A Pitch for Fitness in Schools

A Pitch for Fitness in Schools
Transcript of live chat (7/12/2006)

Host:

Roshin Mathew

Expert Guests: Charlene Burgeson, George Graham, and Rhonda Clements are all experts in the field of physical activity and work to promote the benefits of recess and physical education in schools. Burgeson, a former physical education teacher, is now the Executive Director of the National Association for Sports and Physical Education (NASPE). As a professor of kinesiology at Pennsylvania State University, George Graham has written 15 books/monographs and over 50 articles related to children and physical activity. Clements, who is also a professor, teaches within the Department of Educational Leadership and Special Subjects at Manhattanville College in Purchase, New York. She is currently the Associate Editor of the on-line journal, PlayRights: An International Journal of the Theory and Practice of Play.

Roshin: Nearly half of young people in the U.S. between the ages of 12 and 21 do not engage in regular vigorous physical activity, according to The Centers for Disease Control and Prevention. Yet such activity is known to reduce the risk of obesity and premature death. That's why many advocates are pushing for schools to make more of an effort to encourage students to get moving.

Connect for Kids will be hosting three expert panelists on kids' health and fitness for our Talktime Live! online chat. Charlene Burgeson,
George Graham, and Rhonda Clements will field your questions about physical education and recess, from the perspective of advocates who believe in the importance and health benefits of school-sponsored physical activity.

Toshio Meronek, Portland, OR: The situation sounds pretty dismal. Are there many schools that are going against
the tide, and recognizing the need for gym classes? Is the lack of gym classes a funding issue, a change in prioritization of school subjects at most schools, or both? If it is a funding issue, how do we decide whether it's more important than arts/music/outdoor science programs, which are also in danger?

Charlene: The short answer is "yes." Actually, CDC data tells us that almost 90% of school districts require schools to teach physical education, and that most schools (96%) require students to take some physical education. The problem is that most schools are not offering enough physicaleducation. The recommended amount of physical education is at least 150 minutesper week for elementary school students and at least 225 minutes per week formiddle and high schools students. Less than 10% of schools provide this amountof physical education for the entire school year for students in all grades inthe school. So, it appears, that school districts and schools do recognize theneed for physical education classes, but that they need to make more timeavailable for this important subject.

Also, with vending machines gone from most campuses, I expectthat'll have an effect on obesity rates -- can we use the energy that wascreated around that issue to make sure gym classes don't become extinct?

There are some major national and state initiatives that havebrought together experts and advocates for healthy eating and physical activityto ensure that schools and communities are addressing both of these importantaspects of good health, healthy weight, and prevention of chronic diseases.Examples include Action for Healthy Kids, Alliance for a Healthier Generation,National Alliance for Nutrition and Activity, and many state coalitions. Thepassage of local school (school district) wellness policy requirements throughthe federal Child Nutrition Reauthorization Act of 2004 is generating atremendous amount of attention and action—and some funding (and hopefullymore in the future)—for efforts to support healthy eating and physicalactivity in schools.

As with most issues, it's a combination of factors. Yes, there arefunding issues related to hiring certified physical education teachers (hiringmore so that the amount of physical education can be increased) and thenecessary facilities/space and equipment needed for a safe, instructional,active, and high quality physical education program. It is also widely believedthat physical education time is being reduced to create more time for schoolsto prepare students for subjects being tested by the No Child Left Behind(NCLB) Act. In either case, reducing or eliminating physical education is shortsighted for a number of reasons: (1) students deserve a comprehensive educationwhich includes being educated physically, (2) research shows that physicalactivity increases self-esteem and reduces anxiety and stress thus contributingto students' capacity for learning, and (3) the cost of obesity and relatedchronic disease are far greater than the cost of reducing/avoiding these healthproblems, for which physical education can assist.

Finally, there are a lot of after school athletics programs thatare partnered with schools but that are funded independently of them (throughfoundations, etc.). Do you see these becoming more common; what role do theyhave to play; will this become a common model -- will the Ford Foundation, orNike, or Bill & Melinda Gates become the most prevalent stewards ofeducation?

