1. SENSITIVE TIMES DURING CHILD DEVELOPMENT: FUNDAMENTAL MOVEMENT PATTERNS AND PHYSICAL EDUCATION Professor Graham J. Fishburne Faculty of Education and the Institute for Olympic Education University of Alberta Canada

2. Physical Education in Hong Kong One of 8 Key Learning Areas and 5 Essential Learning Experiences One of 8 Key Learning Areas and 5 Essential Learning Experiences 5-8% of curriculum time to be given to Physical Education (Prim. And Sec.) 5-8% of curriculum time to be given to Physical Education (Prim. And Sec.) Key Stage 1 Primary P1-P3 Key Stage 1 Primary P1-P3 Key Stage 2 Primary P4-P6 Key Stage 2 Primary P4-P6 Key Stage 3 Secondary S1-S3 Key Stage 3 Secondary S1-S3 Key Stage 4 Secondary S4 and above Key Stage 4 Secondary S4 and above

3. Aim of Physical Education Develop an Active Healthy Lifestyle Develop an Active Healthy Lifestyle Acquire Good Health and Fitness Acquire Good Health and Fitness Positive Values and Attitudes Positive Values and Attitudes Promote Moral Behaviours (Cooperation) Promote Moral Behaviours (Cooperation) Appreciate Aesthetic Movement Appreciate Aesthetic Movement Develop motor skills (competency) Develop motor skills (competency) Body Coordination Body Coordination

4. Health Implications of Inactivity Childhood obesity Type 2 diabetes Osteoporosis Hypertension Depression Smoking/alcohol/drugs Adolescent pregnancy

5. Health and Physical Activity In the past 15 years, the prevalence of obesity has tripled in Canadian children aged 7-13 (Tremblay and Willms, 2000) Canadian children are becoming progressively fatter, weaker, and less flexible (CFLRI, 1998) Average Canadian child is sedentary for 3-5 hrs/day watching television (CMAJ, 1998) In Hong Kong obesity among 6-18 year olds affects 10 – 13 % (Sung, et al., 2002)

6. Obesity Overweight children have a good chance of being overweight as adults if not caught by adolescence (Dietz & Gortmaker, 2001) – early years are a sensitive time Overweight children have a good chance of being overweight as adults if not caught by adolescence (Dietz & Gortmaker, 2001) – early years are a sensitive time Over 80% of people with diabetes are obese Over 80% of people with diabetes are obese Reviewing the last 30 years does not support significant increases in energy or kilojoule intake – likely cause of obesity is physical inactivity and poor eating habits Reviewing the last 30 years does not support significant increases in energy or kilojoule intake – likely cause of obesity is physical inactivity and poor eating habits

9. Lifestyle Habits of Children TV, computer, Nintendo, Game Boy, Play Station, computer games, etc. Inactive parents Inadequate access to quality physical education classes Lack of recreational facilities Poor Nutritional Habits

13. Diabetes Diabetes leads to long term complications- heart disease, stroke, kidney failure, limb amputation, blindness, cataracts, and glaucoma Diabetes leads to long term complications- heart disease, stroke, kidney failure, limb amputation, blindness, cataracts, and glaucoma Most recognized trigger for Type 2 diabetes is obesity Most recognized trigger for Type 2 diabetes is obesity Other trigger is physical inactivity Other trigger is physical inactivity

14. Economic Burden of Diabetes Approximately $11.5 billion dollars/year Approximately $11.5 billion dollars/year Approximately 60,000 new cases of diabetes each year in Canada Approximately 60,000 new cases of diabetes each year in Canada Prevalence of diabetes in Canada is predicted to double by 2010 (Canadian Diabetes Association, 2002) Prevalence of diabetes in Canada is predicted to double by 2010 (Canadian Diabetes Association, 2002)

15. Second generation consequences: offspring of parents with NIDDM show multiple abnormalities in glucose homeostasis early in life as well as high risk measures of body fatness Second generation consequences: offspring of parents with NIDDM show multiple abnormalities in glucose homeostasis early in life as well as high risk measures of body fatness Srinivasan et al Metabolism 47:998-1004, 1998.. NIDDM

16. Source: Mokdad et al., Diabetes Care 2000;23:1278-83 4%4-6%6% n/a Diabetes and Gestational Diabetes Trends Among Adults in the U.S., Behavioral Risk Factor Surveillance System (BRFSS) 1990

17. 4%4-6%6% n/a Diabetes and Gestational Diabetes Trends Among Adults in the U.S., BRFSS 1991-92 Source: Mokdad et al., Diabetes Care 2000;23:1278-83

18. 4%4-6%6% n/a Diabetes and Gestational Diabetes Trends Among Adults in the U.S., BRFSS 1993-94

