Healthy Living Guideline Toolkit by Public Health Management Corporation

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT THE HEALTHY LIVING GUIDELINES FOR OUT-OF-SCHOOL TIME (OST) PROGRAMS were developed to provide youth with the best opportunity to be healthy while attending OST programs in Philadelphia. These guidelines were developed through a process including local OST providers and health experts studying the OST system in Philadelphia. When imagining a setting that supports health and keeps youth at a healthy weight, our Healthy Kids, Healthy Communities (HKHC) Leadership Team envisioned healthy, attractive, and tasty foods; space to play; and peers and staff supporting fun, physical activity. This vision grounded the discussion about the best guidelines and strategies for OST programs. The goal of these guidelines and this toolkit is to improve the OST environment to support healthy behaviors, like eating healthy foods and ensuring time for enjoyable physical activity, and to reverse the incidence of overweight youth. Many factors contribute to the statistics showing 30-50% of youth are overweight or obese, depending on where they live in Philadelphia. Many neighborhoods lack access to healthy foods and safe places to play. Sugary, fatty, and salty foods are common nourishment for many youth and few eat the recommended servings of fruits and vegetables. Unfortunately few youth meet the recommendation of 60 minutes a day for physical activity. It is our hope that these Healthy Living Guidelines and this toolkit will help OST programs in Philadelphia offer physical activity and create an environment where healthy food behaviors are supported. We thank the Robert Wood Johnson Foundation, the Centers for Disease Control and Prevention, and the Philadelphia Department of Public Healthâ&#x20AC;&#x2122;s Get Healthy Philly initiative and the St. Christoper's Foundation for Children for their support and funding of this program and toolkit. We also thank the Philadelphia Departments of Human Services, and Health and Opportunity; the OST management staff, Research and Evaluation Group, and Communications Department at Public Health Management Corporation (PHMC), The Food Trust, National Nursing Centers Consortium, The University of Pennsylvania, The HKHC OST Partnership and Leadership Teams, The Robert Wood Johnson Foundation Clinical Scholars, and the many OST staff, youth, parents, caregivers and other key informants who contributed to this process. A special thank you goes to the staff of Health Promotion Council for their time, effort and support for this initiative.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT FOR THE HEALTH OF CHILDREN IN PHILADELPHIA The HKHC OST initiative wants all youth attending after school and summer programs to be healthy and live a healthy life. Statistics show that over 40% of youth in Philadelphia are overweight or obese. Philadelphia OST Healthy Living Guidelines have been developed after careful consideration of how to improve the environment for OST youth so they get healthy food and a chance to be active every day.

Proven strategies to combat obesity and keep youth at a healthy weight Increase physical activity

Reduce the consumption of sugary drinks

ÌÌ 76% of Philadelphia youth do not attend physical education

ÌÌ Youth are drinking at least two sugary drinks – about 500

classes daily and many do not get recess in school.

calories a day.

ÌÌ Less than one-third of our youth ages 6-17 nationally engage in vigorous physical activity for 20 minutes a day.

Reduce screen time activities ÌÌ Youth spend 5-7 hours watching TV or playing computer or video games a day.

Reduce exposure to foods marketed to children ÌÌ Up to $10 billion are spent advertising foods each year.

Eat more whole grains, fruits, and vegetables ÌÌ Many youth live in neighborhoods where they can’t buy these foods. ÌÌ Families often can’t afford to buy these foods.

This map shows the percentage of children who were overweight and obese in Philadelphia in 2008. According to the information on this map, an average of 40.7% of children are overweight or obese. Look at your section of the city on this map to see the average of overweight and obesity rate in your neighborhood. There is a higher rate of overweight and obesity in lower-income areas of the city. Many studies have shown the rate of obesity and overweight is higher in populations who did not graduate high school. In Philadelphia, approximately 60% of African-American and Latino children are overweight or obese, compared to 50% of white children. The national goal for overweight and obesity is 5%, so all racial groups are well beyond the target.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT What is the problem with being overweight or obese? Being overweight or obese does not guarantee health problems, but it does increase the risk of 20 major diseases, including high blood pressure, heart disease, and type 2 diabetes. In one population-based study, 60% of youth ages 5-10 that were obese had at least one cardiovascular risk factor, such as high blood pressure, high cholesterol, high triglycerides, and 25% had two or more risk factors. Medical costs to manage these diseases are sky-rocketing, and our workforce is less able to compete and be productive. In fact, nearly one- third of Americans ages 17-24 are too heavy to join the military.

How do we define overweight and obesity? Obesity is defined as excessively high amount of body fat compared to lean muscle mass. Overweight is an increased body weight in relation to height and compared to standard acceptable weight.

How is obesity or overweight measured? A formula called body mass index (BMI) is used to determine weight to height.

(weight in pounds)

x 703

(height in inches) x (height in inches)

A simple online calculator from the Centers for Disease Control and Prevention for youth and teens can be found at http://apps.nccd.cdc.gov/dnpabmi/Calculator.aspx The BMI is charted on a BMI for age percentile growth chart. This compares the BMI of youth to others of similar age. ÌÌ A youth is considered underweight if they are less than the 5th percentile. ÌÌ A youth is at a healthy weight if they are at the 5th percentile to the 85th percentile. ÌÌ A youth is considered overweight if they are at the 85th to 95th percentile. ÌÌ A youth is considered obese if they are equal to or greater than the 95th percentile. Please remember that family genetics can impact weight. Doctors look to see if the trend for the child’s weight is constant. For example, a child who was born and measured at 85% BMI, and stays that way over their life is less concerning than a child who has been at 50% most of their life and shoots up to 85% at age 15. Also, a muscular person may weigh more and have a higher BMI than someone who is not as muscular. While BMI is a measure comparing weight and height, then compared by age, it isn’t a perfect measurement of overweight and obesity. Nurses in Philadelphia public schools take BMI measurements of all students to screen for overweight and obesity. If a child’s BMI puts them in overweight or obese category, a letter is mailed home to the parents. Parents who receive this letter can talk to the school nurse or their family doctor. See the Food Fit Philly Website for more information about overweight and obesity in Philadelphia: http://foodfitphilly.org/all-about-sugary-drinks/obesity/ For more general information about obesity see the Centers for Disease Control and Prevention website: http://www.cdc.gov/obesity/

Healthy Living Guidelines Pledge The Healthy Living Guidelines are an important part of keeping children healthy, fit, and active in their OST programs. The Healthy Living Guidelines include:

FOOD AND NUTRITION

PHYSICAL ACTIVITY

Guideline #1 OST programs do not serve or allow sugary drinks.1

Guideline #1 School-year OST programs serving youth in grades

Guideline #2 Safe, fresh drinking water is available to youth at all

K-5 provide a minimum of 30 minutes per day, 150 minutes per week

times, indoor and outdoors, including field trips.

of moderate to vigorous activity. Summer OST programs serving youth

Guideline #3 Each OST provider adopts a comprehensive strategy

in grades K-5 provide a minimum of 60 minutes of daily OST time or a

to improve the food environment during OST, reflecting food service

minimum of 300 minutes per week of moderate to vigorous2 activity.

requirements, community perspectives, and good nutrition by

OST programs serving youth in grades 6-12 provide a minimum of 20%

eliminating outside food, OR allowing food in the program that

of daily or weekly OST time of moderate to vigorous activity.

reflects recommended health and nutrition principles, for example,

Guideline #2 Non-work screen time3 is limited to 30 minutes per

the Dietary Guidelines for Americans 2010.

3-hour block of OST time.

Guideline #4 A pleasant, social environment is provided during

Guideline #3 OST programs provide a safe environment for play

scheduled meals and snacks, encouraging social interaction,

and physical activity.

conversations, and positive eating behaviors.

Guideline #4 OST programs provide equitable opportunities for

Guideline #5 OST programs that offer nutrition education use credible

all youth to participate in quality sport and fitness programs.

nutrition materials from nonprofit, federal, state, or city agencies. Materials with food company logos or advertising are not to be used.

Sugary drink: a non alcoholic beverage with added sugar, such as soda, non-100%-fruit drinks,

sports drinks, flavored water, energy drinks, and ready-to-drink sweetened tea and coffee.

Guideline #6 The OST program serves meals and snacks in a

clean and safe environment, at proper serving temperatures, in

exercise causing rapid breathing and unable to talk.

compliance with the Philadelphia Department of Public Health Office of Food Protection requirements.

Moderate intensity: exercise causing sweating but talk is possible. Vigorous intensity: Work can include homework, project-based learning, and enrichment work. Screen-time

is defined as sitting in front of a television, video or computer screen, computer game, or gaming system.

Children need healthy food, nutrition, and physical activity to be able to learn, develop, and grow to their full potentials. As a staff member of the ______________________________ OST program, I understand that modeling the Healthy Living Guidelines provides an environment in which the children may follow these guidelines as well. This allows for both staff and children to lead healthier, more enjoyable lifestyles while in the OST program. Furthermore, to make best use of the Healthy Living Guidelines, staff and youth can use these standards outside of the after school program to stay healthy, happy and fit. Therefore, I, _________________________________, pledge to follow the Healthy Living Guidelines, as stated above while I am present in the _____________________________ Out-of-School Time program. I will also attempt to follow these guidelines to the best of my ability in my daily life as well so I may be a good role model for children and lead a healthier lifestyle. _________________________________________________ ___________________ Signature

Date

For copies of this pledge, and pledge pages for parents and youth, see the Nutrition Resources & Parent Handouts section.

Table of Contents Healthy Living Guidelines SECTION 1: FOOD & NUTRITION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Guideline #1 OST programs do not serve or allow sugary drinks.1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Guideline #2 Safe, fresh drinking water is available to youth at all times, indoors and outdoors, including field trips.. . . . . . . . . . . . . . 13 Guideline #3 Each OST provider adopts a comprehensive strategy to improve the food environment during OST, reflecting food service requirements, community perspectives, and good nutrition by eliminating outside food, OR allowing food in the program that reflects recommended health and nutrition principles, for example, the Dietary Guidelines for Americans 2010. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Guideline #4 A pleasant, social environment is provided during scheduled meals and snacks, encouraging social interaction, conversation, and positive eating behaviors.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Guideline #5 OST programs that offer nutrition education use credible nutrition materials from non-profit, federal, state or city agencies. Educational materials with food company logos or advertising are not to be used.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Guideline #6 The OST program serves meals and snacks in a clean and safe environment, at proper serving temperatures, in compliance with the Philadelphia Department of Public Health Office of Food Protection requirements.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 Nutrition Resources & Parent Handouts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

SECTION 2: PHYSICAL ACTIVITY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Guideline #1 School-Year OST programs serving youth in grades K-5 provide a minimum of 30 minutes per day, 150 minutes per week of moderate to vigorous activity2. Summer OST programs serving youth in grades K-5 provide a minimum of 60 minutes of daily OST time or a minimum of 300 minutes per week of moderate to vigorous activity. OST programs serving youth in grades 6-12 provide a minimum of 20% of daily or weekly OST time of moderate to vigorous activity. . . . . . . . . 61 Guideline #2 Non-work screen time3 is limited to 30 minutes per 3-hour block of OST time.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 Guideline #3 OST programs provide a safe environment for play and physical activity.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 Guideline #4 OST programs provide equitable opportunities for all youth to participate in quality sport and fitness programs.. . . . . . . . 93 Physical Activity Resources & Parent Handouts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Sugary drink: a non alcoholic beverage with added sugar, such as soda, non-100%-fruit drinks, sports drinks, flavored water, energy drinks, and ready-to-drink sweetened tea and coffee.

Moderate intensity: exercise causing sweating but talk is possible. Vigorous intensity: exercise causing rapid breathing and unable to talk.

Work can include homework, project-based learning, and enrichment work. Screen-time is defined as sitting in front of a television, video or computer screen, computer game, or gaming system.

Section

1 Food & Nutrition

Section 1: Food & Nutrition Guideline #1 OST programs do not serve or allow sugary drinks.

Programs can create an environment that supports health by not serving sugary drinks. WHAT IS A SUGARY DRINK? Sugary drink (n): a non alcoholic beverage with added sugar, such as soda, non-100%-fruit drinks, sports drinks, flavored water, energy drinks, and ready-to-drink sweetened tea and coffee.1

THE OST DRINK LIST Drink these healthy drinks

Avoid these sugary drinks

Water

Non-diet sodas: orange, cola, grape, ginger ale,

Sparkling water with a splash of 100% juice

root beer, or lemon-lime, etc.

Plain fat-free or low-fat milk

Sweetened iced tea, sweetened tea, or coffee drinks

100% fruit juice

Fruit drinks: Little Hugs, fruit punch

Unsweetened decaffeinated or herbal teas

Non-diet flavored water: fruit waters, energy waters

Nondairy milk

Sports drinks

V-8 juice or vegetable juice

Sweetened ice-based drinks, icy slushies, water ice Fruitades: lemonade, limeade

Water is the best drink! It has no calories and will

Energy drinks: Red Bull, Monster

quench your thirst better than juice or soda.

National School Lunch Program and Child and Adult Care Food Program Guidelines only allow fat-free and 1% milk, and it can be flavored, (although we do not recommend flavored

milks due to the sugar content). In addition, parents or caregivers can request in writing a non-dairy substitution without providing a medical statement. This request must identify the special medical restriction or child’s dietary need. Such substitutions are at the option and expense of the facility.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #1 OST programs do not serve or allow sugary drinks.

How this Guideline Helps OST Youth If children consume sugary drinks instead of healthier beverages, they miss out on important nutrients that are needed for their growth and development. A perfect example is milk, which has calcium and vitamin D needed for bone health. Because Americans are drinking more sugary beverages in place of milk, most are not getting enough of either nutrient. Too many calories from sugary drinks can be a cause of unhealthy weight gain and other health problems, such as diabetes and heart disease. Too many sugary drinks can cause tooth decay and cavities.

TIPS FOR OST PROGRAMS TO KEEP PROGRAMS FREE OF SUGARY DRINKS Try the Rethink Your Drink lesson with youth in your program, so youth can see how much sugar they are getting in their favorite beverages. This works at parent meetings too! Send a note home to parents and caregivers about a sugary-drink-free environment and do a lesson on sugary drinks at a program, open-house, or enrollment event. Change vending machine selections to include healthier options. Talk with the local corner store and fast food sites about having healthier drinks available for youth. Start a sugary-drink-free environment poster contest! Ask youth to keep their sugary drinks in their school bag during OST time. Call parents and remind them of the sugary drink policy at OST sites. Be a role model—serve only healthy beverages in OST programs, celebrations, and events. Model the behavior you want to see! Drink water and do not consume sugar-sweetened beverages on-site.

