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5 Physical Activity
Pages 37-46

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From page 37...
... (James Sallis) • Multicomponent interventions in school and early care and education settings have been found to be effective in increasing physical activity in children and youth.
From page 38...
... In a comparison of moderate to vigorous physical activity among young people in 10 countries, based on objective monitors, the United State scored lowest, at 46 minutes, compared with an average of 65 minutes and a top level (in Norway) of almost 84 minutes, nearly twice the U.S.
From page 39...
... He cited a review of strategies for in creasing physical activity among youth that found sufficient evidence for multicomponent school programs and physical education; suggestive or emerging evidence for active transportation to schools, activity breaks in classrooms, strategies in preschool and child care settings and the built envi ronment; and insufficient evidence for school physical environments, after school programs, home and family influences, and programs in primary care settings (Physical Activity Guidelines for Americans Midcourse Report Subcommittee of the President's Council on Fitness, Sports & Nutrition, 2012)
From page 40...
... Another is wider and more equitable distribution of school funds for sports, he argued. For example, he noted, a few schools have essentially eliminated their interscholastic sports programs and used those resources to greatly expand intramural programs that are open to 3 Such practices included, for example, having a physical education teacher, providing more than 100 minutes/week of physical education, having recess supervised by personnel other than classroom teachers, providing more than 20 minutes/period of recess, and having no more than 75 students/supervisor in recess (Carlson et al., 2013)
From page 41...
... Schools without adequate physical education, which are predominantly in low-income communities, are "unacceptable from a public health standpoint," he said. He cited reducing disparities as the cornerstone of public health, and argued that advocates in schools, on school boards, and on state boards of education all can influence policies that affect disparities.
From page 42...
... Furthermore, Economos noted, the exemplar school districts provided a high number of physical activity programs in addition to physical education and recess opportunities. "Think about a school bringing in a walking–running program, a classroom (physical activity)
From page 43...
... According to Sallis, these data suggest that local policies can be effective in creating more equitable built environments. Given each city's unique pattern of environmental disparities, he suggested, it is necessary to assess local conditions as a basis for remediating disparities in physical activity environments.
From page 44...
... Message framing is critical to increasing equitable implementation of physical activity resources, Hinkle argued. "We come up with policies and recommendations that people should do," she said, "but they often don't know how to implement them." As an example, she suggested that instead of emphasizing weight loss as the primary benefit of physical activity, it would be better to highlight the wide range of benefits that result from being active, including social support, reduced stress, greater longevity, and improved mobility.
From page 45...
... THE ROLE OF COMMUNITIES An issue that arose in the discussion session was the role of communities in building momentum for change involving physical activity. Many decisions about transportation, land use, and school policies are made at the local level, Sallis noted, and when leaders from inside and outside of government create a shared vision, change can happen.


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