The programs that you are referring to, positive youth developmentprograms that utilize one or more sports/physical activities as a "vehicle" forengaging students in a safe (physically and emotionally) and meaningful groupactivity, are a very important way of ensuring the kids are physically activeand feel good about themselves. I cannot say whether or not these will becomemore common, but I do know that quite a number exist, especially in the urbancore of major cities, and that many foundations are stepping up to the plate tosupport them. Some examples of these types of programs are: America SCORES,Police Athletic Leagues, and Inner City Games.

Betty Madigan from Melrose New York: If a school has apolicy of having students that have not completed their work stay in for recess to complete the work, isn't this counter productive because these are often the same students every day and are usually the very students that need to get upand move around? How do you suggest I approach this issue with the school district?

Rhonda: I could not agree with you more. I am goingto list a few suggestions that hopefully will assist your efforts with your school's administration:

1. Provide your principal with articles that advocate the virtue of recess. Many of these articles can be found on the American Association for the Child Right to Play Website (www.ipausa.org)

2. Ask that the topic of recess be placed on the agenda of a faculty meeting toreview the offerings that currently exist and the policies that are being implemented.

3. Contact your school's PTA President and convince him or her of the value of physical play and recess for all children.

4. Secure a guest speaker from one of the local colleges or universities and ask that individual (usually from the exercise sciences or physical education) to discuss the importance of physical activity, and to state some of the alarming statistics regarding childhood obesity.

5. Write a letter about the value of recess to the local paper, and include the fact that all children need daily physical activity and the opportunity to socialize with their peers.

Finally, I want to add that your concern is also shared with many special education teachers throughout the country. For many children with learning problems, recess is one of the only times that these children can excel. Depriving the child of these experiences is very disheartening to the student, and— as you say "counterproductive."

Washington, D.C.: How have schools faced challenges of encouraging health and fitness without triggering unhealthy weight control behaviors, especially for increasingly younger girls?

Charlene: This is a very important issue. In our efforts to teach youth about physical activity, healthy eating, and healthy weight, we must also educate them about unhealthy weight control practices and related diseases. That being said, there is a much greater prevalence of overweight and obesity than eating disorders, so we must not avoid educating about the importance of healthy weight because of a fear of unhealthy weight control practices.

Stephan Kapsch, Portland, OR: I don't know how to put this into a question, and maybe my experience is sadly out of date, but I grew up with an obesity problem starting at about age 7, and what I found was that physical education teachers (without exception) treated it as a character flaw and were thus utterly unhelpful, even very destructive because they tended to use ridicule. They made me hate and despise PE classes because I knew all I could expect from them was deliberate humiliation.

One might think this has changed, but I suspect not since PE teachers are usually former jocks and that is what jocks are like. The same is true (in my experience, of course), for career military people.

It was especially tough for me because as a child I was very active--played backyard and sandlot sports constantly, hunted and trapped, canoed, had a paper route and still has a serious weight problem.

Rhonda: How sad that earlier generations of physical educators where so heartless in their behavior. I am however delighted that teacher training has changed greatly in the last 10-15 years, and I can assure you that this generation of physical educators are much more caring, knowledgeable about the problem, and see themselves as "teachers" to assist all students. "Jill and Joe Jock" no longer exist...ask any of my Graduate students at Manhattanville College.

Thanks for this excellent reflection.

Jim Nottingham, Chappaqua, NY: It appears that there is less emphasis on physical activity, conditioning and teaching traditional sports during "gym" class. Classes are dedicated to circus arts (to increase hand/eye coordination); and students are assigned homework that requires them to be sedentary (after sitting all day), however true exercise, i.e. sweating, muscle fatigue and hard play seem to have been forgotten. In elementary school the kids rarely went outside. Although my son in middle school loves and plays sports outside of school, he is bored by and "hates" gym, and many of his peers, both male and female, hold the same opinion. Back in the dinosaur era, I couldn't wait for gym, finding it fun, full of hard exercise/play and a great break from the academic day. (It was a little instruction and all movement). I realize each district's program is different, but if kids hate gym they are not going to become lifelong devotees of healthy exercise.