Additional resources available: see the “Sugary Drinks and Healthy Beverages” handout in the Nutrition Resources & Parent Handouts section.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #1 OST programs do not serve or allow sugary drinks.

Read It Before You Drink It! Understanding the Nutrition Facts SUGARY DRINK LABEL: The Serving Size defines the size of the portion.

8 fl. oz. (246 g) 2.5

Servings Per Container shows how many servings are in the

Calories list the amount of energy in a serving. There are 100 calories in one serving, and 2.5 servings in the whole container. Therefore, there are 250 calories in

container. If one serving is 8 fluid ounces (1 cup) and there are 2.5 servings in the container, the container holds 2Â˝ cups.

the entire bottle.

Look for beverages that contain 3 grams of sugar or less per serving.

20% or higher indicates that your drink is a good source of this nutrient. 5% or lower means your

4 grams of sugar =

drink is low in that

1 teaspoon of sugar

vitamin or mineral.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #1 OST programs do not serve or allow sugary drinks.

The Ingredient Label EXAMPLE OF A REAL BEVERAGE LABEL CONTAINS PURE FILTERED WATER, SWEETENERS (HIGH FRUCTOSE CORN SYRUP, SUGAR) PEAR, PINEAPPLE AND ORANGE JUICES FROM CONCENTRATE, LESS THAN .5% OF: PASSION FRUIT JUICE FROM CONCENTRATE, CITRIC ACID, NATURAL FLAVORS, MODIFIED CORNSTARCH, GLYCEROL ESTER OF ROSIN, POTASSIUM SORBATE AND SODIUM BENZOATE AND SODIUM HEXAMETAPHOSPHATE, AND CALCIUM DISODIUM EDTA, RED #40, GREEN # 3.

HIDDEN NAMES FOR SUGAR! Ingredient labels list the ingredients used in making a food product. Ingredients are listed by the most by weight to the least by weight. Water is listed as the first ingredient in most beverages, and has no calories. But the sugars listed do! Sugar by any name is still sugar. Sometimes food companies will use a variety of types of sugar in their product. Here is a list of other sugars often found on beverage labels: Sugar, corn syrup, brown sugar, cane sugar, corn sweetener, evaporated cane juice, honey, invert sugar, raw sugar, molasses, maple syrup. And anything with an “ose” ending: maltose, lactose, fructose, glucose, high fructose corn syrup, crystalline fructose.

So be moderate and wise and avoid sugary drinks!

DID YOU KNOW? Soft drink makers produce a staggering 10.4 billion gallons of sugary soda each year, enough for a 12-ounce can for every American, every day, 365 days a year.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #1 OST programs do not serve or allow sugary drinks.

Re-Think Your Drink A great activity for staff, youth, and parents

Activity

Class participants will examine the beverages they drink.

1. Depending on the number of individuals, divide students into

They will learn how to read food labels to make healthier

small groups or have them work individually. If they are too young to do the math, it may be necessary to show them how to

beverage choices and understand serving sizes.

figure out the amount of sugar per beverage. 2. Ask youth to think about how many bottles of sugary drinks

Purpose of activity This activity will help students see how much sugar is added to various beve rages.

they usually drink every day. 3. Provide each group with a beverage label. Have group members read the labels and figure out how many servings are in each

Age level Any

container. Example: A 20-ounce container is 2 ½ servings. See

Group size Can be adapted for almo st any size

label reading handout (Read It Before You Drink It) for details.

Time involved Preparation time : 10 minutes; Activ

ity

time: 15–30 minutes; depends on num

ber of beverages.

Materials needed ÌÌ Several beverage containers with nutr

4. M ultiply the number of grams of sugar (see nutritional label) per serving by the number of servings in the beverage container. ____ grams sugar per serving X ____ servings =

ition labels

ÌÌ Measuring spoons or plastic teaspoon s ÌÌ Sugar ÌÌ Clear plastic drinking cups

____ grams in beverage container 5. One teaspoon equals four grams of sugar; therefore divide the grams of sugar by 4. ____ grams in beverage container ÷ 4 = ____ teaspoons of sugar per beverage container 6. Have a student, or group leader, measure out the number of

Additional resources available: see

teaspoons of sugar in their beverage into clear plastic cups.

the “Re-Think Your Drink” handout in the

7. Compare the amount of sugar in the various beverages.

Nutrition Resources & Parent Handouts section.

8. Discuss the effects too much sugar has on our bodies.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #2 Safe, fresh drinking water is available to youth at all times, indoors and outdoors, including field trips.

How This Guideline Helps OST Youth Everyone needs water for good health. We lose water through urination, breathing, and sweating so it is important to drink water every day to prevent dehydration. Water is a healthy replacement for sugar-sweetened beverages and has no calories or sugar.

WHAT ARE THE BENEFITS OF DRINKING WATER? Regulates your body temperature Moistens tissues Moistens skin Moistens joints Helps flush out waste Carries nutrients to cells Protects bodily organs Prevents dehydration

Your body needs cups or more of water each day

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #2 Safe, fresh drinking water is available to youth at all times, indoors and outdoors, including field trips.

Tips for Having Water Available in OST Programs

Create a hydration station:

Provide tap water by placing a gallon or more of

Advocate

Parents and community advocates can work

water in a jug or pitcher and have cups in an area

with schools and their local government to raise

where the youth are located.

awareness and money to improve drinking water

Place water in an area where children are active to encourage water drinking before, during, and after activities. Float slices of lemon, lime or orange in a pitcher of ice water.

When do you need more water? 1) When you are physically active for more than 10 minutes 2) When it is hot and humid 3) When you feel thirsty, you are already dehydrated

access for students. Have a local major grocery store donate bottle water for summer trips. Purchase water bottles for your youth, or encourage youth to bring in water bottles from home.

Educate

Be artistic! Have students create posters encouraging their peers to drink more water. Always remind youth about the importance of fresh drinking water.

Drink up!

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #2 Safe, fresh drinking water is available to youth at all times, indoors and outdoors, including field trips.

DRINKING WATER AVAILABILITY CHECKLIST Use this simple checklist to evaluate water availability in your site.

Indoor

Yes No

Plan to improve

Is fresh, safe drinking water available, free of charge?



____________________________________

Are all drinking water sources clean?



____________________________________

Are all cups, coolers, and water bottles clean?



____________________________________

Is water available at meals?



____________________________________

Is water pleasant in terms of taste and temperature?



____________________________________

Are posters hanging that highlight the benefits of drinking water?



____________________________________

Are youth encouraged to drink water?



____________________________________

Are pipes free of lead?



____________________________________

Outdoor

Yes No

Plan to improve

Are water fountains/coolers available?



____________________________________

Do supervisors refill water coolers when needed?



____________________________________

OST trips

Yes No

Plan to improve

In the summer, is cool fresh water provided to students during trips?



____________________________________

Are parents sent reminders to provide water bottles?



____________________________________

Is there a plan in case a child forgets/loses their water bottle?



____________________________________



____________________________________



____________________________________

Are adequate water and toilet breaks scheduled for trips lasting an hour or longer? Does staff schedule water breaks and actively remind youth to drink regularly on trips?

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #3 Each OST provider adopts a comprehensive strategy to improve the food environment during OST, reflecting food service requirements, community perspectives, and good nutrition by eliminating outside food, or allowing food in the program that reflects recommended health and nutrition principles, for example, the Dietary Guidelines for Americans 2010.

Please adopt one of the two above strategies to improve the foods eaten and the food environment in OST programs. The first option also covers food for daily consumption, refreshments for meetings, celebrations, and fundraisers.

How This Guideline Helps OST Youth We want youth to have the opportunity to live healthy and active lives. This OST Healthy Living Guidelines Toolkit makes it easier for youth to be healthy. Both youth and staff benefit. The Dietary Guidelines recommend the best choices for good health and were created by the United States Department of Health and Human Services and the U.S Department of Agriculture.

DIETARY GUIDELINES KEY RECOMMENDATIONS

Balance calories, eat healthy foods, and be active!

Eat less salt, sugar, saturated and trans fats, and foods made with refined grains.

A lifestyle that includes healthy eating (calories in) and physical

A diet high in sugar, saturated fats, trans fats, refined grains,

activity (calories out) supports good health.

and salt (sodium) has been linked to weight gain, heart disease,

Choose healthy foods and don’t overeat. Physical activity builds stronger bones, muscles, lungs, and heart, stimulates brain function, and helps maintain a healthy weight. Youth should be active at least 60 minutes a day; adults should be active 30 minutes a day. 1

If you want more information about

the 2010 Dietary Guidelines please visit www.cnpp.usda.gov/ DietaryGuideline.html or www.health. gov/dietaryguideline

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

diabetes, and certain kind of cancers.

Eat more whole grain foods, fruits, vegetables, and fat-free and low-fat dairy products.

These foods contain important nutrients such as vitamins, minerals, and fiber, which are needed for good health. Studies have also shown that a diet rich in these foods can reduce the risk of heart disease and certain types of cancers. Choose more nutritious foods to give your body the best “fuel.”

The dietary guidelines contain three key recommendations to improve or sustain overall health and well-being.1

TIPS TO IMPROVE THE QUALITY OF FOODS FOR OST PROGRAMS Provide youth and parents with examples of healthy foods. (See pages 18 and 20.) Model good nutrition; when you have celebrations, fundraisers, and meetings, the foods served should be healthy foods. Serve fruit, veggies, and other healthy foods for snacks at program-sponsored events. Offer nonfood prizes as rewards for good behavior instead of cookies and candy. Use games, field trips, or extra playtime instead of food-based celebrations. Instead of selling unhealthy foods, choose from the list of creative fundraisers. (See page 22.) OST staff should model healthy eating habits in front of youth. Educate OST youth about healthy food using some of the lessons in this toolkit. Give your food service provider suggestions of healthy snacks and meals that your youth enjoy. Offer to host a taste-test! Have youth, parents and staff sign pledge in toolkit to encourage them to eat and bring in healthy food during OST programming. (See pledge in introduction.)

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Go, Slow, Whoa Snacks FOOD GROUP Vegetables

GO FOODS

SLOW FOODS

WHOA FOODS Eat only once in a

Eat almost anytime

Eat sometimes or less than often

while or on special occasions

ÌÌ Raw vegetables like carrots,

ÌÌ Baked French fries

ÌÌ Hash browns

ÌÌ Fresh vegetables with regular

ÌÌ French fries

celery, broccoli, green beans with low-fat dressing

Fruits

dressing

ÌÌ All fresh fruits – whole or cut up

ÌÌ Dried fruits (e.g., raisins)

ÌÌ Canned or frozen fruit in their own

ÌÌ Fruits canned in light syrup

juice

ÌÌ Fruits canned in heavy syrup

ÌÌ 100% fruit juices ÌÌ Frozen fruit juice bars

Dairy

ÌÌ Low-fat yogurt

ÌÌ Chocolate milk

ÌÌ Ice cream

ÌÌ Low-fat string cheese

ÌÌ Low-fat frozen yogurt

ÌÌ Whole milk

ÌÌ Fat-free or low-fat milk

ÌÌ 2% milk

ÌÌ Milk shakes ÌÌ Full-fat cheeses

Grains

ÌÌ Whole grain crackers

ÌÌ Baked tortilla chip

ÌÌ Cookies, cakes, pies

ÌÌ Whole grain cereal

ÌÌ White bread

ÌÌ Donuts

ÌÌ Whole grain muffins

ÌÌ White crackers

ÌÌ Sweetened cereals

ÌÌ Whole grain pretzels

ÌÌ Low-fat microwave popcorn

ÌÌ Honey buns

ÌÌ Air-popped popcorn

Meat/Nuts/Beans

Beverages

ÌÌ Cheese and buttery popcorn

ÌÌ Unsalted sunflower seeds

ÌÌ Salted sunflower seeds

ÌÌ Hot dogs

ÌÌ Tuna in water

ÌÌ Tuna in oil

ÌÌ Chicken nuggets

ÌÌ Unsalted nuts

ÌÌ Turkey or beef jerky

ÌÌ Hoagies with white bread

ÌÌ Hummus

ÌÌ Hoagies with wheat bread

ÌÌ Fried chicken

ÌÌ Bean dip

ÌÌ Hamburgers

ÌÌ Three bean salad

ÌÌ Cheesesteaks

ÌÌ Water

ÌÌ 100% fruit juices

ÌÌ Fruit punch, lemonade

ÌÌ Free-fat or low-fat milk

ÌÌ 2% milk

ÌÌ Soda

ÌÌ Unsweetened ice tea

ÌÌ Sport drinks

ÌÌ Sweetened ice teas

ÌÌ V-8 juice

ÌÌ Whole milk

ÌÌ Fruit smoothies ÌÌ Seltzer water

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Healthy School Celebrations Let’s party! From birthday parties to holiday celebrations, there are many celebrations in OST sites. Along with the fun, usually comes food. Just one school party can include pizza, sugary beverages, chips, cake, and ice cream, plus a goodie bag with candy. Offering so many treats so often can contribute to unhealthy eating habits. However, with a few easy changes, parents, OST staff, and students can shift the focus of school parties from unhealthy food to healthy fun.

TIPS FOR NONFOOD CLASSROOM CELEBRATIONS Have a scavenger hunt for items or information around your OST site. Have children search for items related to the party theme. Provide “free choice” activity time at the end of the day. Provide extra recess time. Celebrate creatively by setting up craft stations and playing music in the background. Plan special party games. Have a dance party. Read a children’s book related to the party theme. Allow students to pick a book of their choice and ask the principal or a parent to come in and read it.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

CELEBRATE WITH A VARIETY OF HEALTHY SNACKS Serve snacks with fun plates, napkins, cups, or straws, or have a tasting party where children can vote for their favorite healthy snack. Trail mix (pretzels, dried fruit, whole grain low-sugar cereals, sunflower or sesame seeds, etc.) Fruit kabobs made with a variety of fruits Yogurt parfaits with fat-free or low-fat yogurt, granola, and fruit Light or low-fat popcorn (without butter) Fat-free or low-fat pudding Applesauce or other fruit cups Raw veggies served with fat-free or low-fat dip, like salad dressing or hummus Bananas or strawberries and yogurt as a dip Graham crackers with jam or apple butter Fresh apple slices with caramel or yogurt dip Raisins or dried fruit such as bananas, apples, peaches, apricots, plums, etc. Whole grain tortilla chips and salsa Healthy breads, like corn bread or banana bread Whole grain cereal bars 100% frozen fruit bars Fruit smoothies Crackers and cheese Hummus and vegetables

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Healthy Incentive Days! PHYSICAL ACTIVITY

HEALTHY NUTRITION

Themed days: Students can make an art project earlier in the week that goes along with the theme for the incentive day

Create your own fruit smoothies!

