A Call to Action Improving Nutrition, Physical Activity, and Learning

Transcription

1 A Call to Action Improving Nutrition, Physical Activity, and Learning California Healthy Kids Resource Center (C.H.K.R.C.) Partner: California Department of Education, Nutrition Services Division Welcome to the A Call to Action Improving Nutrition, Physical Activity, and Learning training. This training was developed with funding from the Network for a Healthy California and adapted from modules and materials developed by the California Department of Education (C.D.E.) Nutrition Services Division and the United States Department of Agriculture (U.S.D.A.) Center for Nutrition Policy and Promotion. It will take about 30 minutes to complete, so let s get going! 1

2 Training Objectives Following this training you will be able to: List at least three connections between nutrition, physical activity, health, and learning. Understand the three guiding principles of the 2010 Dietary Guidelines Call to Action. Identify actions to create a healthy nutrition and physical activity environment in your school and community. Access resources to support healthy nutrition and physical activity environments and promote learning. By the end of this training you will be able to articulate the important connections between nutrition, physical activity, health, and learning. You will be introduced to the three guiding principles of the 2010 Dietary Guidelines Call to Action and identify actions to create a healthy nutrition and physical activity environment in your classroom, school, and community. You will also learn how to access resources to support healthy nutrition and physical activity environments and to promote learning. 2

3 A Call to Action! We ve seen stories on television and in magazines and we ve read about studies and campaigns warning us about the epidemic of childhood obesity and the impact on our children and the nation. You may be asking, is there really a problem? How will acting now to change these trends benefit you and your students? What can you do? 3

4 Body Mass Index (B.M.I.) Measure of weight in relation to height. Normal = 18.5 to 24.9 Overweight = 25.0 to 29.9 Obese = 30.0 or more The B.M.I. of children is based on growth charts. Before moving to the scope and impact of overweight and obesity, it is important to understand how they are measured. In adults, the Body Mass Index (B.M.I.) is used to measure weight in relation to height. While B.M.I. is not a perfect indicator of obesity, it is a valuable tool for public health. Adults with a B.M.I. between 18.5 and 24.9 are normal. Adults with a B.M.I. between 25.0 and 29.9 are considered overweight, and those with a B.M.I. of 30 or more are considered obese. Growth charts from the Centers for Disease Control and Prevention (C.D.C.) are used to calculate B.M.I. of children. 4

5 Obesity Trends Adults B.M.I. 30 (about 30 lbs. overweight for a 5 4 person) No Data <10% 10% 14% 15% 19% 20% 24% 25% 29% 30% Centers for Disease Control and Prevention: National Diabetes Surveillance System. Available online at: Retrieved 09/12/2011. Are overweight and obesity really a problem? As shown in these maps of the United States, the percent of adults considered obese is climbing. In 1990 most states had 10 to 14 percent or less of adults who were considered obese. By 2010, all states had 20 to 24 percent or more of adults considered obese and 12 states had 30 percent or more of adults categorized as obese. The Dietary Guidelines for Americans, 2010, state that 72 percent of men and 64 percent of women are now overweight or obese. The climbing rates of adult overweight and obesity are of great concern because these individuals have an increased risk of many health problems such as type 2 diabetes, heart disease, and certain types of cancer. These health risks take an immense toll on people and families, as well as economic costs to national, state, and local programs. 5

6 THEN (1970 s) Prevalence of Obesity Obesity Trends Children NOW ( ) Prevalence of Obesity 5% for children ages 2 to 5 10% for children ages 2 to 5 4% for children ages 6 to 11 20% for children ages 6 to 11 6% for children ages 12 to 19 18% for children ages 12 to 19 Adapted from the United States Department of Agriculture and the United States Department of Health and Human Services. Dietary Guidelines for Americans, 2010, Chapter 2, p.10. Retrieved 9/01/ million children ages 2 to 19 Unfortunately, these health problems are not limited to adults. The numbers of children and adolescents identified as overweight or obese have skyrocketed. Since the 1970 s, obesity has doubled for children ages two to five and is five times as high for six- to eleven-year-olds, three times as high for twelve- to nineteen-year-olds. There are 12.5 million children ages two to nineteen who are categorized as obese. As a result, weight-associated diseases and conditions that were once associated with advancing age are an increasing problem among children. 6