Charlene: You are right to be concerned about the quality of physical education that your child, and other children, are receiving. Just like any subject area, there are some poor teachers and programs out there. Some educators do not keep up with, or just don't care about using, best practices. However, the physical education that your child is experiencing is not the norm. The National Standards for Physical Education define what a student should know and be able to do as a result of participating in a physical education program. Those standards address all important aspects of physically educating an individual: development of motor and behavioral skills, knowledge, development and maintenance of a physically active lifestyle and health-related fitness, personal and social responsibility in physical activity settings, and valuing physical activity. I urge you to get involved in improving your child's school's physical education program. For user-friendly information and resources to do this, go to: www.naspeinfo.org/observePE. Additionally, for examples of exemplary physical education programs, go to: www.naspeinfo.org/STARS.

Michael Casey Kailua, HI: Are there good examples of local governments that have instituted planning regulations designed to make neighborhoods more "activity-friendly?"

Rhonda: Actually I was hoping that you might tell me that Kailua would be an excellent example. At this time, I have extended my associations to include many city planning groups. From a personal standpoint, I am most pleased that New York City's Park Department is really on the move with new refurbishments. However the monies needed to include more space for play, games, and sports, nationwide has not peaked the interest of our major city planners. If you are performing research I would investigate Baltimore as a city that has made some progress.

Thank you for your concern.

Chicago, IL: What evidence can be presented to schools to demonstrate that children who have recess perform better academically and/or are more engaged in the classroom? In Chicago, adding recess means a longer school day, so teachers need to be convinced that recess will provide classroom gains too.

Rhonda: Unfortunately, we do not have any large scale studies that serve as a strong argument for recess increasing a student's academic ability. However, there is a huge agreement among educational theorists that children learn while they play. They learn first about their own bodies, and then about how to function in their home environment. They have a natural urge to explore their environment, to find favorite places and objects, and create their own places for play. We know that outdoor play is crucial to learning, and through freely chosen play activities, children develop some of the skills necessary for adult life. These skills include creativity, social competence, and physical strength, manipulative and problem-solving skills. Children also grow emotionally when playing outdoors as they indulge in imaginative and fantasy play, contemplate how to complete a task, physically test themselves and challenge their peers, develop initiative, and at the same time acquire knowledge of the environment, of adult life and social values.

I also advocate the work of Jarrett, Maxwell, Dickeron, Hoge, Davies and Yetley (published in 1998) that found that grade four students were more on-task and less fidgety in the classroom on days when they had recess. And, perhaps most important there is no research that supports the theory that children (or adults) learn better without a break.

Finally, I receive many, many calls from parents in Chicago that worry that their child is not enjoying school because of the lack of recess and physical education. This factor tells me that the school administrators need to rethink the length of the school day. To assist you in supporting this effort, NASPE has a position paper called "Recess in Elementary Schools." Free copies of the document are available on-line (visit: naspe@aahperd.org).

Rene Gutel, Phoenix, Arizona: I guess it's hard to talk about PE in schools without talking about teenage awkwardness in general, and kids teasing other kids. I wonder to what extent childhood cruelty keeps kids from exercising. I guess what I mean to say is that if I were a fat 13-year-old and the boys made fun of me in PE (as they no doubt would), when it came time to run the weekly mile, I'd be even less likely to actually try to run because I'd just be afraid of drawing attention to myself. Do you know what I mean?

George: In recent years we have been working hard to eliminate the types of practices in K-12 physical education that embarrasses and humiliates youngsters. Overweight, poorly coordinated, unfit youngsters should feel just as comfortable in physical education as highly skilled athletes. What are we doing? NASPE has developed a series of documents entitled "developmentally appropriate physical education" that describe practices that have the deleterious effect you describe in your question, e.g. captains picking teams, relay races, running laps or doing laps as punishment, and then recommends practices and techniques for eliminating these practices that have proven harmful in the past. These documents can be downloaded at www.naspeinfo.org.