Carnival/fair

Visit local garden to see how/where fruits grow Children learn about different fruits Children pick out fruits to use in their fruit smoothie

Olympics

Air-popped popcorn day!

Dancing with the staff day

Students can choose what spices to add to their popcorn: Cinnamon, Cayenne pepper, Chili powder, Paprika, Parmesan cheese

Glee or other popular TV show theme Staff vs. student basketball game Hula hoop competition

Healthy cooking/snack day!

Double-dutch competition

Build a salad Ants on a log

Dance parties:

Make your own trail mix

Line dancing

Children bring in their favorite CD (approved by staff)

Dry whole grain cereal Low-fat granola Raisins or dried fruits Whole grain pretzels Nuts (if permitted by site)

Cooperative games

Make your own yogurt fruit parfait

Salsa Other cultural music

Low-fat yogurt Fruit of choice (strawberries, blueberries, etc.) Low-fat granola or whole wheat cereal

Fruit and vegetable tasting Trip to the farmers market

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #3â&#x20AC;&#x201A; Each OST provider adopts a comprehensive strategy to improve the food environment during OST, reflecting food service requirements, community perspectives, and good nutrition by eliminating outside food, or allowing food in the program that reflects recommended health and nutrition principles, for example, the Dietary Guidelines for Americans 2010.

Read It Before You Eat It! Understanding the Nutrition Facts SAMPLE FOOD LABEL: POTATO CHIPS Servings Per Container show how many servings are in

The Serving Size defines the size of the portion.

Calories are a measurement of energy. Total fat lists the amount of fat in a serving. Eat a diet low in dietary fats. Avoid foods

the container. 1 oz. (28 g) 10 Limit foods high in cholesterol, sodium and sugar. Consuming too much fat, cholesterol, sodium, and sugar can lead to weight gain, heart disease and diabetes.

high in saturated and trans

The % Daily Value shows

fat. Remember if you have

the percent of this nutrient

more than one serving you

compared to what you need

need to multiply the amount per serving times the number of servings.

in a day. Eat less foods with high percentage of fats, cholesterol, and sodium. A higher % Daily Value for

20% or higher means that your food is a good source of

fiber or protein is good.

this vitamin or mineral.

Remember to multiply the

5% or lower means your food is

times each nutrient to get

low in that vitamin or mineral .

realistic nutrition information.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

number of servings you eat

Alternative Non-Food Fundraiser Ideas TO DO

TO SELL

Ask local businesses to donate a portion of their sales

Magazines

on a given date to your OST program. Organize a marathon; dance-a-thon, bike-a-thon, walk-

Holiday ornaments/flowers Mother’s Day baskets

a-thon, read-a-thon, and have sponsors pledge money,

Picture frames

per mile, or numbers of books/pages.

Gift wrap

Organize a car wash.

Greeting cards

Hold a talent show and sell tickets.

Pedometers

Invite community members and businesses to donate

Cookbooks with healthy recipes

items for a silent auction.

Balloon bouquets

Rent-a-teen helper

Calendars with photos and upcoming events

Penny wars (pennies +1 point, nickels +5 points,

Music CDs

quarter +25 points, team with the most points wins)

Fitness video/DVD

Book fair

Valentine’s Day flower sale

3-on-3 basketball tournament

Halloween pumpkin sale

Recycle cell phones and printer cartridges.

Vegetable seedling or herb plants

Bowling/Skate night

Tickets to a sporting event or concert Sport equipment: jump ropes, balls, hula hoops, Frisbees

Additional resources available: see the “Analyzing Fast Food” activity and the “Let’s Eat for the Health of it” handout in Nutrition Resources & Parent Handouts section.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Food in After School Programs Many OST programs offer snacks or meals to youth. The National School Lunch Program and the Child and Adult Care Food Program (CACFP) are both programs of the U.S. Department of Agriculture, which reimburses meals and snacks at schools and OST programs serving youth from low-income families. Each program has specific requirements for the types of foods that must be included to get reimbursed. If your program is located in a School District of Philadelphia (SDP) building, OST snacks or meals are provided by the Division of Food Services of the School District of Philadelphia. Programs not housed in SDP buildings may utilize any of the following “school food sponsors” for meals or snacks. These sponsors will provide the food. Your OST program will need to provide necessary documentation for the sponsors to get reimbursed for the food.

Nutritional Development Services (NDS)

CBS Kosher Food Program

Archdiocese of Philadelphia

85 Tomlinson Rd Unit D, Huntingdon Valley, PA 19006

222 North 17th Street, Philadelphia, PA 19103

215-938-0201

215-895-3470

http://www.cbsfoodprogram.com/index.html

http://www.ndsarch.org/

Preferred Meals

Primo Food Service

800-886-6325 ext.#9967

2411 Kingman Drive

http://www.preferredmealsystems.com/

Wilmington, DE 19810

sales@preferredmealsystems.com

800-249-0521 www.primofoodservice.com

Philadelphia Parks & Recreation 215-685-2725

Sites may also provide snacks or meals on their own, or contract with another food provider or caterer. To find out how to provide after-school meals through your organization, contact the Pennsylvania Department of Education, Division of Food and Nutrition at 800-331-0129. Kitchens will need to be certified by the Philadelphia Department of Health, Division of Food Protection. See Food and Nutrition Guideline 6 for more information.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #4 A pleasant social environment is provided during scheduled meals and snacks, encouraging social interaction, conversation, and positive eating behaviors.

How This Guideline Helps OST Youth A pleasant social eating environment is relaxing, promotes healthy eating habits, and allows youth to accept and enjoy meals and snacks without pressure. This allows youth to learn to listen to their hunger cues and understand when they are full, attain self-control, and practice mindful eating. OST programs can encourage youth to try new foods by increasing their exposure to a greater variety of foods.

Never praise, reward or bribe a youth to finish a meal, or use food as a punishment. Weight problems can result if food is used as a reward or punishment. Offer healthy foods and let youth choose how much to eat.

TIPS FOR OST PROGRAMS TO PROMOTE HEALTHY EATING BEHAVIORS Have regularly scheduled meals and snacks and avoid eating in between. Allow plenty of time to eat and enjoy foods. Allow youth to eat in small groups to encourage socializing and conversation. Trust children with their food. If children say they are hungry at mealtime, it is okay for them to eat. If they say they are full, it is okay for them to stop. It

sharing pleasant conversations, trying new foods, practicing good table manners, and helping with clean up. Be a role model. Youth respect and look up to their teachers. If youth see their teachers eating healthy foods they will learn to like them too. Involve youth with planning meals, food preparation and clean up. Encourage youth to try new foods. Explain that

is important for everyone to get a sense of when they

learning to like new foods takes time and encourage

have had enough.

them to try to be open-minded.

Offer positive feedback to reinforce nutrition guidelines.

Never force or bribe youth with food.

Set clear expectations for mealtime behaviors and

Don’t use mealtime and snack time to reward or

socialization. For example, expectations may include

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

discipline youth.

Section 1: Food & Nutrition Guideline #4 A pleasant social environment is provided during scheduled meals and snacks, encouraging social interaction, conversation, and positive eating behaviors.

Promoting Positive Eating Behaviors Have regular family meals.

Make a variety of healthy snacks available.

When youth know when meals are served, they will come to the

Keep plenty of fruits, vegetables, whole grain snacks, and healthy

table hungry and ready to eat. Scheduled family meals and snacks

beverages (water, milk, 100% fruit juice) around and easily

encourage positive interactions between parents and children.

accessible so kids become used to reaching for healthy snacks

Studies have shown that children who have regular family meals are

instead of empty calorie snacks like soda, chips, or cookies.

less likely to become overweight and do better in school. This is a great opportunity to learn about what is going on in your children’s lives. Even if you are bringing in takeout food, sit down and eat together as a family.

Cook more meals at home. Eating home-cooked meals is healthier for the whole family and sets a great example for kids about the importance of food. Restaurant meals tend to have more fat, sugar, and salt. Preparing meals at home is also less expensive than dining out. Save dining out for special occasions.

Involve children with food chores. Children like to help adults shop for groceries, choose what goes in their lunch box, prepare dinner, and clean up. It’s also a chance for you to teach them about different foods, their nutritional value, and (for older children) how to read food labels.

Be a role model. Parents are children’s first teachers. Children often mimic their parents’ behaviors. If children see their parents eating healthy foods it is more likely that youth will choose healthy foods too.

Don’t force or bribe kids with foods. Offer and encourage youth to try new foods. Be patient, it sometimes takes more than a dozen times to learn to like a new food. Eating is a learned behavior and it takes time to learn new flavors and textures. Forcing may result in kids refusing certain foods.

Let your children choose how much to eat. Suggest they take enough food to start and more if they are still hungry. Don’t insist that children finish all their food unless they want to. Let them know they won’t be eating again until snack time or the next meal.

Additional resources available: see the “Be a Healthy Eating Role Model” and the “Benefits of Family Meals” posters in Nutrition Resources & Parent Handouts section.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #5 OST programs that offer nutrition education use credible nutrition materials from nonprofit, federal, state, or city agencies. Educational materials with food company logos or advertising are not to be used.

How This Guideline Helps OST Youth Nutrition education helps youth and their families make healthier food choices and develop healthy eating behaviors. Nutrition education can be formal or informal. For example, it may be led by a nutrition educator, with or without the help of curriculum, or it can take advantage of teachable moments during eating times. Nutrition education can take place anywhere: in the classroom, in a food store, in a vegetable garden, through a cooking class, or at mealtime. Send the right health messages to youth. Avoid using materials from food companies that use health messages as marketing tools that can be misleading. Nutrition information should come from credible sources, without any bias from food companies trying to sell their products. Credible sources include government agencies, universities, school districts, nonprofit agencies, and health education foundations.

TIPS FOR OST PROGRAMS TO OFFER NUTRITION EDUCATION Hang nutrition posters, like MyPlate or ReThink Your Drink. Discuss the benefits of healthy foods during snack and mealtime. Include activities that involve healthy eating. Have youth create a list of fruits and vegetables they want to try. Then sample them each week. Provide handouts, coloring pages, and healthy eating worksheets. If possible, get youth involved with food preparation. A food activity, like making pizza or smoothies, or a vegetable tasting offer youth hands-on experience.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Nutrition Education in OST ONLINE RESOURCES OST Project Based Learning Blog

Team Nutrition

http://ostprojects.wordpress.com/2011/02/28/school-gardens/

http://teamnutrition.usda.gov/Resources/eatsmartmaterials.html

A resource for OST providers in Philadelphia, this project-based

Team Nutrition is a national initiative designed to bring youth,

learning website offers examples of successful PBL activities

schools, and families together to improve the health of the nation’s

including gardening activities.

children. This initiative based on the principles of the Dietary

Media Smart Youth http://www.nichd.nih.gov/msy/index.htm#subnav3

Guidelines and MyPyramid encourages students and their parents to eat a variety of low-fat and nutrient-rich foods. Even though schools are the primary focus for Team Nutrition there are many great and interactive materials on this site that can be used in any setting.

Media Smart Youth is an interactive after-school program for youth ages 11-13. The goal of this program is to show youth how the media

Produce for a Better Health Foundation

can influence their nutrition and physical activity choices. This

http://www.pbhfoundation.org/educators/teachers/curriculum/index.php

program is designed to help students become critical thinkers and develop skills on how to make good decisions concerning their health.

Milk Matters http://www.nichd.nih.gov/milk/teachers/index.cfm

Produce for a Better Health Foundation is an organization that is dedicated to ensuring that individuals have access to fruits and veggies. Their curriculum “Healthy Eating with Peanut and Produce,” designed for grades 3-6 teaches students the nutritional benefits of eating fruits, vegetables, and peanuts. Another great component of

Milk Matters is a public health campaign designed to encourage

this curriculum is that it teaches students where we get our food.

youth to consume more calcium-rich foods. This site allows providers to find a variety of activities such as fun worksheets and online games for all ages.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Eat.Right.Now

for healthy recipe ideas or if you are trying to get a better

http://philasad.org/offices/nutrition

understanding of the terms that surround nutrition.

The Eat.Right.Now Program provides nutrition education in

Tiger’s Action Plan - Fit Plan Living Healthy

Philadelphia public and charter schools for youth and low-income

http://web.tigerwoodsfoundation.org/programs/

families. To see if your program qualifies for this free program, check

twlcLessons/fitPlan/index

out the Eat.Right.Now website. Developed and tested at the Tiger Woods Learning Center, Fit Plan

MyPlate.gov

is a unique curriculum focusing on living healthy through nutrition

www.choosemyplate.gov/

activities, exercise, and diet. This contains many good lessons and fun activities using real-life examples. All ages.

This communication initiative based on the 2010 Dietary times. The main objectives of MyPlate are to remind consumers to

ational Heart, Lung, and Blood Institute’s N Portion Distortion

balance calories and what foods to increase and reduce.

http://hp2010.nhlbihin.net/portion/

We Can!

Over the past 20 years the portion sizes served at restaurants and

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/index.htm

fast food establishments have increased. To find out how today’s

Guidelines is designed to serve as a reminder to eat healthy at all

portions compare to the portions available 20 years ago, quiz We Can! is a national movement spearheaded by the National Heart,

yourself on Portion Distortion I (2003) and Portion Distortion II

Lung, and Blood Institute that is designed to give parents, caregivers,

(2004). You will also learn about the amount of physical activity

and communities the tools to help prevent obesity in children ages

required to burn off the extra calories provided by today’s portions.

8-13. On We Can!’s website you can find informative factsheets tailored towards adults and interactive activities for children.

Growing Healthy Habits http://md.nutrition-ed.org/

KidsHealth by Nemours http://kidshealth.org/

This curriculum developed by the University of Maryland teaches nutrition through gardening.

KidsHealth is a popular website for children’s health and development. This is a good website to visit if you are looking

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #5â&#x20AC;&#x201A; OST programs that offer nutrition education use credible nutrition materials from nonprofit, federal, state, or city agencies. Educational materials with food company logos or advertising are not to be used.