7 Overweight in California In California, more than one in four children in grades five, seven, and nine were overweight in Image source: California Center for Public Health Advocacy-2005 California is no exception. In 2004, 28.1 percent of children, or more than one in four, in grades five, seven, and nine were overweight. The 2009 California Children s Healthy Eating and Exercise Practices Survey (CalCHEEPS) determined that 40 percent of children nine to eleven years old in California are overweight or obese. Children from low-income households are at greater risk with over 50 percent of children considered overweight or obese. Select the Children s Fact Sheet handout link now or from the resources section at the end of this training to learn more about this problem. 7

8 Physical Inactivity Trends Source National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health. Physical Activity Facts. Centers for Disease Control and Prevention. Retrieved 9/16/11. How did this happen? There are many factors, including lack of physical activity and changes in eating patterns. Children s participation in physical activity is on the decline. A CDC survey found that only seven percent of children ages nine to thirteen reported participating in free time physical activity and 36 percent of high school students surveyed had not participated in 60 or more minutes of any kind of physical activity for seven days before the survey. In California, the CalCHEEPS found that less than half of nine- to elevenyear-olds meet the guideline to engage in at least 60 minutes of moderate to vigorous physical activity daily. To compound this, children, especially lowincome children, are more likely to spend more time watching television or playing on the computer than the recommended two or fewer hours a day. 8

9 Eating Trends Youths do not eat the recommended amounts of fruits, vegetables, and whole grains. Forty percent of youths daily calories are from added sugars and solid fats. Teens drink more full-calorie soda per drink than milk. Source National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health. Nutrition Facts. Centers for Disease Control and Prevention. Retrieved 9/16/11. Although healthy eating is associated with reduced risk for obesity and many diseases, including heart disease, cancer, stroke, and diabetes, many youths do not eat the recommended servings for fruits, vegetables, dairy products, and whole grains. Instead, more than 40 percent of youths daily calories are from sugars and solid fats. Sugar-sweetened beverages and large portion sizes are major contributors. An example of portion size inflation is that in the 1970s an average-sized soda was 13.6 ounces; now a 20-ounce serving of sugar-sweetened beverage is commonly consumed by teens. Teen boys and girls drink more than twice as much full-sugar soda than milk. 9

10 Impact of These Trends Impact on students health and learning? Overweight and obesity are not the only consequences. Take a minute to think about how inactivity and poor eating behaviors could impact your students health and learning. 10

11 Impact on Health and Learning Malnutrition and poor eating habits can have lasting effects on cognitive development. Overweight children miss more days of school. Children s brain function is reduced by periodic hunger or skipping meals. Students with lower grades Poor intake increases risk are more likely to of anemia that can be physically inactive. cause irritability, fatigue, and difficulty concentrating. Physical inactivity increases risk for developing diabetes, colon cancer, and high blood pressure. National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health, Accessed from on September 17, Overweight and obesity, poor eating patterns, and physical inactivity can have a negative impact on students health and learning, for example: Malnutrition and poor eating habits can have lasting effects on cognitive development. Periodic hunger or skipping meals can reduce children s brain function. Poor eating patterns increase the risk of anemia that can cause irritability, fatigue, and difficulty concentrating. Physical inactivity increases risk for developing diabetes, colon cancer, and high blood pressure. Students with lower grades are more likely to be physically inactive. Overweight children miss more days of school. Select the Nutrition Facts and Physical Activity Facts handout links here or in the resources section following this training to learn more about the impact of inactivity and poor nutrition on students health and learning. 11

12 Reversing Food and Activity Choices From the Dietary Guidelines for Americans, Adapted from Story M et al., Annu Rev Public Health 2008;29: Reversing these patterns and their consequences will take time and combined efforts. The Dietary Guidelines for Americans calls everyone to act to improve the health of today s children and take responsibility to create a healthier and more productive future. The Social Ecological Model shown here depicts the approach the U.S.D.A. and many public health experts are taking to combat overweight, obesity, and other poor health outcomes. The figure illustrates how all sectors of society, including schools and public health departments, can influence and shape positive food and physical activity choices. The overarching influences include individual factors such as genetics, gender, and income; environmental settings such as schools and workplaces; sectors of influence such as government and public health systems; and social and cultural norms and values communicated through media and laws. The main message is that everyone has a role in making American communities healthy. For more details, check out the resources section following this training. 12

