The YMCA of Metropolitan Tucson was awarded a Carol White Physical Education Program (PEP) grant from the Department of Education to implement the:
Partners for Healthy Active Children, Compañeros Para Niños Sanos y Activos program.
Partners:
Federal Grant Period:
October 1, 2004 End Date: September 30, 2007
Results and Baseline information
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Need
Nationally, the percentage of children ages 6 to 11 who are overweight has more than doubled since 1980 from 7 to 15%. There is a higher prevalence of obesity among Hispanic children. According to a recent report by the Centers for Disease Control and Prevention (CDC) in 2001, Mexican American boys have the highest prevalence of obesity, surpassing the rate of both black and white (non-Hispanic) boys, and Mexican American girls have the second highest prevalence of obesity, second only to black girls. While child obesity effects one in every six American children between the ages of 6 and 19, one in every three children is likely to be obese in urban Hispanic areas (Columbia News Service, "Obesity Affects Hispanic Children Disproportionately", March 14, 2003). According to the National Diabetes Education Program, Native Americans are nearly three times more likely to have diabetes than non-Hispanic whites of similar age, and Pima Indians (also known as the Tohono O'odham) have rates of diabetes that are the highest in the world.
The high prevalence of obesity among Hispanic and Native American children presents numerous issues for them. They are disproportionately at risk for diabetes, increased risk of coronary heart disease, and increased stress on weight-bearing joints. There is also a higher risk for obesity among low-income children, with 24% of low-income children between the ages of two and five years of age overweight or at risk for being overweight in Arizona. Obese children receive less acceptance from their peers and discrimination from adults; they exhibit a greater sense of rejection and failure, have poorer interpersonal relationships and have limited social interests. (Spencer, Priscilla, Obesity in Children - A Prevention Guide for Parents, National Association of School Psychologists, 1998).
Programs:
The Partners program is providing all of the following:
- Fitness education and assessment to help students understand, improve, or maintain their physical well-being.
- Instruction in a variety of motor skills and physical activities designed to enhance the physical, mental, or social or emotional development of every student.
- Development of, and instruction in, cognitive concepts about motor skill and physical fitness that support a lifelong healthy lifestyle.
- Opportunities to develop positive social and cooperative skills through physical activity participation.
- Instruction in healthy eating habits and good nutrition.
- Opportunities for professional development for teachers of physical education to stay abreast of the latest research, issues, and trends in the field of physical education.
YMCA Programs
The staff from YMCA after school and summer camp programs have been trained in two standards based curricula designed for after school programs, Sport For All and Physical Best. These curricula will be added to the programming to increase physical activity of youth in YMCA programs. In addition, the University of Arizona is developing extensive nutrition curricula that will also become a part of the YMCA programming.
Sport For All Certified Instructors will provide Program Leader Training for individuals who are in charge of children in out-of-school settings such as the Tucson YMCA's. The goal of this program is to teach Program Leaders how to lead age-appropriate, fun, and safe physical activity and is a key component of the Sport For All Program. There are two K-5 modules: Sport Play and Sport Skill Basics
SportPlay is a program of fun games and physical activities designed to help 5 to 7 year-old children develop basic movement skills that serve as precursors to the development of sport specific skills. The purpose of the Sport for All Program is to provide practice of sport-related skills for young people in developmentally appropriate ways, resulting in positive experiences that help children develop lifelong patterns of health-enhancing physical activity.
Children do not automatically develop the motor and physical skills they need to successfully participate in physical activities. Basic motor skills such as running, jumping, throwing, and catching are all play skills that prepare children for sport, but children must have the opportunity to practice this skills in appropriate ways. Improved motor skills increase the opportunity to enjoy sport and physical activity for a lifetime.
The goal of the Sport for All Program is the provide children the appropriate practice to develop these skills, resulting in increased confidence in their ability to participate as well as developing an appreciation for participating in physical activity. The emphasis of the SportPlay activities is to get young children playing fun games while also learning basic skills. If young children do not have fun, they will not be motivated to continue to be active in appropriate ways. The SportPlay activities are not sport-specific, but rather focus on basic locomotor, non-locomotor, and manipulative skills that younger children need to be successful in physical activity. The activities are presented in fun, game-like activities to enhance enjoyment.
SportSkill Basic is a program of fun games and physical activities designed to help 8 to 10 year-old children develop and refine basic movement skills that serve as precursors to the development of sport specific skills. The emphasis of the SportSkill Basic activities is to get young children to practice and refine basic sport skills while playing fun games. The SportSkill Basic activities have been carefully designed so they: are appropriate for children aged 8-10, offer a variety of linked activities, can be set up easily and quickly, are safe and fun, progress from simple to more complex. The SportSkill Basic activities are not sport-specific, but rather focus on basic locomotor, non-locomotor and manipulative skills that younger children need to be successful in physical activity
An evaluation is being conducted on select youth participating in YMCA after school programs before and after participating in the Carol White funded activities to determine which changes have occurred as a result of program participation. The assessment will include measuring height, weight, Body Mass Index (BMI), and aerobic capacity. A total of 250 youth will be given pre and post tests during the 3 years.
University of Arizona
Faculty, staff, and student teams are working with the YMCA and Sunnyside schools to conduct needs assessments, develop and select nutrition and physical education curricula, and implement the curricula. Professional trainers will provide additional training to YMCA staff and Sunnyside teachers as necessary.
Sunnyside School District
All -13 Sunnyside elementary schools are conducting a needs assessment utilizing the School Health Index and developing action plans for their schools. The physical education teachers are receiving training in a number of research-based curricula, which are described below.
CATCH™
A Coordinated Approach to Child Health, offers a successful blend of PE, classroom curriculum, nutrition awareness, student-directed activities, and PE equipment designed to promote and maintain cardiovascular health in children, grades K-5. With more than 600 school programs tested and implemented to date, CATCH continues to impact students long after they complete the coursework. Published in the Journal of the American Medical Association, results indicate that student intake of total fat and saturated fat was reduced while the intensity of physical activity performed both inside and outside school increased. (Aligned with all 7 AZ PA Standards)
Physical Best
Physical Best is a youth fitness education program, and is complemented by FITNESSGRAM, the AZ youth fitness assessment program, both with the goal of promoting lifelong physical activity habits. Physical Best strongly correlates with the overall language and six program elements outlined in the 2004 PEP grant proposals. Physical Best aligns with the AZ PA standards (3 & 4 are most strongly correlated) as well as the national health education and dance education standards).
Dynamic Physical Education for Elementary Students (DPE)
DPE provides teachers with the tools necessary to ensure success in today's educational environment. DPE is a valuable in-service tool. The fourteenth edition integrates the National Standards for Physical Education and addresses new recommendations designed to increase the activity levels of children and improve their overall fitness levels. (Aligned with all 7 AZ PA Standards)
Project Adventure's Adventure Curriculum for Physical Education
The curriculum format and outcomes are aligned with National and State Physical Education Standards. Implementation is made simple with clearly explained lesson plans comprised of activities designed to develop conflict resolution skills, leadership ability and problem solving skills. Lessons include specific outcomes, briefing suggestions, rules and reflection questions. Assessment tools are also incorporated. This curriculum is designed as a supplement to a PE Program and is specifically designed to meet AZ PA Standards 5,6, and 7.
A baseline assessment of K-5 youth in Sunnyside elementary schools is being conducted during year one to measure the height, weight, Body Mass Index (BMI), and fitness level of students. This will be repeated in Year Three to determine progress.