TAKE ADVANTAGE OF LOCAL TALENT There are many food and nutrition experts in your community. For example nutrition experts may include chefs, university nutrition students, hospital dieticians, and farmers. Invite them to come in and speak to youth about their careers. If they have nutrition cooking expertise, they can do a food demonstration or tasting at your site. Nutrition education from SNAP-Ed or Penn State is available in many of our communities and may be able to work with your youth. http://www.panen.org/philadelphia-county

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 1: Food & Nutrition Guideline #6 The OST program serves meals and snacks in a clean and safe environment, at proper serving temperatures, in compliance with the Philadelphia Department of Public Health Office of Food Protection requirements.

How This Guideline Helps OST Youth Safe food handling is critical to help prevent food borne illnesses and to keep people healthy. Handwashing is essential to prevent the spread of infections. Food should be completely defrosted and served at proper serving temperatures for youth to enjoy. Serving utensils as well as food preparation and eating surfaces must be clean and sanitized.

TIPS FOR OST PROGRAMS FOR HANDWASHING Always wash your hands before and after handling or serving food. Hang handwashing signs on bathroom walls to remind youth and staff to wash their hands. Wash your hands after using the bathroom, taking out the trash, eating, drinking, smoking, gardening, or handling any chemicals.

Additional resources available: see the “Wash Your Hands” posters in the Nutrition Resources & Parent Handouts section.

All OST sites must register with the Office of Food Protection in the Philadelphia Department of Public Health. Go to www.phila.gov/health/environment/foodprotection.html and fill out pages 22-24.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

TIPS FOR OST PROGRAMS TO KEEP FOOD SAFE Defrost and store food in the refrigerator and not on the counter. If you touch raw meat before serving and preparing another

Wash hands for at least 10-15 seconds with soap and warm water. Use a paper towel to turn off the faucet!

food, always wash hands, and make sure the preparation surfaces are clean. Rinse fresh fruits and veggies before serving. Serve and prepare food on clean surface areas. Clean all surface areas with detergent and hot water. Make sure that dishes and utensils are clean before using. Do not serve or prepare food for others if you are sick. Do not sneeze or cough near food. Keep cold food cold, keep hot food hot. Wear plastic gloves when working with, or serving foods that will not receive further cooking.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Nutrition Resources 1 & Parent Handouts

Section

Section 1: Food & Nutrition

Additional Resources Guideline 1 Philadelphia Department of Public Health: http://foodfitphilly.org/all-about-sugary-drinks/facts/ Harvard School of Public Health: http://www.hsph.harvard.edu/nutritionsource/healthy-drinks/focus/index.html Liquid Candy, Center for Science in the Public Interest: http://www.cspinet.org/liquidcandy/index.html The Negative Impact of Sugar Sweetened Beverages on Children’s Health The Robert Wood Johnson Foundation Healthy Eating Research Synthesis, November 2009: http://www.rwjf.org/childhoodobesity/product.jsp?id=52668 Sweet and Vicious, The Case Against Sugar, by Gary Taubes, April 17, 2011, The New York Times Magazine Are You Pouring on the Pounds? NYC Health Anti-Soda Ads - Man Drinking Fat: http://www.youtube.com/watch?v=-F4t8zL6F0c - Do You Drink 93 Sugar Packets a Day?: http://www.youtube.com/watch?v=hF8XnU4L33U - Man Eating Sugar: http://www.youtube.com/watch?v=62JMfv0tf3Q PSA on Sugar-Loaded Beverages, Seattle & King County Public Health Dept: http://www.youtube.com/watch?v=6idXRO8Voas&NR=1 How Much Sugar in a Can of Cola?: http://www.youtube.com/watch?v=yKZ2ZqBYlrI&NR=1

Guideline 2 Water in Schools: www.Waterinschools.org/faqs

Guideline 3 Dietary Guidelines: http://health.gov/dietaryguidelines or http://www.cnpp.usda.gov/dietaryguidelines.htm MyPlate: http://www.choosemyplate.gov/ or http://www.choosemyplate.gov/food-groups/

Guideline 4 Ellyn Satter: http://www.ellynsatter.com/

Guideline 6 Food Safety: http://www.foodsafety.gov/ http://www.fightbac.org/

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Healthy Living Guidelines Pledge for Parents The Healthy Living Guidelines are an important part of keeping children healthy, fit, and active in their OST programs. The Healthy Living Guidelines include:

FOOD AND NUTRITION

PHYSICAL ACTIVITY

Guideline #1 OST programs do not serve or allow sugary drinks.1

Guideline #1 School-year OST programs serving youth in grades

Guideline #2 Safe, fresh drinking water is available to youth at all

K-5 provide a minimum of 30 minutes per day, 150 minutes per week

times, indoor and outdoors, including field trips.

of moderate to vigorous activity. Summer OST programs serving youth

Guideline #3 Each OST provider adopts a comprehensive strategy

in grades K-5 provide a minimum of 60 minutes of daily OST time or a

to improve the food environment during OST, reflecting food service

minimum of 300 minutes per week of moderate to vigorous2 activity.

requirements, community perspectives, and good nutrition by

OST programs serving youth in grades 6-12 provide a minimum of 20%

eliminating outside food, OR allowing food in the program that

of daily or weekly OST time of moderate to vigorous activity.

reflects recommended health and nutrition principles, for example,

Guideline #2 Non-work screen time3 is limited to 30 minutes per

the Dietary Guidelines for Americans 2010.

3-hour block of OST time.

Guideline #4 A pleasant, social environment is provided during

Guideline #3 OST programs provide a safe environment for play

scheduled meals and snacks, encouraging social interaction,

and physical activity.

conversations, and positive eating behaviors.

Guideline #4 OST programs provide equitable opportunities for

Guideline #5 OST programs that offer nutrition education use credible

all youth to participate in quality sport and fitness programs.

nutrition materials from nonprofit, federal, state, or city agencies. Materials with food company logos or advertising are not to be used.

Sugary drink: a non alcoholic beverage with added sugar, such as soda, non-100%-fruit drinks,

sports drinks, flavored water, energy drinks, and ready-to-drink sweetened tea and coffee.

Guideline #6 The OST program serves meals and snacks in a

clean and safe environment, at proper serving temperatures, in

exercise causing rapid breathing and unable to talk.

compliance with the Philadelphia Department of Public Health Office of Food Protection requirements.

Moderate intensity: exercise causing sweating but talk is possible. Vigorous intensity: Work can include homework, project-based learning, and enrichment work. Screen-time

is defined as sitting in front of a television, video or computer screen, computer game, or gaming system.

My child needs nutritious foods and physical activity to be able to learn, develop properly and live a healthy lifestyle. As a parent of the ___________________________ OST program, I understand that modeling the Healthy Living Guidelines allows my child to lead healthier and more enjoyable lives while in their OST program. Therefore, I___________________________ pledge to encourage my child to follow the Healthy Living Guidelines, as stated above when they are present in ___________________________ Out-of-School-Time program. I will also support the staff at ___________________________ Out-of-School Time program by ensuring that my child(ren) is/are dressed properly for physical activity and by providing only healthy foods and beverages for snacks, fundraisers and other celebrations. I will attempt to follow these guidelines not only during afterschool but also at home to the best of my ability so my child(ren) and I can lead a healthier life. _________________________________________________ ___________________ Signature

Date

_________________________________________________ _________________________________________________ _____________________ Name of child or children

Healthy Living Guidelines Pledge for Youth The Healthy Living Guidelines were created to help keep my classmates and I healthy, active and having fun afterschool in my OST program. The Healthy Living Guidelines include:

FOOD AND NUTRITION

PHYSICAL ACTIVITY

Guideline #1 OST programs do not serve or allow sugary drinks.1

Guideline #1 School-year OST programs serving youth in grades

Guideline #2 Safe, fresh drinking water is available to youth at all

K-5 provide a minimum of 30 minutes per day, 150 minutes per week

times, indoor and outdoors, including field trips.

of moderate to vigorous activity. Summer OST programs serving youth

Guideline #3 Each OST provider adopts a comprehensive strategy

in grades K-5 provide a minimum of 60 minutes of daily OST time or a

to improve the food environment during OST, reflecting food service

minimum of 300 minutes per week of moderate to vigorous2 activity.

requirements, community perspectives, and good nutrition by

OST programs serving youth in grades 6-12 provide a minimum of 20%

eliminating outside food, OR allowing food in the program that

of daily or weekly OST time of moderate to vigorous activity.

reflects recommended health and nutrition principles, for example,

Guideline #2 Non-work screen time3 is limited to 30 minutes per

the Dietary Guidelines for Americans 2010.

3-hour block of OST time.

Guideline #4 A pleasant, social environment is provided during

Guideline #3 OST programs provide a safe environment for play

scheduled meals and snacks, encouraging social interaction,

and physical activity.

conversations, and positive eating behaviors.

Guideline #4 OST programs provide equitable opportunities for

Guideline #5 OST programs that offer nutrition education use credible

all youth to participate in quality sport and fitness programs.

nutrition materials from nonprofit, federal, state, or city agencies. Materials with food company logos or advertising are not to be used.

Sugary drink: a non alcoholic beverage with added sugar, such as soda, non-100%-fruit drinks,

sports drinks, flavored water, energy drinks, and ready-to-drink sweetened tea and coffee.

Guideline #6 The OST program serves meals and snacks in a

clean and safe environment, at proper serving temperatures, in

exercise causing rapid breathing and unable to talk.

compliance with the Philadelphia Department of Public Health Office of Food Protection requirements.

Moderate intensity: exercise causing sweating but talk is possible. Vigorous intensity: Work can include homework, project-based learning, and enrichment work. Screen-time

is defined as sitting in front of a television, video or computer screen, computer game, or gaming system.

I need healthy foods and physical activity to be able to learn, grow and be healthy adults. As a student of the ___________________________ OST program, I understand that by following the Healthy Living Guidelines while I am in my OST program will help me achieve these goals. Therefore, I ___________________________ (name) pledge to follow the Healthy Living Guidelines, listed above while I am attending the ___________________________ Out-of-School-Time program. I will follow the guidelines: ÌÌ By following and listening to my teachers’ directions while exercising so my classmates and I will not get injured. ÌÌ By bringing only healthy foods and drinks such as fruits, vegetables and water to my OST program. ÌÌ By leaving my videos games and cell phone in my book bag during OST hours. I will attempt to follow these guidelines not only during afterschool but also at home to the best of my ability so I can lead a healthier life. _________________________________________________ ___________________ Signature

Date

Your Child’s After-School and Summer Camp Program Is Sugary Drink Free! Sugary drinks are full of sugar and calories. When kids drink sugary drinks instead of milk, juice, or water, they probably are not getting the nutrients they need for healthy growth. Sugary drinks can lead to an unhealthy weight and cavities, and many parents and teachers report that youth behave better when they avoid sugary drinks.

SUGARY DRINKS INCLUDE: Non-diet sodas: orange, cola, grape, ginger ale, root beer, or lemon-lime, etc.

Sports drinks Sweetened ice-based drinks, icy slushies, water ice

Sweetened iced tea, sweetened tea, or coffee drinks

Fruitades: lemonade, limeade

Fruit drinks: Little Hugs, fruit punch

Energy drinks: Red Bull, Monster

Non-diet flavored water: fruit waters, energy waters

Serve and send in healthy drinks! Fat-free or low-fat milk and 100% fruit or vegetable juice, and water are the healthiest drinks. Try lactose-free milk, rice milk, almond milk or soy milk if your child has trouble digesting milk due to “lactose intolerance” 100% fruit juice is loaded with vitamins and minerals, natural fruit sugar, and calories. 8 ounces a day is plenty! 100% vegetable juice is delicious and loaded with lots of vitamins. Everyone needs about 8 cups of water a day, and more when it’s hot or after exercise.

Rethink Your Drink A great activity for staff, youth, and parents,

Activity

this activity will help students see how much

1. Depending on the number of individuals, divide students into

sugar is added to various beverages. Class participants will examine the beverages they drink.

small groups, have them work individually. If they are too young to do the math, it may be necessary to show them how to figure out the amount of sugar per beverage.

They will learn how to read food labels to make healthier beverage choices and understand serving sizes.

Materials needed ÌÌ Several beverage containers with nutrition labels

2. Ask youth to think about how many bottles of sugary drinks they usually drink every day. 3. Provide each group with a beverage label. Have group members

ÌÌ Measuring spoons or plastic teaspoons

read the labels and figure out how many servings are in each

ÌÌ Sugar

container. Example: A 20-ounce container is 2 ½ servings. See

ÌÌ Clear plastic drinking cups

label reading handout (Read It Before You Drink It) for details. 4. Multiply the number of grams of sugar (see nutritional label) per serving by the number of servings in the beverage container.

g) 8 fl. oz. (246 2.5

5. One teaspoon equals four grams of sugar; therefore divide the grams of sugar number by 4. 6. Have a student, or group leader, measure out the number of teaspoons of sugar in their beverage into clear plastic cups. 7. Compare the amount of sugar in the various beverages. 8. Discuss the effects too much sugar has on our bodies.

____ servings per beverage container X ____ grams sugar per serving = ____ grams in beverage container

____ grams in beverage container ÷ ____(# of grams/teaspoon) = ____ teaspoons sugar per beverage container

Rethink Your Drink DRINK NAME: Step One: number of servings

grams of sugar in one serving

total amount of sugar

Step Two: total amount of sugar

grams of sugar in one teaspoon*

total number of teaspoons of sugar

* 4 grams of sugar = 1 teaspoon of sugar

DRINK NAME: Step One: number of servings

grams of sugar in one serving

total amount of sugar

Step Two: total amount of sugar

grams of sugar in one teaspoon*

total number of teaspoons of sugar

* 4 grams of sugar = 1 teaspoon of sugar

Drinking Water Availability Checklist Use this simple checklist to evaluate water availability in your site.

Indoor

Yes No

Plan to improve

Is fresh, safe drinking water available, free of charge?



____________________________________

Are all drinking water sources clean?



____________________________________

Are all cups, coolers, and water bottles clean?



____________________________________

Is water available at meals?



____________________________________

Is water pleasant in terms of taste and temperature?



____________________________________

Are posters hanging that highlight the benefits of drinking water?



____________________________________

Are youth encouraged to drink water?



____________________________________

Are pipes free of lead?



____________________________________

Outdoor

Yes No

Plan to improve

Are water fountains/coolers available?



____________________________________

Do supervisors refill water coolers when needed?



____________________________________

OST trips

Yes No

Plan to improve

In the summer: Is cool fresh water provided to students during trips?



____________________________________

Are parents sent reminders to provide water bottles?