13 1. Ensure that all Americans have access to nutritious foods and opportunities for physical activity. 2. Facilitate individual behavior change through environmental strategies. 3. Set the stage for lifelong healthy eating, physical activity, and weight management behaviors. A National Call to Action The 2010 Dietary Guidelines also include three recommended actions that can be implemented by each sector of the Social Ecological Model. Educators, communities and organizations, health professionals, small and large businesses, and policymakers can help make healthy choices accessible to individuals and families by: 1. Ensuring that Americans have access to nutritious foods and opportunities for physical activity. For example, promoting nutrition assistance programs, like school meals and local food pantries. 2. Facilitating individual behavior change through environmental strategies. This could include improving people s gardening and cooking skills or developing legislation or policies that make community gardens and fresh water available. 3. Setting the stage for lifelong healthy eating, physical activity, and weight management behaviors. Examples include starting walk-toschool programs, and providing comprehensive meal and snack programs in child care, school, and after school programs. 13

14 A California Call to Action The Team California for Healthy Kids promotes healthy eating and physical activity throughout the day in schools, after school programs, early childhood centers, and communities. The campaign focuses on making healthy choices the easy choices. September 2010 Tom Torlakson State Superintendent of Public Instruction Schools and after school programs play a critical role in influencing the eating and physical activity behaviors of children. That is why State Superintendent of Schools Tom Torlakson is leading the way with the Team California for Healthy Kids initiative. To learn more about this initiative select the Health, Academic Achievement, and Attendance handout links here or in the resources section at the end of this training. Why is he taking the first step? Because healthy eating and physical activity supply great dividends for students health and learning. Think about a time that the students in your program all had breakfast before academic testing, or came to your class after recess, or your after school program provided a nutritious snack. What benefits did you notice? 14

15 Improves attendance and test scores students who regularly eat school breakfast miss fewer days of school. Improves cognitive function, especially memory and improves mood. Reduced risk for many diseases, including diabetes, cancer, and heart disease. Prevents obesity, dental caries, and iron-deficiency anemia. Support for optimal growth and development. Nutrition Health and Learning Benefits National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health, Accessed from on September 17, You may have noticed a number of changes, including improved student attendance, attention, and even behavior. Studies have found that well- fewer nourished students and students who eat breakfast at school miss days of school and show improved attention, memory, and behavior. Teaching nutrition and providing students with salad bars and opportunities to try new foods improves students food choices, increases their intake of fruits and vegetables, and decreases their intake of less healthy foods. Better eating patterns reduce students risk of nutrition-related problems such as obesity, dental caries, iron-deficiency anemia, and diabetes. And a primary reason for good nutrition is that eating well supports children s optimal growth and development. 15

16 Improves strength and endurance, helps build healthy bones and muscles, and helps control weight. Improves emotional health and well-being. Helps reduce risk of obesity, and chronic diseases like diabetes and heart disease. Improves academic achievement and grades, behavior, and concentration and attentiveness. Physical Activity Health and Learning Benefits Students who are physically active demonstrate similar benefits, including improved strength and endurance, healthy bones, and better weight control. Activity also improves students emotional health and well-being. These activity patterns have long-term consequences, reducing students risk of obesity, and chronic diseases such as diabetes and heart disease. In addition, students behavior, concentration, and attentiveness can improve with adequate physical activity, leading to better grades and academic achievement. That is why the CDE Team California for Healthy Kids initiative focuses on improving students eating and activity behaviors. The Team California initiative provides fact sheets that summarize these benefits and offer strategies to promote physical activity, fresh water, and salad bars at schools. You can access the Team California initiative fact sheets in the resources section at the end of this training. 16

17 Breakfast Consumption and A.P.I. Scores 10 Change in SAT-9 (NPR) Reading Language Mathematics Percent who ate breakfast Source: California Healthy Kids Survey & STAR data files. Summary reports from the California Healthy Kids Survey further support these benefits. The California Healthy Kids Survey compiles data on students behavior that can be used to compare the impact of nutrition and physical activity and other health factors on the Academic Performance Index (A.P.I.). As this chart shows, as percent who consumed breakfast increases, test scores in reading, language, and mathematics increase. The California Healthy Kids Survey compiles and reports on students health behavior results for grades five, seven, nine, and eleven in participating school districts and counties. To see the results for your school district or county and to learn more about the relationship between nutrition, physical activity, and health and student learning see the resources section at the end of this training. 17

