What is Jump into Action?

• Team taught, nutrition and physical activity program

• Designed to change behaviors related to nutrition and physical activity

Program that works • Developed, tested and evaluated by

Baylor College of Medicine

• Updated and adapted for Missouri by a team at the University of Missouri Nutritional Sciences Department

Why target fifth grade students?

• Can understand cause and effect relationships.

• Beginning to make independent decisions about food choices and physical activity habits.

How does Jump into Action fit into the

curriculum?

• 8 Classroom lessons can be taught once or twice a week for 4-8 weeks.

• Monthly check-ups help reinforce goals and behaviors throughout the school year.

What is expected of schools selected for participation?• Designated school contact to attend

training and coordinate evaluation.

• School team -- Physical education teacher, school nurse and classroom teachers -- to implement and evaluate program.

What is provided?

• Student activity books• Teachers’ guide• Instructional materials• Assessment &

evaluation

• Training• Support• Family

newsletters

How much does Jump into Action cost?

Program materials are provided at no cost thanks to funding support.

How does the Jump into Action team work?

• Physical Education Teacher: physical activity lessons and pedometers to help students increase physical activity time.

• Classroom Teacher: nutrition lessons and instructional materials to help students make better food choices.

• School Nurse: diabetes lesson to help students understand the risks and concerns about type 2 diabetes.

• Parents: support for students as they examine their physical activity and eating behaviors and set goals to improve their choices.

• Together: team encourages students to be more physically active and make food choices for a healthy weight.

How does the Jump into Action team work?

Who trains and supports the Jump into Action team?

Ann Cohen, MS, RD

Steve Ball, PhD

How is Jump into Action evaluated?

Student Outcomes:

Nutrition and physical activity knowledge, self-efficacy and behaviors

Initial surveyProgram completion surveyMonthly check-up survey

School Team Process:Program Implementation Questionnaire

Overweight and Inactive

• Tripled in last 20 years• Children spend more time

watching TV than going to school• Does the CULTURE of a school

advocate activity and health?

Percent of obese/overweight youth who become obese adults by age category

Dietz WH. Health consequences of obesity in youth: childhood predictors of adult disease. Supp Pediatr. 1998;3 (101):518-525.

Must A and Strauss RS. Risk and consequences of childhood and adolescent obesity. Int J Obesity. 1999;23(Suppl 2):S2-S11.

Youth at Risk….Activity Levels By Steps

Tertiles Girls 6-12a Trend

Most Active 14,000 Level

Least Active 8-9,000 Level

Tertiles Boys 6-12b Trend

Most Active 16-17,000 Up

Least Active 10,000 Down

aN = 325 bN=386

Youth At Risk..BMI Levels by ActivityTertiles Girls 6-12a Trend

Most Active 15.5-20.5 5 pts up

Least Active 15.2-24.9 9.7 pts up

Tertiles Boys 6-12b Trend

Most Active 16.5-18.0 1.5 pts up

Least Active 15.9-24.9 9 pts up

aN = 325 bN=386

Girls - % Overweight/Obese*

Country Least Active

More Active

Most Active

Total

U.S. 48.0% 35.9% 22.8% 35.6%

Sweden 23.3% 20.5% 6.5% 16.8%

Australia 20.7% 12.5% 10.4% 14.4%

*Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000.

Boys - % Overweight/Obese*

Country Least Active

More Active

Most Active

Total

U.S. 46.7% 24.5% 18.8% 33.5%

Sweden 22.9% 18.0% 17.7% 16.6%

Australia 18.8% 17.7% 10.9% 15.8%

*Using International standards from Cole, et al., Br. Med. J. 320:1-6, 2000.

Teacher Accountability Fitness

• “Hitched our wagon” to fitness– Used the pretest – posttest model

which primarily reveals growth improvement, not training

– Emphasizes intensity of exercise which obese kids don’t accept

– Kids are more obese than ever even in good P.E. programs

Teacher Accountability Skill

• Skill development as a measure of teacher success– Skill measurement is difficult at best –

takes time away from learning– Is genetically controlled and favors

highly skilled youth – discourages unskilled youth

– Very few valid and reliable measures are available to teachers.

Teacher Accountability Physical Activity

• All youth can be active – no genetic limitations

• Suitable for all youth – unskilled and overweight

• Can be measured objectively with pedometers

• All youth can increase their activity

Physical ActivityA Better Goal for Youth

• Regular activity increases the probability of an active adult lifestyle.

• All youth have the capability to perform some type of activity

• Moderate activity offers health benefits similar to fitness

• Activity helps those who need it most - unskilled and obese youth

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4000

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7000

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P.E. School Day OutsideSchool

BoysGirls

Where Students Accumulate Activity

Morgan, C. F., Pangrazi, R. P., & Beighle, A. (2003). Using pedometers to promote physical activity in physical education. Journal of Physical Education Recreation and Dance, 74(7), 33-38.

Promoting Physical Promoting Physical Activity Using Activity Using PedometersPedometers

Promoting Physical Promoting Physical Activity Using Activity Using PedometersPedometers

Activity Time, Distance,

or Step Counts?• Distance – least accurate due to

stride variations and directionality• Step Counts – shows variation

based on the physical (genetic) traits of each individual

• Activity Time – most accurate and meaningful to kids and parents

Why Activity Time?• Vast majority of activity

recommendations are based on time• Least variation between individuals

– reduces comparative differences• Allows teachers to see how much

activity students are receiving in class

Basic Pedometer Outcomes

• Allow time to overcome the novelty stage• Teach how to put on quickly and on the

move• Teach where to place the pedometer for

highest accuracy• Teach what the pedometer measures - -

activity time, step counts, and distance covered

• Learn how to determine baseline activity level and set personal activity goals

Pedometer Protocol• Number your pedometers• Check out a pedometer to each

student• Explain what pedometers measure• Explain the reset and mode

buttons and practice using them

Pedometer Protocol• Let students shake and look; walk

and look; reset and clear many times

• Explain placement of the pedometer – over the kneecap on the waistline– Vertical plane– Clothing or belt that is relatively snug

• Practice walking and counting steps

General Guidelines for Pedometers in

class• Let class become familiar with

pedometers• Give time to open, shake, reset, learn

modes• Takes a week before they resume normal

activity• “You shake them we take them”• Don’t send home until used for 4-6 weeks

in PE – use sample letter to parents• Students don’t have to share data

Implementing the Pedometer Activity

Unit• Use pedometers as an overlay for

physical education instruction• Teach basic activities as a group• Teach pedometer activities as an

integrated unit – math, science, nutrition

• Try to move pedometers outside the physical education lesson