Jaime Owen Chicago, IL: What data sources are available for monitoring school recess and physical activity standards? By State? County?

Rhonda: I rely on the CDC for statistics regarding physical education and recess. I would also like to mention early works by the American Association for the Child's Right to Play.

In the fall, 1999 The American Association for the Child's Right to Play conducted two case studies with schools that had restored recess after having eliminated it for 3 years. The results of those case studies showed the need for training in supervision. The results were published in: Clements, R. (2000). Elementary school recess: Selected readings, games, and activities for teachers and parents. (Ed.). Boston: American Press

That same year, the Association also worked with Elementary School Physical Education teachers in 14,840 school districts (i.e., one teacher per school district) to obtain a sampling figure from the larger 64,785 total elementary schools in the USA. The purpose of this sampling was to determine the extent to which the schools offered recess periods in grades Preschool through Six. All results at that time indicated that these schools had either eliminated one or more recess period, or were in the process of revising their school's curriculum to increase academics.

Michael Casey Kailua, HI: What are some of the most exciting "practical research" that is currently being conducted (or funded by federal government)? And, I'm only using the term "practical" to refer to the type of research that is looking more at behaviors (TV viewing habits, play time, eating habits)

Charlene: I can answer your question in regard to school physical education. Probably the most exciting practical research is the evaluation data from physical education programs funded by the federal Carol M. White Physical Education Program (PEP) out of the US Department of Education. PEP grants are competitively awarded to school districts for approximately $200-500,000/year for three years to expand and enhance physical education. With these grants, we are seeing very positive physical education enhancements, such as new/revised physical education curricula that focus on students experiencing a wide variety of physical activity and developing knowledge and skills that can lead to a lifetime of physical activity participation.

Jocelyn, Moosic, PA: We care for preschool children some of whom are already overweight, we encourage the children to eat healthy and provide a well balanced breakfast and lunch daily with plenty of fresh fruits and vegetables. Many children do not eat the fruit or vegetables and they say mommy says I don't have to eat these. We use the three bite rule, before you can say you don't like eat you have to take three bites of the item on your plate. Are we wrong in encouraging children to try new foods and do you have any suggestions as to how we can encourage parents to do the same things at home? It becomes very frustrating when children won't eat healthy foods and then when mom comes to pick them up the child asks to be taken to McDonalds because they are hungry.

Rhonda: Oh wonderful question ...and a great suggestion for readers and parents alike. I share in the belief that all Preschool children need to be exposed to different healthy foods. And, I was very fortunate to have a mother who was a nutrition aid for our local county. She was very successful in offering evening workshops to teach the parents about how to cook healthy dishes. In fact, I remember her saying "unless the parent is involved in a hands-on way... they will never acquire an appreciation for nutritional meals." (And on a personal note my latest book for ages 3 through eight) is loaded with fun simple activities that teach the basics about healthy foods.

So with that said, I would encourage you to have a "family" evening event where each family could make or bring in their favorite recipe. I hope my suggestion sparks additional ideas...

Katie Averill: What ideas do you have for sparking enthusiasm for physical activity in children so they will enjoy the rewards of a healthy lifestyle when they leave the school and go home to a sedentary home lifestyle?

George: For youngsters to feel enthusiastic about physical activity they need to feel confident about their abilities. Youngsters who are made to feel uncoordinated in physical education or embarrassed seem far less likely to be voluntarily physically active. Some of the techniques used by good teacher include providing youngsters with choices so every child is not doing the same thing at the same time, providing opportunities for children to vary or modify games or tasks, and generally creating a safe and welcoming environment where every child can experience success regardless of their ability. Good teachers also spend time discussing the importance of being physically active 60 minutes, or more, a day and practical ways youngsters can do so in their community and at home.