____________________________________

Is there a plan in case a child forgets/loses their water bottle?



____________________________________



____________________________________



____________________________________

Are adequate water and toilet breaks scheduled for trips lasting an hour or longer? Does staff schedule water breaks and actively remind youth to drink regularly on trips?

How Much Calories, Fat, Salt, & Sugar Do I Need Each Day? FEMALES Age

9-13 14-18

Fat

Sodium (salt)

Activity Level

Calories

30 % or less of calories from fat per day

In milligrams (mg)

Sugar

Not active

1,400-1,600

1,500*- 2,300

None

Active

1,600-2,000

1,500*- 2,300

None

Very Active

2,000

1,500*- 2,300

None

Not Active

1,800

1,500*- 2,300

None

Active

2,000

1,500*- 2,300

None

Very Active

2,400

1,500*- 2,300

None

* Further reduce sodium intake to 1,500 mg among persons who are 51 and older and those of any age who are African American or have hypertension, diabetes, or chronic kidney disease. The 1,500 mg recommendation applies to about half of the U.S. population, including children, and the majority of adults.

MALES Age

9-13 14-18

Fat

Sodium (salt)

Activity Level

Calories

30 % or less of calories from fat per day

In milligrams (mg)

Sugar

Not active

1,600-2,000

1,500*- 2,300

None

Active

1,800-2,200

60-73

1,500*- 2,300

None

Very Active

2,000-2,600

67-87

1,500*- 2,300

None

Not Active

2,000-2,400

73-80

1,500*- 2,300

None

Active

2,400-2,800

80-93

1,500*- 2,300

None

Very Active

2,800

1,500*- 2,300

None

STUDENT SHEET 1.5A

ANALYZING FAST FOOD INTRODUCTION:

MATERIALS (OPTIONAL):

Mmmmm… fast food; so delicious, but do you really know what you are putting into

Shortening

your body when you eat a cheeseburger and french fries? Do you ever feel lazy and bloated after a fast food meal? Fast food is very cheap, convenient and tasty, but

Table sugar Digital scale or teaspoons

the food is loaded with empty calories, fat, sodium and sugar — nutrients that can alter mood and cause stomach pains if eaten in excess. The following activity will

Spoons Weighing boats or clear cups

help show you what is lurking in your favorite fast food meals!

Fast food nutrition facts

PROCEDURE: PART I- FINDING OUT THE FACTS 1.

Using the nutrition facts from Student Sheet 1.5b or the internet, record the amount of calories, fat, sodium and sugars from each of your food items in the data table below.

ANALYSIS: FOOD ITEM:

CALORIES:

TOTAL FAT (G):

SODIUM (MG)

SUGAR (G)

TOTAL: 1.

What do you think about the amount of calories, fat, sodium and sugar in your fast food meal?

Look at the total amounts of calories, fat, sodium and sugar in your meal. How do these numbers compare to the recommended daily amounts for the average person?

FIT PLAN: LIVING HEALTHY

UNIT 1: LET’S BEGIN!

STUDENT SHEET 1.5A: ANALYZING FAST FOOD 28

STUDENT SHEET 1.5A

ANALYZING FAST FOOD PART II: VISUALIZING THE FACTS (OPTIONAL) DIRECTIONS: Measure the amount of fat (shortening) and sugar (table sugar) in your entire fast food meal using the digital gram scale or a teaspoon. If you are using a teaspoon, use the conversion 1 teaspoon = 4 grams and measure accordingly.

FAT:

SUGAR:

Record the total amount of fat in your meal:_______g.

Record the total amount of sugar in your meal:_______g.

Gather the shortening.

Gather the granulated sugar.

If using a scale:

Zero the scale with the weighing boat on the measuring platform.

Using a spoon, add shortening until the total amount equals the amount of fat in your meal.

Using a spoon, add sugar until the total amount equals the amount of sugar in your meal.

Set aside ﬁnal amount.

If using the teaspoon method, assume 1 teaspoon = 4 grams of fat:

If using the teaspoon method, assume 1 teaspoon = 4 grams of sugar fat:

Using the teaspoon, add shortening until the total amount equals the amount of fat in your meal. You may need to estimate a fraction of the teaspoon to get the measurement as exact as possible.

Using the teaspoon, add sugar until the total amount equals the amount of sugar in your meal. You may need to estimate a fraction of the teaspoon to get the measurement as exact as possible.

Set aside the ﬁnal amount.

ANALYSIS: 1.

Observe your results. What do you think about what you see?

Do you think this is a healthy meal? If not, what kind of changes can you make to cut down on the calories, fat, sodium and sugar? List a few examples of healthier menu items.

How has this activity changed your outlook on fast food?

FIT PLAN: LIVING HEALTHY

UNIT 1: LET’S BEGIN!

STUDENT SHEET 1.5A: ANALYZING FAST FOOD 29

STUDENT SHEET 1.5B

FAST FOOD NUTRITION FACTS LARGE HAMBURGER:

CHICKEN SANDWICH:

REGULAR ICED TEA:

Calories . . . . . . . . . . . . 540 Total fat . . . . . . . . . . . . 29g Sodium . . . . . . . . . 1040mg Sugar . . . . . . . . . . . . . . . 9g

Calories . . . . . . . . . . . . 500 Total fat . . . . . . . . . . . . 17g Sodium . . . . . . . . . 1150mg Sugar . . . . . . . . . . . . . . 10g

Calories . . . . . . . . . . . . . . 0 Total fat . . . . . . . . . . . . . 0g Sodium . . . . . . . . . . . 15mg Sugar . . . . . . . . . . . . . . . 0g

SMALL CHEESEBURGER:

GRILLED CHICKEN SANDWICH:

SMALL SODA:

Calories . . . . . . . . . . . . 300 Total fat . . . . . . . . . . . . 12g Sodium . . . . . . . . . . 750mg Sugar . . . . . . . . . . . . . . . 6g

Calories . . . . . . . . . . . . 420 Total fat . . . . . . . . . . . . 10g Sodium . . . . . . . . . 1190mg Sugar . . . . . . . . . . . . . . 11g

LARGE CHEESEBURGER:

CHICKEN NUGGETS:

Calories . . . . . . . . . . . . 440 Total fat . . . . . . . . . . . . 23g Sodium . . . . . . . . . 1150mg Sugar . . . . . . . . . . . . . . . 7g

Calories . . . . . . . . . . . . 170 Total fat . . . . . . . . . . . . 10g Sodium . . . . . . . . . . 450mg Sugar . . . . . . . . . . . . . . . 0g

SMALL FRENCH FRIES:

FISH SANDWICH:

Calories . . . . . . . . . . . . 250 Total fat . . . . . . . . . . . . 13g Sodium . . . . . . . . . . 140mg Sugar . . . . . . . . . . . . . . . 0g

Calories . . . . . . . . . . . . 380 Total fat . . . . . . . . . . . . 18g Sodium . . . . . . . . . . 660mg Sugar . . . . . . . . . . . . . . . 5g

MEDIUM FRENCH FRIES:

CHICKEN SALAD W/ DRESSING:

Calories . . . . . . . . . . . . 380 Total fat . . . . . . . . . . . . 20g Sodium . . . . . . . . . . 220mg Sugar . . . . . . . . . . . . . . . 0g

Calories . . . . . . . . . . . . 320 Total fat . . . . . . . . . . . . . 9g Sodium . . . . . . . . . . 970mg Sugar . . . . . . . . . . . . . . 11g

LARGE FRENCH FRIES:

WATER:

Calories . . . . . . . . . . . . 570 Total fat . . . . . . . . . . . . 30g Sodium . . . . . . . . . . 330mg Sugar . . . . . . . . . . . . . . . 0g

Calories . . . . . . . . . . . . . . 0 Total fat . . . . . . . . . . . . . 0g Sodium . . . . . . . . . . . . 0mg Sugar . . . . . . . . . . . . . . . 0g

(4PCS)

Calories . . . . . . . . . . . . 150 Total fat . . . . . . . . . . . . . 0g Sodium . . . . . . . . . . . 10mg Sugar . . . . . . . . . . . . . . 40g

MEDIUM SODA: Calories . . . . . . . . . . . . 210 Total fat . . . . . . . . . . . . . 0g Sodium . . . . . . . . . . . 15mg Sugar . . . . . . . . . . . . . . 58g

LARGE SODA: Calories . . . . . . . . . . . . 310 Total fat . . . . . . . . . . . . . 0g Sodium . . . . . . . . . . . 20mg Sugar . . . . . . . . . . . . . . 86g

HARD TACO: Calories . . . . . . . . . . . . 170 Total fat . . . . . . . . . . . . 10g Sodium . . . . . . . . . . 350mg Sugar . . . . . . . . . . . . . . . 1g

SOFT CHICKEN TACO: Calories . . . . . . . . . . . . 270 Total fat . . . . . . . . . . . . 14g Sodium . . . . . . . . . . 820mg Sugar . . . . . . . . . . . . . . . 3g

LARGE BURRITO: Calories . . . . . . . . . . . . 390 Total fat . . . . . . . . . . . . 13g Sodium . . . . . . . . . 1360mg Sugar . . . . . . . . . . . . . . . 5g

BEAN & CHEESE BURRITO: Calories . . . . . . . . . . . . 470 Total fat . . . . . . . . . . . . 20g Sodium . . . . . . . . . 1400mg Sugar . . . . . . . . . . . . . . . 5g

MEDIUM SHAKE: Calories . . . . . . . . . . . . 550 Total fat . . . . . . . . . . . . 13g Sodium . . . . . . . . . . 190mg Sugar . . . . . . . . . . . . . . 72g

ICE CREAM: Calories . . . . . . . . . . . . 330 Total fat . . . . . . . . . . . . 10g Sodium . . . . . . . . . . 180mg Sugar . . . . . . . . . . . . . . 48g

BAKED APPLE PIE: Calories . . . . . . . . . . . . 270 Total fat . . . . . . . . . . . . 12g Sodium . . . . . . . . . . 190mg Sugar . . . . . . . . . . . . . . 14g

COOKIE: Calories . . . . . . . . . . . . 160 Total fat . . . . . . . . . . . . . 7g Sodium . . . . . . . . . . . 90mg Sugar . . . . . . . . . . . . . . 15g

FRUIT YOGURT: Calories . . . . . . . . . . . . 130 Total fat . . . . . . . . . . . . . 2g Sodium . . . . . . . . . . . 55mg Sugar . . . . . . . . . . . . . . 19g

NACHOS: Calories . . . . . . . . . . . . 330 Total fat . . . . . . . . . . . . 21g Sodium . . . . . . . . . . 530mg Sugar . . . . . . . . . . . . . . . 3g

This lesson reproduced with prior written consent of the Tiger Woods Foundation. All information contained within the Fit Plan curriculum, or materials is for informational purposes only. It is not intended to diagnose, treat, cure or prevent any health problem. Always consult your physician or qualified health professional on any matters relating to your health or fitness before beginning a new diet or exercise program. A Full disclaimer and Additional Fit Plan activities are available at: http://web.tigerwoodsfoundation.org/programs/twlcLessons/index.

FIT PLAN: LIVING HEALTHY

UNIT 1: LETâ&#x20AC;&#x2122;S BEGIN!

STUDENT SHEET 1.5B: FAST FOOD NUTRITION FACTS 30

Healthy Lunch Tips In order to ensure your child’s health, we would like to recommend healthy options for you to pack your child for lunch. These recommendations are based on daily nutrition recommendations from the United States Department of Agriculture (USDA). Recommendations include… Beverages: 100% Dairy: Low‐fat or fat‐free Vegetables: fruit juice, low‐fat or milk, yogurt, or cheese Carrot sticks Celery sticks fat‐free milk, water Cucumbers slices Broccoli crowns Salad Tomato slices, and lettuce on sandwiches Protein: and in wraps Lunch meat (i.e. low‐fat turkey, roast beef) Tuna fish or other canned fish in water Peanut butter* Nuts (peanuts, almonds, etc.)* Beans (black, garbanzo, etc.) Hummus *If allowed by OST site Grain: Fruits: Whole wheat bread Whole grain tortilla wrap Apple slices Banana Mango Whole grain pita Whole grain crackers Orange slices Peach Plum Whole grain cereal Whole grain pretzels Fruit salad Dried fruit Air‐popped popcorn Brown Rice Example of a healthy lunch: Example of a healthy lunch:  Low‐fat turkey and cheese sandwich on  Rice, beans, and veggies whole grain bread with lettuce, tomato  Mango or banana and cucumber slices  Cheese stick  Apple or orange slices  100% fruit juice  Carrot or celery sticks

Nutrition Measuring Fast Facts MEASUREMENT EQUIVALENTS

FOR NUTRITION CALCULATIONS

By volume

Fat

3 teaspoons = 1 tablespoon

1 teaspoon fat = 4 grams

2 tablespoons = 1 ounce

1 gram of fat has 9 calories

1 cup = 8 ounces = 16 tablespoons

By weight 454 grams = 1 pound 16 ounces = 1 pound

Salt 1 level teaspoon (6 grams) = 2,400 mg sodium

Sugar 1 teaspoon= 4 grams 1 gram of sugar has 4 calories

Calories 1 pound of fat has 3500 calories 1 cup of sugar has 775 calories

8/20/11

11:13 AM

Page 1

You can sign up to receive food from a “sponsor” organization, such as Philadelphia Parks & Recreation. Sponsors purchase, prepare, and deliver the food to your door!

(2) Receive ready-to-serve meals:

To begin serving afterschool meals through your organization, contact the Pennsylvania Department of Education, Division of Food and Nutrition at 800-331-0129.

CACFP offers meal planning guidelines to support your organization in preparing nutritious meals. Having a kitchen is not a requirement and meals can be stored in coolers.

(1) To prepare meals on site:

Organizations can either (1) prepare meals on site or (2) receive ready-to-serve meals.

How do I get started?

RecCtrBrochure.final:Layout 1

Supported by a grant from the U.S. Department of Health and Human Services

City of Philadelphia, Department of Public Health: www.phila.gov/health

www.fns.usda.gov/cnd/care/

Contact Philadelphia Parks & Recreation to set up meal delivery directly to your site. Call Patrice Patton at 215-685-2725 for an application.

–Center Supervisor, South Philadelphia

“ I don’t have to go out to get food for my kids anymore.”

–Rec Leader, North Philadelphia

because I know one family doesn’t eat. Now I get all these kids coming in asking for the meals.”

“ I started the afterschool meal program

–Center Supervisor, Northeast Philadelphia

”These meals have good food. Better than what the kids get at the corner store.”