18 Grade 5 SAT-9 and Physical Fitness Scores Grade 5 SAT-9 and Physical Fitness Scores SAT-9 Percentile Physical Fitness Level Reading Mathematics Source: California Department of Education, Downloaded from The physical fitness of California students is assessed by the California Fitness Test. The C.D.E. has gathered this data and compared students scores on the California Fitness Test with test scores in reading and mathematics. As this chart shows, as students fitness levels improve, their performance on reading and mathematics tests improve. Learn more about the California Fitness Test or see how your school s students are doing on the fitness test in the resources section at the end of the training. 18

19 School Attendance David Satcher We must understand this important truth: that improving children s health likely improves school performance. It may even help a school s bottom line. At a national level, former United States Surgeon General David Satcher, like Superintendent Torlakson, is championing school-based efforts to address childhood obesity. A founding chair of Action for Healthy Kids, Dr. Satcher emphasizes that taking action to improve students nutrition and physical activity helps students school performance and may contribute to higher attendance, generating funding to support a school district s bottom line. 19

20 Reducing Absenteeism A single-day absence by one student costs the district between $9 to $20.* Reducing absences for each child by one day a year in a district of 10,000 students = $90,000 to $200,000 each year. *Reference: Action for Healthy Kids: The Learning Connection 2005, Research indicates that students with poor nutrition and physical fitness are more likely to be absent and tardy and very overweight students miss four to six times more school than normal-weight kids. The Action for Healthy Kids program estimated that a single day absence can cost a district between nine and twenty dollars. Reducing absenteeism for each child by one day a year can result in a 90,000- to 200,000-dollar savings for a district of 10,000 students. 20

21 Answering the Call to Action What are some simple strategies to start in your school or classroom to support a healthy eating and activity environment? 1. Communicate what you ve learned. 2. Check our Local Wellness Policy. 3. Conduct a classroom survey. 4. Be a role model. At this point, I hope you are thinking: I m ready, how can we get started? One of the first ways to get started is with communicating the importance of nutrition and physical activity to your school s and district s success. Do you have a school wellness policy? Are students getting an opportunity to be active or learn nutrition education? Schools can have a profound effect on eating and activity environment for students during the school day. These are three additional strategies that you can use to support the recommendations in the Dietary Guidelines and create a healthy eating and activity environment. Check your Local School Wellness Policy. Conduct a classroom survey. Be a healthy role model. 21

22 Local School Wellness Policy Required for all districts participating in federal school meal programs Developed by school committee Addresses school meals, nutrition education, physical activity, and nutrition environment Online Local School Wellness Policy pages Checking to see if your school or district has a Local School Wellness Policy is a great place to start. In 2004, federal legislation was passed that requires school districts receiving federal funding for child nutrition programs to establish Local School Wellness Policies by the beginning of the 2006 to 2007 school year. Created by a team of teachers, parents, students, and administrators, the school wellness policy should describe a vision for a healthy school nutrition and physical activity environment. To see an example, select the School Wellness Policy handout link. This policy includes an overview of school requirements and provides specific guidance for classroom rewards and celebrations. If you are interested in learning more about wellness policies, visit the California Healthy Kids Resource Center Web site. It includes a section that supports Local School Wellness Policy development, implementation, and evaluation, including more samples and tools. There is a link in the resources section at the end of the training. Ask your superintendent, your school food service director, or a Parent Teacher Association representative for a copy of your district s wellness policy. Your school wellness policy may provide specific guidance for creating a healthy nutrition and physical activity environment, as well as expectations for school meals, nutrition education, and physical activity in classrooms and after school programs. 22

23 Get Started Create a classroom wellness policy Healthy Classrooms, Healthy Schools Fit Bits Kindergarten to grade five If your district is working on a policy or the existing policy does not outline strategies for creating a healthy classroom environment, there are many resources to help. Healthy Classrooms, Healthy Schools and Fit Bits are two resources for kindergarten to grade five to assess and take action to improve nutrition and physical activity within a classroom or after school program. The full Healthy Classrooms, Healthy Schools kit includes a classroom survey, nutrition lessons, and tips for improving the students food and activity choices and environments. Try the abbreviated classroom survey on the next slide to start identifying areas for action. 23

