examples of moderate physical activity are:
brisk walking;
recreational dancing.
Vigorous Physical Activity
Vigorous physical activity is aerobic activity, which increases the breathing and heart rates enough for cardio respiratory conditioning. This type of activity may, depending on fitness level, cause puffing, so that talking is possible but the ability to carry on a conversation is limited.
The amount of time required for a vigorous activity is dependent on age and stage of development.
Examples of vigorous physical activity are:
Jogging;
aerobic dancing.

20. Areas for DPA
Daily physical activity can be scheduled in a variety of locations such as the:
gymnasium
fitness room
multipurpose room
hallway /atria
outside
classroom
off site

21. Safety
Role of the Principal is to support teachers in their duty of care. Duty of Teachers (Regulation 298, S20, g) ensure that all reasonable safety procedures are carried out in courses and activities for which the teacher is responsible for.
Safety Support Documents:
DPA - Generic Safety Guidelines
DPA - Activity - Specific Safety Guidelines
DPA - Facility - Specific Safety Guidelines
Ophea - Ontario Physical Education Safety Guidelines
“Schools must develop procedures to ensure the highest level of safety, while allowing students to engage in a broad range of challenging activities. Safety Guidelines should outline the practices to be followed for each activity, addressing questions related to equipment, clothing, facilities, special rules and instructions, and supervision” (p. 3).

22. Why Implement DPA? IT IS MINISTRY POLICY
A. Ministry of Education P/PM DAILY PHYSICAL ACTIVITY IN ELEMENTARY SCHOOLS, GRADES 1–8
Helping young people lead healthy active lives is a shared responsibility in which schools play a critical role.
The school setting is a great equalizer providing all students and families – regardless of ethnicity, socio-economic status or level of education – the same access to good nutrition and physical activity.
Schools can be a powerful catalyst for change when it comes to addressing poor nutrition and sedentary lifestyle.
B. Curriculum Policy
It is one part of the Health and Physical Education Curriculum.
“This curriculum requires that students participate in sustained moderate to vigorous physical activity for a minimum of twenty minutes each day” (page 5).
“Because active learning is so important for all students, the provincial curriculum requires a minimum of twenty minutes of sustained moderate to vigorous physical activity each day” (page 5).

23. Why Implement DPA? IT IS GOOD FOR STUDENTS!
Studies show daily physical activity can provide the following benefits for students:
A. Physical Health Benefits
Builds strong bones and muscles
Promotes good posture and balance
Strengthens heart and lungs and improves/maintains fitness
Lower risk of chronic disease – type II diabetes, high blood pressure.
B. Mental Health Benefits
Positive social interaction and improved self image
Improved interpersonal behaviour
Willingness to meet and deal with the challenges of daily life
Improved behaviour, engagement, leadership
C. Learning Ability
Improved academic achievement
Improved memory, observation and problem solving
Improved time on task and productivity

24. Overview – Board Implementation Plans
1. The Board Implementation Plan is…
Large scale regional sessions
Followed up by local school sessions
Support documents/resources/equipment
2. Parameters around School Implementation is…
Local school conditions, including staff, facility, community support, etc
3. Supports Available for Staff include….
On Your Way With DPA
MOE teacher and principal resources
Healthy Active Living and Learning Centres
Equipment resources (2004/5)
Additional resources with DPA funds
Health Action Team initiative

25. Sample Framework for School Implementation
Steps for implementing DPA in the school:
be aware of board plans for DPA implementation;
identify school key teacher(s) and implementation team;
identify community partners;
communicate with staff, students, school council, parents (e.g., survey);
complete a needs assessment of physical activity opportunities in the school – support and provide staff with in-service and training
complete an Equipment Audit;
identify activity area available for DPA;
ensure all activities and facilities are inclusive;
ensure safety considerations are identified;
explore a variety of ways to implement DPA during the school day;
communicate DPA information to all stakeholders;
monitor implementation;
develop strategies to sustain DPA in the school.

26. Identify Key Teachers and an Implementation Committee (Health Action Team)
The Implementation Committee may start by:
examining the board’s DPA implementation plans;
preparing/developing/implementing/reviewing your school’s DPA action plan;
identifying community partners who can assist with implementation (e.g., Public Health and Parks and Recreation).
Key Teacher Criteria
Curriculum leader(s) in healthy active living;
Able to commitment the time required to attend board sponsored in-service sessions;
Advocate for personal fitness/improvement.
Note: it should not always be the school’s coach.