Randy Kuhlman/Fort Dodge, Iowa: question: Are there school systems around the country that have changed from a sports-based curriculum to a life-skills fitness/wellness based curriculum? If so, is there a developed PE curriculum available that schools can implement?

Charlene Burgeson: Absolutely! For a decade or more, there has been a strong movement toward physical education curricula and programs that prepare students for a lifetime of physical activity. The National Standards for Physical Education state that "Physical activity is critical to the development and maintenance of good health. The goal of physical education is to develop physically educated individuals who have the knowledge, skills, and confidence to enjoy a lifetime of healthful physical activity." However, it is important to point out that sports are a type of physical activity that many people enjoy, and many sports are lifetime activities (especially these days with adult leagues and masters teams for so many different types of sports). So, high quality physical education programs do teach sports as well as a variety of other physical activities (such as dance, weight training, outdoor adventure education, etc.). The key, and you'll see this in good physical education programs, is that students are taught—and learn—foundation sports skills before they learn to us them in game situations. Another key is that game situations in physical education do not need to be played by "official rules." In order to create an environment where all kids are learning and moving, modified or small-sided games may be the way to go. Yes, there are some physical education curricula on the market. It is more common, though, for each school district to develop its own curricula in order to tailor it to the needs and interests of their community (for example, schools is Alaska may teach ice skating and skiing while schools in Florida may teach kayaking).

Michael Casey, Kailua, HI: Can you give some good examples, from your experience, of a school level effort to increase students' activity levels ... Who led the effort? What types of things did they do? What kinds of resources did they need?

Charlene: There are a few key items. First, to have the best chance of increasing students' physical activity levels, schools should implement a comprehensive physical activity program. Those elements are: physical education, recess for elementary school students, afterschool physical activity clubs/intramurals, interscholastic athletics for high school students, walk/bike to school programs, integration of physical activity into other subject areas, and teaching about physical activity in health education. Second, there needs to be buy-in from a variety of stakeholders at the school level including teachers (beyond physical education and health education), principal, parents (e.g., PTA), and don't forget - students! Typically, the school physical education teacher is the biggest "champion" for physical activity in the school, so he/she may be the obvious leader, but it has to be a group effort. Third, human and financial resources are necessary to make any program successful. But we need to be creative here. Schools can find community corporate partners to provide human and/or financial resources, apply for grants, utilize parent volunteers, link with community resources such as YMCA, parks/rec, fitness clubs, etc.

Jenny Ward, Palo Alto, CA: How can we expect the children of today to value health, if adults choose not to? More adults are overworked, tired, stressed, and forgetting that PLAY and creativity are essential to balance and Life.

Rhonda: Regarding children—I share your concern about the lack of play and good health for children and adults alike. Many early childhood psychologists and educators recognize that our schools are providing a too highly structured learning environment that tends to produce children who are overly passive in nature, with few interests or initiatives. Overly structured environments at school or at home, where the child has little opportunity to make his or her own decisions, also stifles creativity and self expression, and may result in children having an increased expectation that others will address their every need as long as they are compliant with the adult's expectation. This can also surface in the child's play when he or she is a receiver of entertainment, instead of its creator. And yet, our society depends on qualities reflecting eagerness, energy, curiosity, and playfulness. The later quality is seldom discussed in health journals, but it is critical to the child=s and future adult's ability to interact socially with peers in non-demanding ways.

Michael Casey Kailua, HI: If parents at a school are interested in doing something to promote healthy activity and nutrition - is there some sort of "how-to guide" that would help them to structure their efforts, find available resources (info and $)?

Charlene: Yes! There are a lot of great resources; there is no need to recreate the wheel. Try these websites: www.naspeinfo.org, www.pecentral.org, www.pelinks4u.org, www.actionforhealthykids.org, and there are more. Another great resource is the Center for Disease Control and Prevention (CDC) School Health Index: www.cdc.gov/healthyyouth. You should also check out the brand new school recognition program from the Alliance for a Healthier Generation (American Heart Association and Clinton Foundation): www.healthiergeneration.org.