In November 2010, Philadelphia Parks & Recreation began offering healthy afterschool meals. Now in over 40 recreation centers, the program has tailored its menu based on feedback and taste tests from youth and staff. The meals include “kid favorites” such as low-fat string cheese, baby carrots, and sliced apples.

Afterschool Meals Starting Strong at Recreation Centers!

Bring healthy meals to your center!

Afterschool Meal Program

8/20/11

11:13 AM

Allows you to use resources for programming, not food.

Provides hungry children and teens a complete meal.

Gives parents peace of mind that their children are offered healthy food.

Offers significant added value to busy families.

Attracts children and teens to programs that help them learn, socialize, be active, and be safe.

■

What are the benefits to my organization?

The Afterschool Meal Program offers healthy meals to the children you serve in Philadelphia. These meals, composed of the four main food groups, can help youngsters get the energy and nutrition they need to learn and play afterschool.

What is the Afterschool Meal Program?

Healthy Fuel for Afterschool

RecCtrBrochure.final:Layout 1

Page 2

Organizations that operate in low-income areas where 50 percent of the children in the local elementary, middle or high school qualify for free or reduced price meals, and Offer educational or enrichment activities afterschool, and Meet state and local health and safety standards or, when required, be licensed for child care.

■

Who can participate?

The Afterschool Meal Program allows your organization to devote more resources to programming while offering a valuable benefit to the children and families you serve.

Funding for the afterschool meal program is made possible through the USDA Child and Adult Care Food Program (CACFP). CACFP provides a reimbursement based on the number of children who participate in your organization’s programming. As child participation increases, so does the funding to provide food.

Afterschool meals provide nutritious food to help children be active and learn. These meals also teach youth healthy eating. Children try new foods, socialize with other children, and enjoy shared mealtimes.

Why should I participate?

How does it work?

Healthy Corner Stores in Philadelphia Healthy corner stores are improving access to healthy food in their communities. Every corner store in the Philadelphia Healthy Corner Store Network has introduced at least four healthy products, such as fresh produce, low-fat dairy, and whole grain products. These corner stores also help customers make healthy choices with colorful signage inside the store that provides easy-to-use nutrition information. Look for the Healthy Corner Store Network in the window of your corner store for healthy-eating options. For a list of over 500 corner stores that are part of the Healthy Corner Store Network go to FoodFitPhilly.org http://foodfitphilly.org/eat-healthy/healthy-corner-stores/

CHECK IT OUT Snackin Fresh is a website that helps youth learn how to get healthier foods in their neighborhoods. For more information please visit http://www.thefoodtrust.org/php/SnackinFresh

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For Parents NEED MONEY FOR FOOD?

DOUBLE YOUR FOOD DOLLARS

SNAP (Food Stamps)

SHARE Food Program

SNAP provides households with an ACCESS card to buy food.

Volunteer to do 2 hours of community service and in return you can

To see if you are eligible or to learn more about this program contact: Department of Public Welfare’s (DPW) Helpline toll-free 1-800-6927462 http://www.dpw.state.pa.us or The Greater Philadelphia Coalition Against Hunger Hotline: 215-430-0556 *If you get SNAP and need to report a change, call the DPW Change Center 215-560-7226

purchase a low-cost food package worth twice what you pay. Cash, Farmer Market Checks and ACCESS Cards are accepted. To learn more, contact SHARE at 215-223-2220 or http://www.sharefoodprogram.org/

EMERGENCY FOOD Philabundance Food Hotline 1-800-319-Food

CHILD NUTRITION PROGRAMS

Coalition Against Hunger

WIC (Women, Infants, Children)

Coalition Against Hunger’s online list of food cupboards, pantries

WIC provides nutritional services for pregnant, postpartum and breastfeeding women and children from infancy until 5 years old. Contact: 1-800 WIC-WINS (1-800-942-9467) or visit http://www.fns.usda.gov/wic/

School Breakfast and Lunch Programs Contact your child’s school

and soup kitchens in Philadelphia and suburbs. Food pantries offer free food, and soup kitchens offer free meals. www.hungercoalition.org/need-food

LEARN TO PLAN AND COOK HEALTHY MEALS To learn about nutrition and how to prepare healthy meals for you

Free Summer Meals for Kids

and your family.

Nutritional Development Services

Nutrition Link and Classes

Contact: 215-895-3470, press 1 Philadelphia Department of Recreation Contact: 215- 685-2727

Penn State Outreach Center offers classes on food label reading, budgeting and cooking For more information contact: 215-471-2200, then press 108

FARMERS’ MARKET CHECKS

Fruit and Vegetable recipes to prepare: http://panen.org/s.n.a.c

Farmers’ Market Checks can be used for Pennsylvania-grown fruits

Cook’s Training

and vegetables at farmers’ markets until November.

Offers hands-on cooking training and job placement

WIC Farmers’ Market Checks for WIC recipients 1-800-743-3300

Senior Farmers’ Market Checks 215-765-9040, then press 0

Philabundance Community Kitchen 215- 235-5052, then press 26

Tips for Parents: Positive Eating Behaviors Have regular family meals.

Make a variety of healthy snacks available.

If youth know when meals are served they will come to the

Keep plenty of fruits, vegetables, whole grain snacks, and

table hungry and ready to eat. Family meals also encourage

healthy beverages (water, milk, 100% fruit juice) around

positive interactions between parents and children; this is

and easily accessible so kids become used to reaching for

a great opportunity to learn about what is going on in your

healthy snacks instead of empty calorie snacks like soda,

children’s lives. Studies have shown that children who have

chips, or cookies.

regular family meals are less likely to become overweight and do better in school. Even if you are bringing in takeout food,

Be a role model.

sit down and eat together as a family.

Parents are children’s first teachers. Children often mimic their parents’ behaviors. If children see their parents eating

Cook more meals at home.

healthy foods, the likelihood that they will eat healthy foods

Eating home-cooked meals is healthier for the whole family

increases.

and sets a great example for kids about the importance of food. Restaurant meals tend to have more fat, sugar, and

Don’t force or bribe kids with foods.

salt. Preparing meals at home is also less expensive than

Offer and encourage youth to try new foods. Be patient, it

dining out. Save dining out for special occasions.

sometimes takes more than a dozen times to learn to like new food. Eating is a learned behavior and it takes time to learn

Involve children with food chores.

new flavors and textures. Forcing may cause resistance and

Children like to help adults shop for groceries, choose what

rebellions as a result.

goes in their lunch box, prepare dinner, and clean up. It’s also a chance for you to teach them about different foods,

Let your children choose how much to eat.

their nutritional value, and (for older children) how to read

Suggest they take enough to start and more if they are still

food labels.

hungry. Don’t insist that children finish all their food unless they want to. Let them know they won’t be eating again until snack time or the next meal.

Be a Healthy Eating Role Model Parents are role models and the most important influence in their children’s lives.

As role models, parents need to demonstrate healthy behaviors so that their children have healthy attitudes about eating and develop healthy eating habits. Your attitude about food and eating habits might influence your children: l Do you skip breakfast? l Do you drink sodas rather than milk with your meals? l Do you diet all the time and have a fear of (or talk about)

eating “bad” food?

l Do you snack all day long? l Do you eat in front of the TV? l Do you eat whenever you are bored or under stress?

If you answered “yes” to more than a few of these questions, you are likely sending unhealthy messages to your child about food.

Healthy Eating Starts With Parents Modeling healthy eating supports the development of healthy behaviors in children. Here are a few healthy eating habits parents can role model for their children: Never skip meals—especially breakfast. Take moderate portions. Limit junk food in the house. Drink water and milk instead of soda. Cook and prepare food with your children. l Eat foods from all food groups—milk, fruit, vegetables, whole grains and lean meats, fish & beans. l Try fruit and yogurt for dessert. l l l l l

Teaching Healthy Habits at Mealtime Children won’t perceive healthy eating as important if it is not something that they see you doing. l Eat the way you want your child to eat—try new foods together but don’t force your children to try them. l Avoid emphasizing “good” and “bad” foods—teach your child that he or she needs to balance nutritious food with fun snacks. l Show ways for managing stress that do not include eating. l Encourage your kids to help prepare meals, set the table and help with dishes. l Enjoy your meals—positive attitudes are contagious!

Benefits of Family Meals Eating meals as a family plays a key role in raising high-achieving, healthy and welladjusted children.

Improved Academic Achievement l Frequent family meals are linked with being

successful in school, including getting better grades and scoring higher on achievement tests.

Better Nutrition l Family meals contribute to higher daily intakes

of fruit, vegetables and important nutrients like calcium, fiber, iron, vitamins B6 and B12, C and E, and less overall dietary fat.

Higher Self-Esteem l Mealtime conversation brings the family together,

promotes positive self-esteem in children and starts a lasting and positive relationship with food.

Making Mealtime Family Time Family meals should be dynamic—an exchange of ideas, conversation and feelings. Mealtime is a wonderful opportunity to strengthen family ties and pass on family cultural traditions. l Eat together as a family whenever possible. l Keep mealtime pleasant—avoid power struggles over what

gets eaten, and remember that mealtime is not a time for discipline. l Turn off the TV, video games, mobile phones and the computer. l Use conversation-starters to get children talking, such as “What is the best or worst thing that happened today at school?”

Section

2 Physical Activity

Section 2: Physical Activity Guideline #1 School-year OST programs serving youth in grades K-5 provide a minimum of 30 minutes per day, 150 minutes per week of moderate to vigorous activity. Summer OST programs serving youth in grades K-5 provide a minimum of 60 minutes of daily OST time or a minimum of 300 minutes per week of moderate to vigorous activity. OST programs serving youth in grades 6-12 provide a minimum of 20% of daily or weekly OST time of moderate to vigorous activity.

Moderate intensity: exercise causing sweating but talk is possible; Vigorous intensity: exercise causing rapid breathing and unable to talk.

How This Guideline Helps OST Youth The U.S. Department of Health and Human Services’ Physical Activity

What does 20% Mean?

Guidelines for Children and Adolescents recommend that youth get 60 minutes of moderate to vigorous physical activity per day. Most children and adolescents are not getting enough exercise, and this has led to an increase in the number of overweight and obese youth. Youth in OST programs should make time for physical activity. Afterschool and summer hours have traditionally been times when youth have participated in physical activity, whether it is playing in their communities or participating in after-school or summer sports programs. Parents of youth

Number of Hours

Number of Minutes

2 hours

20 minutes per day

3 hours

30 minutes per day

4 hours

40 minutes per day

5 hours

50 minutes per day

6 hours

1 hour per day

Each hour of OST = 10-12 minutes of Physical Activity Remember: The goal is moderate to vigorous

in OST programs want their youth to be active and they rarely are after OST. OST programs tend to be more flexible than schools and can incorporate daily time for physical activity in programming. Studies show that as we are exposed to different activities and find the ones we enjoy, we increase our chances of being physically active throughout our lifetime. Endurance (aerobic), flexibility (stretching) and muscular strengthening activities are all essential for physical fitness. (See list on page 56.) Youth love to be challenged. They will want to practice every day and improve their fitness levels at the same time.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

BENEFITS OF BEING FIT AND PHYSICALLY ACTIVE: Physical Health Benefits

Academic Benefits

Helps maintain a healthy weight

Improves ability to learn and concentrate, and

Strengthens the heart, lungs, muscles, and bones

improves test scores

Improves coordination and stamina

Improves goal setting and decision making ability

Reduces the risk of getting heart disease, high blood

Reduces fidgeting

pressure, diabetes, and certain types of cancer

Decreases fighting and violent behavior

Mental/Emotional Benefits

This information can be shared with parents and caregivers

Relieves stress

who are concerned about homework completion.

Increases self-esteem and confidence Helps youth build social skills such as sharing, communication, and conflict resolution skills and teamwork

Do not take physical activity from youth as a punishment or make youth do physical activity as a punishment. Both send the wrong message about the role and purpose of physical activity.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity TIPS FOR OST PROGRAMS TO INCREASE PHYSICAL ACTIVITY Tips to Incorporate Physical Activity into OST Program Hours

___ Have youth track their progress, for example time

___ Incorporate time for physical activity into daily and

___ Invite local high school and college athletes to visit

weekly schedules. ___ Schedule time for physical activity before or directly

running around the gym or playground. for a play day with youth students to inspire them. ___ Consider gardening as a physical activity. It supports

after snack or mealtime, as a break from sitting all day

good nutrition and can be very physical. (See the

in school. This gives youth a time to relax and recharge.

Growing Healthy Habits resource on page 28.)

___ Use creative strategies to get children moving as they transition from one activity to another. (See waiting time and transition strategies on pages 58-59.) ___ Use physical activity energizers to get youth moving in OST. For every 1 hour of work, take a 5-10 minute break to do something active like stretching, walking,

___ Praise youth for trying an activity instead of being “good” at something. ___ Ask youth to support and encourage each other. ___ Choose physical activity incentives that promote or reinforce positive health behaviors. ___ Make sure youth are having fun!

or dancing. Invigorating physical activity helps energize all day long. (See the list of energizers.) ___ Incorporate learning with physical activity, for example, have youth practice spelling words or math as part of a relay or dance.

Tips for Staff Training and Resources in OST Programs ___ Partner with recreation and community sites that can provide space and training for physical activity. (See page 77.) ___ Use one of the evidence-based curriculums for creative

Tips to Engage Youth in OST Programs ___ Offer active group activities like basketball, as well as

lessons to use with your students. ___ Offer opportunities for staff to attend trainings or

activities based on individual action, performance, and

review curriculum and become skilled leaders in

interest, like walking, weight lifting, dancing, running,

physical activity.

or yoga. It is best to offer a variety of physical activities. ___ Ask youth about the activities they would like to do in OST, and include these in your programming. ___ Turn on some music and let the youth dance.

___ Encourage staff to be positive role models and participate in physical activity. The more enthusiastic and skilled they are, the more they will model and promote physical activity with youth.

___ Start a walking club. ___ Plan events that youth will get excited about and want to practice. For example, an end-of-the-season dance performance, jump rope competition, or games day.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Remind parents to dress children in the proper attire ( i.e., sneakers and comfortable clothing).

Types of Exercises for Children and Adolescents Children and adolescents should get 60 minutes a day of moderate to vigorous physical activity, including a combination of aerobic, muscle strengthening, and bone strengthening exercise.