19. 4%4-6%6% n/a Diabetes and Gestational Diabetes Trends Among Adults in the U.S., BRFSS 1995 Source: Mokdad et al., Diabetes Care 2000;23:1278-83

20. 4%4-6%6% n/a Diabetes and Gestational Diabetes Trends Among Adults in the U.S., BRFSS 1997-98

21. Source: Mokdad et al., Diabetes Care 2001;24:2 4%4-6%6% n/a Diabetes and Gestational Diabetes Trends Among Adults in the U.S., BRFSS 1999

22. Osteoporosis Osteoporosis is a disease characterized by low bone mass and deterioration of bone tissue. This leads to increased bone fragility and risk of fracture, particularly of the hip, spine and wrist. Osteoporosis is a disease characterized by low bone mass and deterioration of bone tissue. This leads to increased bone fragility and risk of fracture, particularly of the hip, spine and wrist. Osteoporosis - known as "the silent thief" because bone loss occurs without symptoms. Osteoporosis - known as "the silent thief" because bone loss occurs without symptoms.

23. Osteoporosis 1 in 4 women > 50 y with osteoporosis 1 in 4 women > 50 y with osteoporosis Annual cost hip fracture treatment $650 million Annual cost hip fracture treatment $650 million Bone accretion in first 20 yrs major factor in final bone mass + bone health later yrs Bone accretion in first 20 yrs major factor in final bone mass + bone health later yrs

24. Financial Costs The cost of treating osteoporosis and the fractures it causes is estimated to be $1.3 billion each year in Canada. Long term, hospital and chronic care account for the majority of these costs. The cost of treating osteoporosis and the fractures it causes is estimated to be $1.3 billion each year in Canada. Long term, hospital and chronic care account for the majority of these costs.

25. Financial Costs cont… Without effective action on osteoporosis prevention and treatment strategies, it is estimated that over the next 25 years Canada will spend at least $32.5 billion treating osteoporotic fractures. Given the increasing proportion of older people in the population, these costs will likely rise. Without effective action on osteoporosis prevention and treatment strategies, it is estimated that over the next 25 years Canada will spend at least $32.5 billion treating osteoporotic fractures. Given the increasing proportion of older people in the population, these costs will likely rise.

26. Human Cost The reduced quality of life for those with osteoporosis is enormous. Osteoporosis can result in disfigurement, lowered self-esteem, reduction or loss of mobility, and decreased independence. The reduced quality of life for those with osteoporosis is enormous. Osteoporosis can result in disfigurement, lowered self-esteem, reduction or loss of mobility, and decreased independence.

27. Bone Fractures There are approximately 25,000 hip fractures in Canada each year. Seventy percent of these are osteoporosis-related. Hip fractures result in death in up to 20 percent of cases, and disability in 50 percent of those who survive. There are approximately 25,000 hip fractures in Canada each year. Seventy percent of these are osteoporosis-related. Hip fractures result in death in up to 20 percent of cases, and disability in 50 percent of those who survive. More women die each year as a result of osteoporotic fractures than from breast and ovarian cancer combined. More women die each year as a result of osteoporotic fractures than from breast and ovarian cancer combined.

28. Bone Development Research Research Studies at the University of British Columbia (Dr. Heather McKay) Research Studies at the University of British Columbia (Dr. Heather McKay) Major study in 14 elementary schools Major study in 14 elementary schools Purpose: To evaluate the effects of a school-based physical exercise intervention programme on bone mineral accrual in prepubertal and early pubertal children Purpose: To evaluate the effects of a school-based physical exercise intervention programme on bone mineral accrual in prepubertal and early pubertal children

29. Research Cont…. Duration: 8 months Duration: 8 months Age: 8-12 year old boys and girls Age: 8-12 year old boys and girls Intervention: A 10 minute circuit involving jumping activities 3 times per week at the commencement of regular school PE classes Intervention: A 10 minute circuit involving jumping activities 3 times per week at the commencement of regular school PE classes Control Group: regular PE classes 3 times per week Control Group: regular PE classes 3 times per week

30. Research Cont…. Bones assessed (DXA) throughout the study Bones assessed (DXA) throughout the study Results: Significant differences in early pubertal children in the intervention programme over control group Results: Significant differences in early pubertal children in the intervention programme over control group Conclusions: Early puberty may be a particularly opportune time during growth for exercise interventions to have a positive effect on bone health Conclusions: Early puberty may be a particularly opportune time during growth for exercise interventions to have a positive effect on bone health

31. Major Findings Growing bone has a greater capacity to add new bone to the skeleton than does adult bone Growing bone has a greater capacity to add new bone to the skeleton than does adult bone Childhood activity is strongly associated with bone mineral accrual Childhood activity is strongly associated with bone mineral accrual Physical activity during the most active period of maturity (early sensitive years) plays a vital role in optimizing peak bone mass – benefits may extend into adulthood Physical activity during the most active period of maturity (early sensitive years) plays a vital role in optimizing peak bone mass – benefits may extend into adulthood

32. Sensitive Time for Development There are sensitive times during life when the environment can make a significant difference. There are sensitive times during life when the environment can make a significant difference. Motor abilities, movement patterns, bone development, and obesity can all be influenced early in life. The Primary School years are extremely important years in the development of a child. Motor abilities, movement patterns, bone development, and obesity can all be influenced early in life. The Primary School years are extremely important years in the development of a child.