Rah, Japan: 'Sports Day' is an important event in a Japanese student's school life. For weeks, perhaps months leading up to the big event, the students practice racing, doing relays, balancing acts, etc. They take practice and their results on the big day very seriously. Could a 'Sports Day' in American schools motivate students to look at physical activity as more than just another class to pass?

Rhonda: Oh I am very familiar with Japan's "Sport Day" events. They are wonderful, active, and very organized. In the USA we also have large scale student and family events. The most common is the Field Days at the end of the school year in elementary through out secondary schools across the USA. These are a mixture of cooperative and competitive activities. Sometimes they involve mix ages, and sometimes they even involve parents. The other large scale event that I am very familiar with (and have conducted many) are called Playdays. A playday is organized according to "little people" medium people" and "big people." They are based on play and cooperative activities. Basically, families meet in the local or city park and I enjoy the physical activity that goes along with physical play.

Thank you for your question.

Judy Shasek: Have you thought of having kids vend fitness along with the snacks and even healthy beverages being sold? There is a great YSA program here: http://www.redmond.k12.or.us/patrick/renz/2005-2006/dancematvending.htm

George: What an interesting concept! I had not heard of this program before. If I understand it correctly the school is selling participation time on dance mats (similar to Dance, Dance, Revolution) at lunch and recess as a way to raise money to purchase additional dance mats and Play Stations. While I suspect some schools would frown on this program, I am sure others would welcome it. While I need more time to think about this program, I would be concerned about youngsters who might not have the money to purchase the time on the dance mat. Overall, however, this is both intriguing and interesting and I would encourage schools to explore this program. Thanks for bringing it to our attention.

SK, Atlanta, GA Hi, in the Atlanta Public School system, recess is prohibited and very few schools have any physical education requirements. Cutting these activities out often stems from increasing pressure to meet NCLB standards. Several health studies do show that there is a positive correlation between exercise and academic performance. As experts on kids health and fitness, how do you propose we advocate to schools and schools districts to re-incorporate this much needed health benefit?

Charlene: NASPE has a great position paper on the importance of recess (and the characteristics of a quality recess program) at www.naspeinfo.org under "Publications." Many parents and advocates use this paper as an authoritative statement. Furthermore, the results of health studies that show a positive correlation between physical activity and academic performance need to be shared - because it is academic performance for which schools (principals, superintendents, school boards) are held accountable. You should also check out the great new initiative of the Cartoon Network called "Rescuing Recess" at www.rescuingrecess.com. They have many reputable organizational partners on board, including the National PTA - and we know that PTAs (parents) can influence administrators and school boards.

Connie Hall Givens: What will it take to get physical education/physical activity recognized as critical to the complete education of children?

Rhonda: Studies in the USA, England, and Australia clearly show that children spend more than four hours a day viewing television. They also spend more time indoors than previous generations largely due to the risk of violence now thought to be inherent in urban settings. They read quietly, amuse themselves with comics, push buttons on computer games in isolation of a peer group, or use remote controls to move electronic toys that have replaced the time memorial hobby horse, wagon, or scooter. Given the technology of today, one can also predict that children of the 21st century will know very little about their bodies' capabilities, and continue to seek passive entertainment, in contrast to physical challenges that help the body to grow and develop in healthy ways.

I am afraid that this growing trend will continue unless parents "really step up to the plate" and insist on daily physical education and recess in their child's schools as well as providing more physical activity experiences in the home setting.

Stacey Randolph: What would be the standard as far as meeting this "healthy level of physical activity?"

Rhonda: The key word is "daily." My graduate students at Manhattanville College hear this word over and over again. Children and parents alike simply need daily physical activity and that should be the focus of all physical education teachers' discussion with their students and their parents.