TYPES OF PHYSICAL ACTIVITY1 Aerobic Exercises: Aerobic exercises cause you to rhythmically move your larger muscles as they strengthen your heart and lungs. Running, jumping, and dancing are all aerobic exercise. Most of the 60 minutes of physical activity a day should include some type of aerobic exercise. Aerobic exercise is categorized by moderate to vigorous heart rate intensity.

Moderate intensity aerobic (slightly out of breath) Brisk walking

Gardening

Frisbee

Games that require

Hopscotch

Line dancing

Dodgeball

Baseball

catching and throwing

Relay races

Vigorous intensity aerobic (breathing rapidly) Hip hop and jazz dancing

Basketball

Martial arts

Tag

Track and field

Hockey, lacrosse

Jumping rope

Soccer

Tennis

Football

Calisthenics

Stair climbing

Examples for types of exercises for children and youth were taken from the 2008 Physical Activity Guideline for Americans

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

TYPES OF PHYSICAL ACTIVITY1 Muscle strengthening Muscle strengthening exercises improve the strength and endurance of your muscles. Climbing, lifting weights, and playing tug of war are muscle strengthening exercises. It is recommended that you do some type of muscle strengthening exercise at least three times a week. Rope climbing or climbing walls

Martial arts

Sit-ups, curl-ups, and push-ups

Tug-of-war

Calisthenics

Resistance bands

Swinging on playground equipment Yoga

Bone strengthening Bone strengthening exercises put a force on the bones that promotes bone strength and growth. Hopscotch, basketball, and tennis are examples of bone strengthening exercises. Hopscotch

Running

Gymnastics

Hopping, skipping, galloping

Volleyball

Tennis

Jumping rope

Basketball

Examples for types of exercises for children and youth were taken from the 2008 Physical Activity Guideline for Americans

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

WAITING TIME When working with a large group of youth, it is difficult to give each child individual attention. This creates waiting time. For example, when you are assisting a youth with their homework and another youth needs help, the other child has to wait until you are finished. It is challenging to give every youth individual attention when working with large groups, whether working on homework or in physical activity. Often there isn’t enough equipment or supplies, and youth are forced to wait. Youth become tired or bored when waiting for an extended period of time, and they lose valuable time that can be used to be physically active. For example, if youth have 20 minutes to be active, but half of this time is spent waiting, they lose 10 minutes of activity time. With planning, this waiting time can be used for physical activity.

Tips to reduce waiting times Use activities like soccer and dance that allow for participation by more than one student. While youth are waiting, have them walk or jog in place, or around your OST site. If equipment is in short supply, create centers. For example, there could be hula hoop, jump rope, and basketball centers. Have students spend a certain amount of time in each center and then allow them to switch to a different center. Instruct students on the proper usage of playground equipment and supervise their play. Be organized! Make sure you have all your equipment, supplies, and lesson plans ready in advance. Then you can begin an activity immediately. Visit the Playworks website for fun games to get everyone moving. If a student finishes eating their snack before their peers have them do some type of physical activity (e.g., walk around cafeteria, do jumping jacks at their seat). Instead of playing games that cause the students to be “out”, finds games that have active periods of being “out”

For more ideas on activities to do during waiting times see the Energizers list on page 68.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

TRANSITION TIME STRATEGIES We recommend that youth in OST sites are physically active daily. However, this is not always easy to accomplish due to other obligations that sites have to fulfill (e.g., project-based learning, homework time, and field trips). Sites can include physical activity when youth transition from one activity to another. This helps youth get physical activity and ease the transition time.

Physical activity ideas for transition time While taking attendance, have students do some type of exercise. For example, when the youth hear their name called they can get out of their seats and do five jumping jacks. To make it more interactive the students can pick a letter of the day and whenever a youth’s name is called that begins with that letter everyone has to do jumping jacks. While walking down the hall have youth pretend that they are different forms of transportation. For example, they can wave their arms in the air like an airplane or pump their hands to mimic the horn on a train. Turn on the radio and let the students dance while cleaning the room. Do a form of exercise while reciting multiplication facts or vocabulary words.

For more ideas on activities to do during transition periods see the Energizers list on page 68.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Physical Activity in OST ENERGIZERS

ONLINE RESOURCES

Just a Minute (JAM)

SPARK

www.jamschoolprogram.com

www.sparkpe.org

Just a Minute is a free resource guide that brings health and physical

The original SPARK Physical Education (PE) study was launched by

fitness into the classroom. JAM offers a weekly one-minute exercise

the National Institutes of Health to create, implement, and evaluate

routine and a monthly newsletter with more great exercise ideas for

new and innovative approaches to physical education content and

all ages. Check out the one-minute exercise of the week.

instruction, then test them in “real world” settings. SPARK PE was

Eat Smart Move More North Carolina www.eatsmartmovemorenc.com

designed to be more inclusive, active, and fun than traditional PE classes. Today, after lessons learned from more than 20 years of ongoing research and field testing nationwide, SPARK PE is the most researched and field-tested physical education program for

Energizers and activity tools for elementary and middle school students.

See examples of Energizers on pages 101-103.

ages 5-14 in the world—a true solution to our growing problem of overweight and obese children. See free curriculum resources.

Alliance for a Healthier Generation http://www.healthiergeneration.org/schools.aspx?id=3386 Ideas for sites to use for a healthier OST environment.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

PE Central www.pecentral.org

San Diego County Office of Education Afterschool Physical Activity http://www.afterschoolpa.com/home.html

PE Central contains a huge variety of physical education lesson plan ideas for all age groups.

VERB It’s what you do http://www.cdc.gov/youthcampaign

The San Diego County Office of Education After school Physical Activity’s website is designed to promote physical activity and good health by offering fun activities for students in grades 4-8. This website offers program staff a wide array of activites, including “Street Games,” “Multicultural Activites,” and “Sports with a Twist.”

VERB It’s what you do is a national campaign coordinated by the Centers for Disease Control and Prevention to encourage young people ages 9-13 to be physically active every day. The campaign

These activities require relatively little “real” equipment and rely on creative use of household materials and limited space. Funding for this site was provided by CDC.

has shown a 34% increase in weekly free-time physical activity among 8.6 million children ages 9 and 10. After-school programs

A World Fit for Kids!

can download materials—including kits to help children create new

http://www.worldfitforkids.org/

games and explore games from around the world, a tool to help track daily physical activity, and ideas for rewarding completed physical

A World Fit for Kids! provides healthy behaviors and personal

activity goals.

empowerment programming and training that result in a triple bottom line for participants: obesity reduction, increased graduation rates, work readiness/jobs. Since 1993, they have worked with over 170,000 elementary, middle, and high school students in communities with some of the highest diabetes rates and lowest high school graduation rates in Los Angeles. Through a wide range of strategically designed activities—from sport, dance, and cultural enrichment, to leadership training, mentoring, and academic support—they work to ensure that young people develop the physical, mental, and emotional fitness they need to succeed.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

SaJai Foundation Moving Kids’ Minds, Hearts, and Bodies

Let’s Move! http://www.letsmove.gov/

http://sajaifoundation.org/ Let’s Move is a national campaign started by Michelle Obama that SaJai Foundation Moving Kids’ Minds, Hearts, and Bodies focuses

is dedicated to solving the challenge of childhood obesity so that

on teaching kids ages 5-11 why to value and how to lead a healthy

children will grow up healthier. The Let’s Move! campaign does

life. WISE Kids program provides a turnkey kit for wellness programs

this by giving parents helpful information on how to make healthy

during and after-school hours and based on the premise that as

choices, providing schools with healthier foods, and ensuring that

kids learn how to incorporate healthy eating, physical activity, and

families have access to healthy and affordable foods. On the Let's

outdoor exploration into their lives, they will become healthier,

Move website you can find factsheets on nutrition, physical activity,

they will reach out to others, leading to healthier communities and a

and obesity, and tips on starting a community garden.

healthier world.

NFL Play 60 http://www.nfl.com/play60 Launched in 2007, NFL Play60 is a national health and fitness campaign focused on increasing the wellness of youth by encouraging them to be active for at least 60 minutes a day. The NFL Play 60 campaign has teamed with other organizations to tackle childhood obesity by getting kids active through school and after-school programs and online child-target outreach. On this website you can find tips on ways to get youth active and a student planner that helps them track how much physical activity they are getting daily. To date, the NFL has donated over $200 million to youth health and wellness program through the NFL Play 60 campaign.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

GUIDES TO IMPLEMENTING BEST PRACTICES IN PHYSICAL ACTIVITY: hanging Lives, Saving Lives: C Healthy Behaviors Initiative

California Project Lean http://www.californiaprojectlean.org/

http://www.ccscenter.org/afterschool/Step-By-Step%20Guide Learn how to strengthen physical education by ensuring that A step-by-step guide to developing exemplary practices in healthy

students engage in MVPA (moderate to vigorous physical activity).

eating, physical activity and food security in after-school programs

On this site you can watch a video clip that shows a California expert

romoting Physical Activity and Healthy P Nutrition in Afterschool Settings Strategies for program leaders and policy makers from the U.S.

explaining why physical activity is important.

ational Institute on Out-Of-School Time at N the Wellesley Center for Woman http://www.niost.org/Host-program

Department of Health and Human Services, Administration for Children and Families Child Care Bureau

Move More North Carolina http://www.eatsmartmovemorenc.com/AfterSchoolStandards/

The National Institute on Out-of-School Time at the Wellesley Centers for Women at Wellesley College, together with the University of Massachusetts, Boston and the YMCA of the USA,collaborated and founded the Healthy Out-of-School Time Coalition.

Texts/NCAfterSchoolStandardsFINAL.pdf The vision for this national coalition of leaders in the OST field Program recommendations for providing quality physical activity in

is to foster health and best practices in after-school programs

North Carolina after-school programs. The standards are based on

nationwide, using science-based standards for healthy eating,

current research and expert opinion on how after-school programs

physical activity, screen time, and social supports for these

can help young people move more.

behaviors including staff, family, and child engagement.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

HELPFUL INTERNET SITES FOR OST ON HEALTHY EATING AND PHYSICAL ACTIVITY We Can!

healthy eating and physical activity. The campaign communicates four

http://www.nhlbi.nih.gov/health/public/heart/obesity/wecan/

major themes to children and caregivers, including the importance of eating breakfast, balancing your day with food and activity, and taking

(Ways to Enhance Children’s Activity and Nutrition) is a national public

family time to emphasize being active. An array of support materials is

outreach program created by the National Institutes of Health to encourage

available to help caregivers implement activities, including posters, “Power

healthy weight for children. In addition to community and youth outreach,

Panther” costumes, and slogans.

We Can! provides resources to educate parents and caregivers about how they can support healthy choices and educate their children about the importance of good nutrition. We Can! encourages parents and primary caregivers to: ÌÌ Increase the availability and accessibility of healthy foods in the home; ÌÌ Limit the availability and accessibility in the home of sweetened beverages, high-fat foods, and energy-dense foods with low nutrient value;

Harvard School of Public Health Prevention Research Center www.hsph.harvard.edu/research/prc/resources/community-tools/index.html This website offers a variety of good lessons, teacher trainings, parent

ÌÌ Enjoy small portions at home and at restaurants;

and family educational materials and PowerPoint presentations on

ÌÌ Support and enable family physical activity;

nutrition and physical activity.

ÌÌ Support and enable reduced screen time.

Flyers and information sheets

We Can! produces Families Finding the Balance, a handbook for parents that

can be sent to parents at different intervals to remind them of the

provides background information on the obesity epidemic, and practical,

importance of physical activity and to give them practical suggestions for

useful tools to help families adopt healthier lifestyles.

remaining positive about physical activity:

Eat Smart. Play Hard

ÌÌ www.cdc.gov/youthcampaign/marketing/adult/pdf/Time_for_Kids_Family.pdf

http://www.fns.usda.gov/eatsmartplayhard/About/overview.html.

ÌÌ www.cdc.gov/youthcampaign/marketing/adult/pdf/Active_Families_Brochure.pdf

Eat Smart, Play Hard is a national nutritional education and promotion campaign designed by the USDA’s Food and Nutrition Services to convey

ÌÌ In Spanish: www.cdc.gov/youthcampaign/marketing/adult/pdf/Hispanic.pdf ÌÌ In Chinese, Korean, Vietnamese, English: www.cdc.gov/youthcampaign/ marketing/adult/pdf/in_lang_Active_Families_Brochure.pdf

science-based, behavior-focused, and motivational messages about

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Physical Activity and Managing Behaviors Physical activity is important for a child’s physical, mental, and cognitive development. Play and exercise allow children the opportunity to regroup, reduce their stress levels, and release their energy. Given the value of physical activity in a child’s life, taking away the opportunity for a child to be active sends the wrong message and is a counterproductive discipline strategy. Many sites report that they withhold physical activity as a behavior management technique. Withholding a child’s opportunity for being physically active may cause that child to misbehave more. Studies have shown that daily physical activity breaks improve children’s on-task behavior, reduces stress and unwelcome behavior. In addition, withholding physical activity from youth is an example of a negative reinforcement strategy. Negative reinforcement strategies such as the suspension of privileges and sentence writings have shown only to improve youth behavior temporarily and may even increase the likelihood of misbehavior. Positive reinforcement strategies have been shown to help manage behavior and can improve the overall climate in OST sites. The idea behind this approach is by giving positive feedback for good behavior, the likelihood that this child maintains that behavior increases. Also, as other children see this child receive praise, they will mimic this behavior so they can be rewarded as well.

TIPS FOR OST PROGRAMS TO REINFORCE GOOD BEHAVIOR Teacher’s helper

Dance to favorite music

Certificate, prize, trophy, or ribbon

Get “free” choice at end of day

Play a favorite game or puzzle

Receive a movie pass

Coupon for prizes or privileges

Eat lunch with teacher

Private lunch with a friend

Extra music, art or time for

Line leader

Lead favorite game or activity

physical activity

Get stars or stickers

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Encourage staff to use positive reinforcement strategies to prevent, redirect, and manage inappropriate behaviors instead of withholding physical activity.

Keep in mind that even if you are using positive reinforcement strategies there may be incidences where a child may still misbehave.

ALTERNATIVE BEHAVIORAL MANAGEMENT STRATEGIES Have youth write an apology letter to the person that they offended. Have youth write a letter home to their parents describing their behavior and why it was inappropriate. Have a meeting with the youth’s parents to discuss their behavior. Come up with solutions together on ways that the youth’s behavior can be improved. Have students create and sign a student contract. This will hold them accountable when they demonstrate inappropriate behavior. Move youth away from the group to allow them to reflect on their behavior. Have them “earn” their way back into the group once they have calmed down. Instead of taking away recess or physical activity, take away computer or sedentary playtime. Create a behavior chart with the youth to monitor their behavior. Have a one-on-one talk with the youth who is continuously misbehaving. Often there are other problems that are causing that child to “act out” (e.g., problems at home, and being bullied by other children). Help the youth find the appropriate resources to deal with that problem.

