PROMOTING PHYSICAL ACTIVITY - SETTINGS BASED APPROACHES

A group of Principals from Norway recently visited Victoria as part of a study tour. As well are investigating various curriculum initiatives such as VELS and our new VCE courses they were also interested in the way we promoted physical activity in our schools and broader community.

Erica HÖÖgensdet is the principal at Fredrikstad Senior College – her school has 750 Year 10 students on one coastal school site and 1590 Year 11 & Year 12 students on another site 3 km inland. When she took over as principal 5 years ago she was extremely concerned at the number of students who were “inactive” both in and out of school. Knowing the benefits associated with regular physical activity, she set out to work with her staff to increase physical activity levels of:

·  students at school (school)

·  teachers at school (workplace)

·  teachers, students and parents outside school (community)

For the last 5 years they have been focusing on the “Move It or Lose It” plan (literally translated). By this they encourage people to have at least 60 minutes of daily physical activity equating to 4-5 METs ~ the consequence of not adhering to this is that people lose, or experience lower levels of, health, fitness and a sense of well being as well as increasing the risk of obesity and type II diabetes (both of these rate at 10th and 8th percentile respectively when compared to other countries)

As part of the “Move It or Lose It” plan the following practices were implemented:

·  Playground areas were resurfaced with rubberized/all weather coatings

·  More drink taps were installed around playing fields

·  Girls were designated specific areas where they could be involved in physical activities

·  Computer rooms were locked at lunch-time

·  Class representatives (home group captains) were issued with sports equipment kit bags to take out during recess (20 mins) and lunch (70 mins)

·  All home group teachers were provided with specific training in the area of sport and required to take their class for a minimum of 30 minutes of physical activity or team sports at the beginning or end of the school day

·  The street at the front of the Y11 & 12 campus was designated as “car free” between the hours of 7.30 – 9.00 am and 3.30 – 5.00 pm (dismissal time = 4.15 pm)

·  The school purchased 40 bicycles for each campus and encouraged teachers to ride in between campuses in preference to taking their cars.

·  Personal trainers were employed to design and monitor programs for staff. (30 minutes set aside on Monday & Friday for staff to consult with these professionals)

·  Staff encouraged to join local gymnasiums and school partially subsided memberships (65%)

·  Staff encouraged to form teams to compete in community sporting events and competitions.

·  Staff encouraged to run staff vs. student competitions at lunch-times

·  Canteen prohibited from selling “soft drinks”, “finger food” and foods exceeding 10g fat per 100g serve. Large indoor and outdoor seating areas adjoin the canteen(s)

·  Staff encouraged to attain at least a Level 1 coaching qualification in at least one sport

·  Staff showers & change facilities exceed federal guidelines per teacher by 58%

·  Bicycle/walking tracks constructed between campuses and city centre

·  Teachers paid to coach teams outside school (students and community members)

·  Local sporting facilities have undergone $17m upgrade from Federal grant

·  Fredrikstad has been runner up for 3 of the last 5 years in the “Lifelong Challenge” which measures physical activity levels of it’s population (258,000). National results published in November.

·  Teachers competing in annual 3 day “Mŭltisport” held in Oslo provided with paid leave and Federal government pays for replacement teachers

·  Teachers who did not smoke and could provide evidence of meeting the “Move It or Lose It” activity guidelines received a private health insurance rebate (32.5%).

1.  Complete a table with 3 columns and place each “Move It or Lose It” practice under the headings of School Setting ; Workplace Setting and Community Setting

2.  Select two practices from each setting and clearly discuss how this would contribute to increased physical activity.

3.  a. How do the “Move It or Lose It” guidelines compare with our National Physical Activity Guidelines.

b. Do any “problems” exist by having one guideline for the whole population of Fredrikstad?

c. What does 4-5 METs equate to in terms of physical activity intensity in Australia?

4.  How has the principal/school tried to encourage not only greater involvement in physical activity, but also greater community interaction?

5.  Of the three settings chosen, which one is most likely to lead to long term changes in behaviour and participation in increased levels of physical activity? Briefly discuss why.

6.  List at least 3 physical and 3 emotional benefits associated with regular involvement in physical activity (use a table to summarise your response)

7.  From the data provided, discuss practices that encourage “active transportation”.

8.  What evidence exists that intervention/practices occur for:

·  Individuals

·  Orgaisations/partnerships

·  Environments

9.  a. List two subjective measures that Fredrikstad Senior College might consider using to evaluate levels of physical activity that might be used in the “Lifelong Challenge.

b. Provide two advantages and two disadvantages associated with each of your chosen measures.

10. If you were appointed to Fredrikstad Senior College as a teacher, list at least 4 other strategies or practices you could recommend that would contribute to the “Move It or Lose It” plan, and outline how each of these would encourage increased physical activity.

11. Clearly discuss the importance of education and media in promoting involvement in physical activity.

12. a. From the data provided, how do you think the PA participation rates of Fredrikstad Senior College students would compare to our Y10, 11 & 12 students. Briefly provide reasons to support your response.

b. Of the Fredrikstad Senior College students, which cohort (year level) would be most active ~ Y10; Y11 or Y12. Briefly discuss reasons for your extrapolation. By considering educational attainment, geographic location, available “free-time”, and other factors you consider to be relevant.

LOOK AT THE KEY WORDS IN THE QUESTION…REFER TO NOTES…TEXTBOOK…FRIEND…TEACHER…WIKISPACE.

This task covers all topics – make sure identify the topic before attempting an answer.