CG, Washington How receptive do you think schools in general are to parents or groups of parents who want to work on improving wellness policies and physical exercise opportunities for their kids?

Rhonda Great question! Over the years I have had the pleasure of chatting, emailing, and responding to letters from at least 3,000 parents- maybe lots more. During my work with the American Association for the Child's Right to Play. I am always delighted when parents take the time to secure information about "how to change their school" to permit more time for recess, or physical education, or afterschool sports. However, every single parent worried that they might be perceived as "rocking the boat" or placing their child in a bad light.

I remain firm that parents are the "champion of any change" and when a parent sees an administrator with another parent... they have already made a huge step forward to change.

If you or others are still hesitant, I have many parents be successful but raising as little as $100 dollars and taking it to the school administration as a donation. That can also get the ball rolling.

Thanks for the question.

Cindy, Baltimore My son's school has been cutting back on recess for the past 2 years. When it comes to concerns of parents & schools recess just doesn't seem to matter, how do we change that?

Charlene: Please see my answer to a similar question from SK in Atlanta. There is so much pressure on schools to address a wide variety of important needs/programs, that in many cases, the squeakiest wheel gets the grease. So, mobilize! Get a coalition of parents, students, and community members together to advocate loudly and forcefully. Try to get the local media to buy into the problem (that elementary school students need recess) so that they can help make it a public fight.

Dave, Alaska I feel like I had an easier time with my son than I did with my daughter when it came to being active, do you suggest a different approach for each of the sexes.

George: There is an increasing body of evidence suggesting that perhaps we should be treating girls and boys differently when it comes to physical education and physical activity. While it always risky to generalize about differences between girls and boys, we know that many boys prefer more competitive, large group sports whereas many girls prefer individual, less competitive physical activities, e.g. dance, working in groups cooperatively. Coaches would also tell you that with boys they can be a bit more aggressive and harsh, whereas girls prefer their practices to be more fun with little or no hollering. So I do think there are differences between boys and girls but the bottom line is that each child is different and the best approach is always to explore a variety of physical activities and see what sparks their interest. All too often in the United States we specialize way too early and deprive youngsters of the opportunity to discover and explore the plethora of sports and physical activities that exist throughout the world today.

Randy Kuhlman: Is there an online resource that we can go to get information about "best practice" PE curricula?

Charlene: Yes, a brand new one! The Centers for Disease Control and Prevention (CDC) just released free, online Physical Education Curriculum Analysis Tool (PECAT). Go to www.cdc.gov/healthyyouth to read/download a copy. There are also some great books available from commercial publishers. I suggest goggling or yahooing something like "physical education curriculum/curricula" or "books on physical education curriculum/curricula."

Lauren, Washington, DC: I was wondering if you all might be able to highlight some international practices that have proven successful in keeping kids active and healthy. Can US patterns of eating and culture be compared with other countries to give us a holistic picture of heath for future generations?

Rhonda: I am delighted to try... since I am very fortunate to work with 47 other countries, and many European countries are also facing the same problems and issues with obesity. England is very concerned and has a large campaign on TV aids and cartoon booklets. They use a game approach in their literature to motivate participation. Scotland is becoming more involved with enriched afterschool programs. Overall, no one country has the solution, but all of the efforts are encouraging.

La Terra, Denver, Co.: Is there any correlation between a child's age and the amount of exercise they need?

George: The recommendation today is 60 minutes or more of physical activity a day. Obviously the type of physical activity will be different for different aged children. It is also recommended that children of pre-school age not be sedentary for more than 60 minutes and that elementary school children not be sedentary for more than 2 hours at a time. This last recommendation is especially important as more and more schools increase the emphasis on high-stakes testing in reading and math and may tend to overlook the recommendations of child development experts that youngsters do not spend several hours with limited or no opportunity for moderate to vigorous physical activity.

Roshin: That's all the time we have today. Thanks to all of you for your thoughtful questions and comments. Special thanks to Charlene, Rhonda, and George for sharing their thoughts, experiences, and expertise with us.


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