San Jose Unified School District Physical Activity Bright Idea (Submitted on August 12, 2005)
What did they want to do?
This nutrition and physical activity project exposed students to increased opportunities for physical activity through a pedometer challenge. Students also were provided with healthy fruit and vegetable snacks.
Who took action? The project was managed by Kathy Boeckman, RN, who oversaw the program, monitored the students’ progress, set appropriate fitness goals, ensured the children’s safety, and supervised data collection (e.g. BMI). A parent volunteer with a strong background in nutrition ensured that all materials used were suitable and provided a consistent message. Program staff and volunteers assisted classroom teachers on incorporating nutrition education materials into the existing framework, while the teachers were responsible for the day-to-day running of the program. The program director also worked with nursing students from San Jose State University who were involved in some of the classroom teaching. Other participants included the director and a consulting registered dietician in Student Nutrition Services, additional teachers, and parent volunteers. Administrative support was vital to the project.
Where did this happen? Healthy Start Program - school
Demographics
Approximately 240 4th grade students in two elementary schools were targeted for the program; 8-9 year olds, male and female, who scored below average (for the district) on the California Physical Fitness Assessment
76.09% at Anne Darling Elementary (students at school = 845); 78.37% at Gardner Elementary (students at school = 490)
Target schools: 78% Hispanic; 14% Anglo, 5% Asian, 1% Black
San José Unified School District serves over 32,000 students from K-12. SJUSD has 29 elementary schools, 7 middle schools, and 7 high schools. Nearly 30% of the student population has limited English proficiency.
Academic Year Implemented 2004-2005 Academic Year
Why did they want to do it? The goal of Mission: Possible was to empower children to make positive changes in their lives with respect to nutrition (food choices) and fitness (physical activity). It is hoped that these changes will ultimately affect their overall health as well as their academic achievement. The project enhances an already existing statewide social studies curriculum (learning about the California Missions) by incorporating physical activity (walking) and nutrition education. Ultimately, the goal was to create a healthy environment on the school campus that served as a model for all students and their family members who participated in the program.
Two schools were initially chosen to participate in the program: Anne Darling and Gardner elementary schools. Within these target schools, 49% of children at Anne Darling and 82% of children at Gardner Elementary failed to meet the state guidelines for body composition (based on skin-fold measures or BMI) when the test was given to children in 5th grade. Many children who are overweight do not realize that by simply decreasing sedentary behaviors, they can burn more calories which can help with energy balance. The goal was to empower these children to move more and make healthier food choices.
Background
How did they accomplish their goal? At the start of the program, every child received a pedometer to keep track of the number of steps they took each day. Children were instructed to put the pedometer on when they came to class each day, and leave the pedometer in the classroom at the end of each school day. They were also instructed to keep a daily log of the number of steps they walked each day. Student progress was monitored by entering daily logs into an excel spreadsheet by parent volunteers.
Children not only competed against themselves, but were part of classroom teams that competed against each other. Although the goal of the program was to make all children “winners,” it was recognized that competition could help motivate some children. There were different categories of “winners” and each month prizes were given to recognize the unique efforts of all the children (e.g. most improved, best attitude, etc).
Once a month, in conjunction with Student Nutrition Services, a fruit or vegetable sampling was held on campus during lunchtime. This enabled the children to learn about and try new foods, as well as increase their daily consumption of fruits and vegetables.
The program ran throughout the academic school year, from Sept 2004 – June 2005. The walking phase had a large “kick off” rally in September 2004, and children started monitoring their progress. The students were encouraged to walk every day on campus, as well as to and from school, and before and after school if possible. The program was capped off by a field trip to Mission San Juan Bautista in Hollister, CA at the end of the school year. Because the program lasted the entire school year, it is hoped that new “habits”’ were created for these children.
What were their results? Students and school staff liked the program and it fit in well with the curriculum already being taught in 4th grade. Although parental involvement was not extensive, the families of the students benefited by way of materials and information the students took home. Students were encouraged to integrate the lessons learned into lifelong habits and the outcome of this was somewhat evident in the activity levels of some of the students and their comments regarding food choices. A measure of BMI on the students who completed the program did not show significant changes, however this was not expected in the short time frame of the intervention. Rather, it is hoped that the students, their families, and the staff came away with lasting lessons on staying healthy.
What are their future plans? The 5th grade teachers will be encouraged to adopt the 5 A Day Power Play! lessons in their classes as a follow-up to the program’s implementation with 4th graders. Trainings and materials could be provided to these teachers as an incentive for their participation, thereby continuing the message with the same children and reinforcing the message as they move from 4th to 5th grade.
