Running head: HEALTH PROMOTION

Health Promotion in Elementary School Holly Leveille Cassaundra Braden Ferris State University

HEALTH PROMOTION

Abstract This health promotion research paper is aimed to cover the decreased amount of physical activity and physical activity education provided in schools due to reduced funding. The goal is that providing health education at a young age will lead to the child having a more active adulthood and having fewer obesity related health concerns. The classroom setting provides a low-cost option by incorporating physical activity learning into the school day. Another option to promote physical activity in children is during the scheduled recess. Recess is a means for increased activity levels in children and when organized can prove beneficial to meeting required exercise goals. Keywords: health promotion, children, recess, classroom, obesity

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Health Promotion in Elementary School Evidence-based physical activity (PA) guidelines recommend children engage in 60 or more minutes of enjoyable, developmentally appropriate moderate PA (MPA) to vigorous PA (VPA) involving a variety of activities daily (Huberty, et al., 2011). Over half of children, from ages 6-11 years old, do not meet these guidelines. Decreased physical activity and increased obesity in youth have resulted in promotion of physical activity being a public health priority. Research has proven that by promoting physical activity in elementary school, long term benefits can result. Benefits of Physical Activity There are numerous health concerns in the adult community, including an increasing rate of obesity. This is why it is import to target children, at a young age, to encourage good health habits. Because children spend a large amount of time at school, this environment is an excellent opportunity to promote physical activity that may result in disease prevention. Physical inactivity during childhood is related to the clustering of cardiovascular risk factors, and since low levels of activity appear to track into adulthood, promoting physical activity in youth may benefit adult physical activity and health (Ridgers, et al., 2011). Classroom Activities Recent financial restraints have left school districts scrambling for money. Many various programs have been cut from school districts including physical education. Erwin et al. (2011) states that school districts are cutting physical education programs and recess in order to save money and squeeze more academic time out of the school day. Teachers and administrators have also been pressured to increase test scores, which have led to a cut in the physical education programs because they are teaching core subjects.

HEALTH PROMOTION

A study conducted, in the southern United States, from 2008-2009 followed 3rd-5th graders at two elementary schools. The study followed sixteen teachers and 106 students. Teachers received special training and recommendations on including at least one period of activity during their day. Teachers received a card labeled classroom-based activity with suggestions on activities the children could participate in. The activity breaks were approximately 5-10 minutes in length and could be completed in a small space. The students wore pedometers while they were at school to measure their activity levels. At the 3 month follow-up, the compliance group averaged 1350 steps more (a 32% increase) over the control group (Erwin, et al. 2011). It can be concluded that teachers who offered one physical activity break per day can significantly increase the amount of classroom and daily physical activity students accumulate (Erwin, et al. 2011). Including physical activity breaks during school can be a cost-effective, teacher-directed intervention. No materials are necessary to get children up and moving around a classroom. Recess Activities According to Hueberty, et al., (2011), when children are given an opportunity, during recess, to be involved in an activity, most are willing to participate. Furthermore, when children are not given the opportunity to choose their activity, as little as 20% of children will participate in physical activity during their recess time. In a study titled Ready for Recess, conducted in 2008-2009, looked at 257 children in grades 3-6 at four elementary schools in the Midwest. All children had their weight, height, gender, and body mass index recorded. Children wore waist monitors (accelerometers) for five days while the children were at school. Steps were monitored and the childs activities were also

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monitored during recess. Different zones were set up for children to participate in various activities. Children were allowed to choose their activities or switch zones as they wished throughout recess. Such games included kickball, tag, and 3-ball soccer. During colder months, indoor activity zones were utilized. Results showed that boys used recess to engage in competitive sporting behaviors, in comparison girls tend to engage in social activities and sedentary play (Ridgers, et al., 2011). Also, it was noted that when allowed time for physical activity there were less behavioral problems and fewer classroom interruptions. It would be beneficial for schools to organize playgrounds to allow equal access to activities for boys and girls of various ages. Because teachers are outside at recess supervising children, having them organize an activity or game is a cost-effective means to improving physical activity in children. In conclusion, physical activity promotion efforts that focus on recess have the potential to further contribute toward increasing the childrens activity levels during the day. Conclusion Efforts are needed to improve health and physical activity in the majority of communities in the United States. If efforts are focused on children at a young age, such as elementary school, it may be possible to instill good habits for health promotion that decrease common health risk factors such as obesity. Incorporating short classroom physical activity breaks along with organized recess activity options may help children obtain the required amount of physical activity necessary for health promotion.

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References Erwin, H. E., Beighle, A., Morgan, C. F., & Noland, M. (2011). Effect of a Low-Cost, TeacherDirected Classroom Intervention on Elementary Students' Physical Activity. Journal Of School Health, 81(8), 455-461. doi:10.1111/j.1746-1561.2011.00614.x Huberty, J. L., Siahpush, M., Beighle, A., Fuhrmeister, E., Silva, P., & Welk, G. (2011). Ready for Recess: A Pilot Study to Increase Physical Activity in Elementary School Children. Journal Of School Health, 81(5), 251-257. doi:10.1111/j.1746-1561.2011.00591.x Ridgers, N. D., Saint-Maurice, P. F., Welk, G. J., Siahpush, M., & Huberty, J. (2011). Differences in Physical Activity During School Recess. Journal Of School Health, 81(9), 545-551. doi:10.1111/j.1746-1561.2011.00625.x