27. Communicate with Staff
Communicate with staff the following:
overview of the background information, requirements and the benefits to students from the Ministry initiative for DPA – P/PM 138;
outline of the school board implementation plan;
the school’s key teachers and implementation team;
ongoing opportunities to celebrate successes, identify challenges and provide input into the plans.
Provide staff an opportunity to provide on-going feedback to:
provide opportunities for input on barriers, possible solutions, and their comfort level implementing DPA at the school/classroom level.
acknowledge there will be challenges to overcome (especially in the initial stages) and work together to identify and overcome them;
inform the decisions around in-service that will be provided/required.

28. Communicate with Students
Research shows that following these 5 steps works to change behaviours and establish new lifestyles:
Involve students in the process – more motivated if they play a role in the decision making process.
Set goals – goal setting helps children check and monitor their own progress (encourage smalls steps).
Give ongoing feedback and praise.
Encourage students to be leaders for the class and school.
Recognize accomplishments – celebrate successes.

29. Communicate to School Council
Provide members of the school council with:
an overview of the background, information, requirements, and benefits of the Ministry initiative DPA – P/PM 138;
the school board implementation plan;
the school implementation plan; and
information regarding the school implementation team with an invitation to be a part of the team.
Survey parents to get information on:
the parent’s attitudes regarding physical activity;
their child’s current level of participation and attitude regarding physical activity;
their interest in being involved or supporting the school’s implementation plan.

30. Ensure all Activities and Facilities are Inclusive
Work closely with your school and board special education departments, parents and organizations that support special needs students.
Access resources that provide staff with ideas and directions for supporting special needs students.
Resource Support
Moving to Inclusion (Active Living Alliance for Canadians with Disabilities

31. Safety Considerations
Emphasize with staff the importance and requirement of implementing a safe DPA initiative.
Provide teachers with safety in-service sessions.
Provide teachers with the following safety resources:
DPA Ministry Resource: Generic Safety Guidelines
DPA Ministry Resource: Activity - Specific Guidelines
DPA Ministry Resource: Location - Specific Guidelines
Board Specific Safety Guidelines

32. Implementing the 20 Minutes
1. Start Small
Pilot with keen/champion teachers by grade/division (this is the group that will work through the barriers and roadblocks).
Share successes with staff.
Continue adding grades/divisions until the whole school is active.
2. Finding time during the instructional day
Use the 20 minutes of activity in the physical education lesson
Take 3 – 4 minutes off each period and use the 20 minutes for physical activity
Use the 20 minutes as a natural break during the literacy and numeracy block
Integrate expectations from other curriculum areas with physical activity (e.g., language arts, science, social studies, math)
3. Progress to 20 minutes of sustained moderate to vigorous physical activity
Begin with 2x10 minute sessions
Begin with 5-10 minutes then move to minutes then to minutes

33. Monitoring Implementation
Indicators of Success
DPA is on the teacher’s class schedule during instructional time.
Students participating in moderate to vigorous physical activity each school day for a minimum of 20 minutes.
The facilities students participate in are regularly checked for safety.
Teachers are aware of safe practices and use safety guidelines.
The selected activities and facilities chosen are appropriate for every student.
Students enjoy participating in DPA.
There is a logical sequence during DPA instruction (i.e. proper warm up/cool down).
Student participation time is maximized and instructions are concise and effective.
DPA time is not used as reward or punishment.

34. Sustainability Establish a Health Action Team
In order to sustain implementation of DPA in the school you can:
Utilize an implementation team with a key teacher providing leadership.
Build on existing partnerships and explore opportunities to establish new ones.
Develop a culture in the school to support DPA.
Document the DPA action plan for reference.
Provide on-going communication to students and parents.
Conduct a needs assessment at the end of the year.
Frequently celebrate successes.
Establish a Health Action Team

35. Provincial Resources to Support DPA Implementation
Ministry of Education Resources
Teacher’s Guides (Primary/Junior/Intermediate)
Principal’s Guide
School Board Guide
Health and Physical Education Curriculum, Grades 1-8
Ophea Resources
Ophea (H&PE Binders, activ8, PlaySport, etc.)
Ophea Master Trainer Workshops

36. Board Resources to Support DPA Implementation
TCDSB Resources
On Your Way With DPA
OPHEA binders (H&PE curriculum document)
PLCentres, lead teachers and learning sessions
Health Action Team initiative
Website (
Resource staff (Brian Armstrong/Nelli Domingues)
- Program Coordinator

37. Summary and Questions
Ontario’s Chief Medical Officer, Dr. Sheela Basrur, has called on "all levels of government, the health sector, the food industries, workplaces, schools, families and individuals to become part of a comprehensive province-wide effort to change all the factors that contribute to unhealthy weight. We must act now to create communities that promote healthy eating and regular physical activity."