24 Respond to these survey questions: Conduct a Classroom Survey 1. Are there reminders in the classroom about eating well and being active? Yes No 2. Do students wash their hands before eating? Yes No 3. Does the class include healthy food choices for classroom parties? Yes No 4. Are non-food rewards used to celebrate accomplishments? Yes No 5. Is movement included as a part of class every day? Yes No 6. Do students have chances to taste new foods? Yes No Adapted from Healthy Classrooms, Healthy Schools. The Michigan Fitness Foundation. These are six of the eleven survey questions included in the first lesson of Healthy Classrooms, Healthy Schools. Students and the teacher survey the class to rate how their classroom is doing on each item. See how your classroom or after school program is doing by answering these questions yes or no. 1. Are there reminders in the classroom about eating well and being active? 2. Do students wash their hands before eating? 3. Does the class include healthy food choices for classroom parties? 4. Is movement included as a part of class every day? 5. Are non-food rewards used to celebrate accomplishments? 6. Do students have chances to taste new foods? 24

25 Steps to a Healthy Classroom How did your classroom do? Are there areas to improve? Resources for action. Get students and parents involved. How did your classroom do? Are there areas that can be improved? Fortunately, there are materials to help you take action. Are you missing posters or pictures to remind students to eat well? Beautiful fruit and vegetable photos are available from the C.D.E., or check the Dairy Council of California or the U.S.D.A. for free posters. Do students need motivation or instruction on proper hand washing? Try the DVD The Sneeze, or download materials from the Fight BAC! Web site. Providing healthy class rewards and celebrations sends positive messages and reminders to students about food and activity choices. Instead of food, offer to read aloud a favorite book, engage students in favorite games, or bring in a special guest to generate motivation and appreciation. Select the Healthy Celebrations handout link for more ideas. Taking a five-minute break for physical activity during the day or after school helps students refocus, improves learning, and adds to students recommended physical activity minutes. The Fit Bits booklets that can be used to supplement Healthy Classrooms, Healthy Schools provide short activities, such as Musical Food Groups and Do the Mashed Potato, that reinforce nutrition concepts and personal and social skills. 25

26 Harvest of the Month Educator Newsletters Family Newsletter Menu Slicks Press Release Posters Some available in Spanish and other languages Harvest of the Month Tasting and experiencing new fruits and vegetables is an essential part of nutrition education. It can add variety and adventure to students food choices. Harvest of the Month provides a full year of educator and parent newsletters and menu slicks for seasonal fruits and vegetables to explore. Healthy Classrooms, Healthy Schools also includes lessons, taste testing, and recipes to teach students about each of the survey items. At the end of the nutrition lessons the class revisits the survey to assess their improvement and to think about next steps. Get students and parents involved in ordering posters, providing hand washing reminders, coordinating healthy celebrations, and tasting new foods. 26

27 U.S.D.A. Choose MyPlate 10 Tips Be a Healthy Role Model for Children Try a New Role Model Another nutrition and physical activity influence, and as important as all the other sectors, is you. Students and children look to adults to learn what to do. What you say may have an impact, stronger still is what students see you do. In addition to the 2010 Dietary Guidelines for Americans and MyPlate, the U.S.D.A. prepared ten tip sheets to provide practical ideas for promoting healthy behaviors. Each sheet outlines ten practical steps to increase intake of fruits and vegetables, whole grains, low-fat and fat-free dairy products, as well as other important messages. Select the Be a Healthy Role Model for Children handout link for ideas to be part of the healthy nutrition and physical activity environment in your classroom or program. Although many examples apply to the home, the general ideas apply to classroom and after school activities. Think of ways this tip sheet could translate to being a healthy role model in school or after school settings. Being a healthy role model at school could include bringing fruits and vegetables in your lunch, taking walks and being active with students, drinking water, and eating healthy snacks. The tip sheet can also be distributed during family nights to encourage parents to rethink the food and activity messages they are sending their children. 27

28 Congratulations! Partner: California Department of Education, Nutrition Services Division This material was produced by the California Department of Public Health s Network for a Healthy California with funding from USDA SNAP, known in California as CalFresh (formerly Food Stamps). These institutions are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious foods for better health. For CalFresh information, call For important nutrition information, visit Congratulations! You have reached the end of the A Call to Action Improving Nutrition, Physical Activity, and Learning training. You will now have the opportunity to take a quiz to test the knowledge you have acquired in this training. If you receive a passing score, a completion certificate will be ed to you at the address you provided. If you do not receive a passing score, you will have the opportunity to take the quiz again at any time. Following the quiz, you will be asked to complete a brief feedback survey. After you complete the survey, you will be able to access sample California Healthy Kids Resource Center library resources and additional information about nutrition, physical activity, health, and learning. You may start the quiz by selecting the quiz link. Congratulations again and thank you for your participation. 28