33. KS1: Fundamental Movement Competency: Motor Skills and Motor Abilities Competency: Motor Skills and Motor Abilities Fundamental Movement Patterns – a foundation for the later development of more advanced skills Fundamental Movement Patterns – a foundation for the later development of more advanced skills

34. Locomotor Skills Walk Walk Run Run Leap Leap Jump Jump Hop Hop Skip Skip Slide Slide

35. Non-Locomotor Skills Swing Swing Bend Bend Stretch Stretch Twist Twist Turn Turn

36. Stability and Safety Balance Balance Coordination Coordination Safety Safety

37. Manipulative Skills Throw Throw Catch Catch Dribble a ball – hands or feet Dribble a ball – hands or feet Strike: Kick a ball, Hit a ball with a bat, racquet, etc. Strike: Kick a ball, Hit a ball with a bat, racquet, etc.

38. Growth and Development Proximodistal: From the centre outward Proximodistal: From the centre outward Cephalocaudal: From the brain down Cephalocaudal: From the brain down Phylogenetic: Maturational Skills Phylogenetic: Maturational Skills Ontogenetic: Learned Skills Ontogenetic: Learned Skills

39. A Time to Develop Awareness Body Awareness Body Awareness Spatial Awareness Spatial Awareness Rhythmic Awareness Rhythmic Awareness Movement/Kinesthetic Awareness Movement/Kinesthetic Awareness

40. Stages of Motor Development Stage 1: Babyhood: Stage 1: Babyhood: One month to two years One month to two years Sit, Crawl, creep, stand, walk Sit, Crawl, creep, stand, walk

41. Early Childhood: Stage Two Ages 3 to 7 years (K – Primary 1 or 2) Ages 3 to 7 years (K – Primary 1 or 2) Fundamental Movement Skills Fundamental Movement Skills Locomotor: Run, Leap, Jump, Hop Locomotor: Run, Leap, Jump, Hop Combined Locomotor: Skip, Slide, Dodge Combined Locomotor: Skip, Slide, Dodge Manipulative: Throw, Catch, Strike Manipulative: Throw, Catch, Strike

42. Middle Childhood: Stage Three Ages 8 – 9 (Primary 3 or 4) Ages 8 – 9 (Primary 3 or 4) Combination and refinement of one or more fundamental skills Combination and refinement of one or more fundamental skills Run and Jump, Slide and Stop, Land and Roll, Catch and Throw, Dribble and Kick Run and Jump, Slide and Stop, Land and Roll, Catch and Throw, Dribble and Kick

43. Late Childhood: Stage Four Ages 10 to 12 (Primary 5-6) Ages 10 to 12 (Primary 5-6) Specific sport, dance, or specialized skills Specific sport, dance, or specialized skills High Jump, Long Jump, Basketball Free- Throw Shot, Hand Spring, etc. High Jump, Long Jump, Basketball Free- Throw Shot, Hand Spring, etc.

44. Fundamental Movement Most Children go through 3 stages as they move from an immature ‘initial’ movement pattern through an ‘elementary’ stage and finally to a full ‘mature’ pattern of movement

49. Specificity - Physical Education Variety of activities is essential Variety of activities is essential Sensitive time for development Sensitive time for development

50. Assessment Assessment and Evaluation in Physical Education is Essential Assessment and Evaluation in Physical Education is Essential Fundamental Movement Patterns can be assessed using checklists Fundamental Movement Patterns can be assessed using checklists

51. What Do We Need? Quality programmes of Physical Education are needed in the early school years. Quality programmes of Physical Education are needed in the early school years. Developmentally Appropriate Activities (Sung et al 2002 study) Developmentally Appropriate Activities (Sung et al 2002 study) Developmentally Appropriate Teaching Developmentally Appropriate Teaching Accountability in School Physical Education Accountability in School Physical Education

52. Physical Activity Can Improve School Performance* Some evidence to show that grades are maintained or improved with increased regular PA - despite a reduction in academic class time Regular PA may improve attitudes, discipline and behavior** Positive associations with PA and academic performance *R.J. Shephard. Pediatric Exercise Science 1997. 9:113-126 **Keays and Allison. Can J Public Health 1995;86(1):62-65