Physical activity is a proven strategy for reducing stress.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #2 Nonwork screen time is limited to 30 minutes per 3-hour block of OST time.

Work can include homework, project-based learning, and enrichment work. Screen-time is defined as sitting in front of a television, video or computer screen, computer game, or gaming system.

How This Guideline Helps OST Youth Programs should minimize nonwork screen time activities and promote physical activity as a form of relaxation. Screen time activities include computer and gaming-based activities, television, movie watching, and smart and mobile phone use. Unfortunately, there are very few screen-based activities that incorporate physical activity. Studies show that six to seven hours of a youth’s day are spent on screen time. When screen time replaces activity, a child loses the important benefits of playing, relaxing ,and socializing.

Excessive screen contributes to: Obesity

Developmental delays

Poor grades

Increased violent behaviors

Reduced screen time can: Help youth be active

Improves social skills and family interaction

Help youth be healthy and maintain a healthy weight

Tips for OST Programs to Keep Your Program Free of Screen-Based Activities Send a note home to parents letting them know about

Lead a lesson about screen time in which you help

screen time limits, encourage them to reduce at home

children track their screen time over time and set goals

screen time and replace with daily activity for both

to reduce screen time. (See page 91.)

parents and children. Call parents to follow-up on screen time limits and to

Alter free-time activities so that screen time-based activities are not an option.

discuss any issues you have observed around screen

Ask students to keep phones off and in their school bag.

time in OST activities.

Reduce screen time at your celebrations and OST events.

Ensure that screens are only used for educational

Be a role model—avoid screen usage around children!

purposes.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #2 Nonwork screen time is limited to 30 minutes per 3-hour block of OST time.

What is screen time? Screen time is any time your child (or you!) spend with a screen, including computer, gaming, phone, iPod, television, or video screens. Most screen time is not active time.

DID YOU KNOW? The average youth spends six to seven hours of per day on screen time. That’s more than 40 hours per week! Why does screen time matter? Because children spend such a large part of their day on screen time, it cuts down the amount of time that they are spending being physically active. This means that children aren’t getting the necessary amount of active time.

Too much screen time contributes to: Childhood obesity Poor grades Developmental delays Increased violent behavior

DID YOU KNOW? All youth should get a full hour of moderate to vigorous physical activity each day!

DID YOU KNOW? The American Academy of Pediatrics, an organization of children’s doctors, says that children should have no more than two hours of screen time each day!

Adapted from Nemours “Stay Active” handout; “What Out-of-School Providers Can Do to Promote Healthy Screen Time Habits”; “Stay

Active Physical Activity Tips – 6 years and older”

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #2 Nonwork screen time is limited to 30 minutes per 3-hour block of OST time.

TIPS FOR PARENTS/GUARDIANS How do I cut down on my child’s screen time? Here are some important tips to help your kids reduce their screen time and increase their physical activity: Have children ask before using screens and set a maximum amount of time per day that they can use a screen (a “screen allowance”). Use a log, such as the one attached, to chart the amount of screen time your child has per day and create a goal to reduce it. Use screens together and for educational purposes, that way you control what your child sees. Make non-screen activities part of each day—go for a walk after dinner, read a book together before bed, play a board game, or have your child do homework in the kitchen while you cook dinner. Make sure that TVs, phone, and other screens are off during dinner. Do not allow children to have computers or TVs in their rooms. Put on the radio or a CD instead of the TV for background noise. Be a good role model—enjoy non-screen activities with your children and, when possible, don’t use screens around them. Make physical activity challenges for the whole family and set goals for reducing screen time and increasing physical activity.

What can my child do instead of screen-time activities? Do homework while you cook. Read a book, comic book, newspaper, or magazine alone or with you. Play a board game with you or friends. Write a letter to a family member who lives far away. Go for a walk after dinner. Cook a healthy dinner with you. Do arts and crafts with items from the recycling bin. Sing songs, dance, or put on a “talent show” for the family.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #2 Nonwork screen time is limited to 30 minutes per 3-hour block of OST time.

HERE IS A LOG TO TRACK SCREEN TIME EACH DAY! Goal: Limit screen time to 2 hours per day Name: Jane D. Week of: 5/23/2011 TV

Video Games

Monday

2 hours

Tuesday

DVD

Computer/Internet

Time (hours)

1 hour

4 hours

3 hours

1 ½ hours

1 hour

5 ½ hours

Wednesday

1 ½ hours

1 hour

½ hour

5 ½ hours

Thursday

4 hours

1 hour

5 hours

Friday

4 hours

1 hour

Saturday

3 hours

2 hours

1 hour

8 hours

Sunday

2 hours

1 hour

2 hours

7 hours

2 ½ hours

5 hours

TOTAL: 40 hours Jane D. has some work to do—she needs to cut down her screen time to two hours a day, at most! Her parents and OST providers can help her to reduce screen time by providing alternatives to screen time and being good role models by limiting their own screen time.

Additional resources available: find blank copies of the log for you to fill out in the Physical Activity Resources & Parent Handouts section.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

How This Guideline Helps OST Youth One goal of OST programs is to provide a physically and emotionally safe environment for youth, both after the school day and in the summer. Space and facilities for physical activity vary greatly among Philadelphia OST sites. Often as a result of limited safe play areas on-site or in the neighborhood, youth do not participate in physical activity. Programs can assess alternative resources on-site, or in the neighborhood, to provide a safe environment for enjoyable physical activity. It is important for children to be in a safe and secure environment to learn. Childrenâ&#x20AC;&#x2122;s brains are constantly growing and need security to develop their full potential. Research has shown that children are more resilient, emotionally capable of handling situations and less violent when they grow up feeling safe and secure. OST programs may be able to utilize community and private recreation centers, parks, faith-based centers, and community gardens for physical activity. These resources offer youth lifelong links in their communities. Programs like Safe Routes to Schools have strategies for promoting and supporting safe walks to and from the program.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

EMOTIONAL SAFETY

PHYSICAL SAFETY

Youth feel emotionally safe when they feel valued, respected,

Physical activity is fun, engaging, and exciting. It can also be

and accepted. OST programs can create a climate that’s based

dangerous if the proper steps and precautions are not in place

on trust and supportive peer-to-peer and staff-to-student

to ensure that youth are safe while being physically active. Good

relationships. If students do not feel emotionally safe they may

planning and organization are the first step to physical safety.

not want to participate, and may even withdraw from program activities in fear they will be bullied or teased.

In an emotionally safe environment: No child is left out regardless of weight, gender, height, or physical ability.

Some things to consider in creating a physically safe environment for youth are: Facilities are clean, and meet local health and safety requirements. Equipment for active play is safe.

Bullying is not allowed or tolerated.

All play equipment is in good working order and is kept clean.

There is open communication between students and staff.

Unsafe areas should be fenced off from youth.

Everyone is treated fairly.

Is there a plan in place for emergency situations? Is there enough adult supervision? (See staff to youth ratios.)

Pennsylvania Department of Public Welfare Staff to Youth Ratios Additional resources available: see the

Grade

Staff-to-Student Ratios

“Safe Space Checklist” in the Physical Activity

K-3

1:12

Resources & Parent Handouts section.

4-12

1:15

High risk activities,

1:8

e.g., swimming, field trips

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

PROGRAM CHECKLIST TO ENSURE PHYSICAL AND EMOTIONAL SAFETY ___ Staff supervises unstructured play, games, and activities. ___ Staff selects the right equipment for the size of youth. ___ Program eliminates games where children are targets. ___ Program documents all injuries and potential risks. ___ Any allergies and medical limitations are documented and respected. ___ All medicines should be easily accessible (e.g., inhalers, EpiPens). ___ Staff is trained in CPR and first aid. ___ A first aid kit is located on the premises at all times and checked weekly to ensure that it is fully stocked. ___ Make sure that children and staff wear the proper attire (e.g., sneakers and comfortable clothing). ___ Program has an emergency plan in place. ___ Program ensures that water is easily accessible. ___ Parent and caregiver contact information is always kept up to date. ___ Programs institute a zero tolerance policy for staff behaviors that put students at risk. ___ Staff should not be talking with friends or texting during out-of-school time; instead they should be fully engaged with the youth. ___ Programs and staff value the individuality of a child and respect their capabilities. ___ Physical activities should be age appropriate and contribute to the development of a child. ___ Staff and youth should not tease for any reason, including the abilities, differences, challenges, or body size of others. ___ Develop a culture of caring and teach youth to look out for each other. ___ Program follow the Pennsylvania Department of Public Welfare’s Staff to Youth Ratio (see previous page).

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

Recreation in Your OST Community Many Philadelphia OST sites don’t have a safe or large enough space for youth to play. However, some sites can build relationships and develop agreements to use facilities near their programs. In recent years many schools and OST programs have collaborated with other community and recreation sites for this purpose.

GEOGRAPHIC INFORMATION SYSTEMS MAPS (GIS) CAN IDENTIFY RECREATION SITES FOR PHYSICAL ACTIVITY GIS maps can help sites identify resources in the community. For example, resources may include a potential playground or school, farmers’ market or community garden. An example of a GIS map is in the back of this toolkit. This toolkit includes a GIS map for your OST program and surrounding community. GIS stands for geographic information systems. It’s the software behind familiar applications like Google Earth and Google Maps and works hand in hand with Global Positioning Systems (GPS). GIS allows us to make maps from data layers. What data you put in determines how the resulting maps can be useful. GIS can be helpful for understanding public health by allowing us to see what healthful resources—like community gardens and recreation centers—and unhealthful influences—like fast food restaurants and outdoor advertising—are in our communities. Kids have to travel from home to school to OST programs through our communities. Using GIS mapping, we can look at the routes children take, the stores they pass, and the places where they spend time in order to understand how the environment might influence their behavior. Ultimately, we can also use GIS to make informed decisions about how to design more healthful communities for our kids. GIS can map any data that has a geographic location. For example, a list of schools with street addresses can be mapped using a process called geocoding. Aggregate U.S. census data of household composition, race/ethnicity, and income can be mapped by census tracts and other administrative units with thematic maps. Once data are in a GIS, they can be analyzed visually or statistically to calculate distances and identify spatial patterns. Residents who live in a community are the best people to review a GIS map to see if it is complete since GIS generally relies on administrative data that is not always complete or up-to-date.

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Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

USING GEOGRAPHIC INFORMATION MAPS (GIS) Each OST Pilot site will receive a special GIS map showing your site, and nearby resources to link to for healthy food or play. Included are: ÌÌ Food stores,

ÌÌ Gardens

ÌÌ Police Athletic Leagues

ÌÌ Swimming pools

ÌÌ Healthy corner stores

ÌÌ Recreation centers

ÌÌ Public and private schools

ÌÌ Parks

ÌÌ Farmers’ markets

ÌÌ Playgrounds

ÌÌ Libraries

Take time to look at your map and see if there is a place you’d like to link to for education, or play. For example:

Gardens and Master Gardeners

For a list of over 500 corner stores that are part of the Healthy

If there is a community garden in your neighborhood, take a walk

Corner Store Network go to FoodFitPhilly.org

over and meet the gardeners. Most gardeners would love to speak

http://foodfitphilly.org/eat-healthy/healthy-corner-stores/

to youth about the garden and why they garden. There may even be space for your youth to create and maintain a garden. If master

Farmers’ Markets

gardeners are in the community garden, they may have to do

The farmers’ market season runs from May or June through October

gardening community service, which could be a good resource for

or November. If there is a farmers’ market in your neighborhood,

your program.

bring your youth over to get to know the farmers who grow food in Pennsylvania. They can learn about fresh fruits and vegetables, and

Healthy Corner Stores in Philadelphia

when foods are in season. Most of these farmers markets accept

Healthy corner stores are improving access to healthy food in their

SNAP (food stamps). This is a great way for youth to share healthy

communities. Every corner store in the Philadelphia Healthy Corner

eating resources with their families. If kids have some extra money

Store Network has introduced at least four healthy products, such as

that they would have spent on chips and sugary drinks in corner

fresh produce, low-fat dairy, and whole grain products.

stores, have them buy something to eat at the local farmers’ market.

These corner stores also help customers make healthy choices with

Recreation Centers, Pools and Playgrounds

colorful signage inside the store that provides easy-to-use nutrition

Most OST sites probably know about these resources in the

information. Look for the Healthy Corner Store Network logo in

neighborhood, but the next step could be having a discussion with

the window of your corner store for healthy-eating options. If your

these sights about accessing these spaces for safe play. A permit or joint

site allows healthy outside food, your OST site staff and youth can

use agreement could expand opportunities for OST programs and youth.

suggest healthy foods for them to sell that would be permitted in your program. If your local corner store has not signed up this would

Have your OST staff and youth study these maps; this gives them a

be a great way to get them involved.

bird’s-eye view of healthy resources in their community.

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Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

EXAMPLE OF A GIS MAP

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

JOINT USE AGREEMENTS After identifying a site, you can approach the site director to negotiate for use of the site. Negotiations can include time for using the site, amount of space, liability, security, fees for regular use or to pay for security, equipment sharing, and maintenance. Joint use agreements are formal agreements that two separate entities can use to spell out shared use of a facility. A checklist and sample joint use agreement can be found in the back of this toolkit. This information is from National Policy and Legal Analysis Network to Prevent Childhood Obesity. Their website contains a lot of information on joint use agreements, including liability information particular to Pennsylvania. www.nplanonline.org All OST sites must have liability insurance to cover any liability in case of injury. Sharing that document with neighborhood sites can alleviate a primary concern.

As the OST Healthy Living Guidelines are being piloted, we can try to assist your site in developing a relationship and joint use agreement with sites in your community. This helps us learn more about their use in Philadelphia and can help other sites use this strategy as the Healthy Living Guidelines are rolled out to all Department of Human Services sites.

Additional resources available: see handout in Physical Activity Resources & Parent Handouts section.

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Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

COLLABORATE WITH COMMUNITY PARTNERS THAT DELIVER HIGH-QUALITY PHYSICAL ACTIVITY PROGRAMS Many Philadelphia programs offer instructors, training and resources for physical activity. Contact these programs to discuss ways your sites can use their services. Philadelphia Youth Sports Collaborative

Arthur Ashe Youth Tennis & Education

www.sp2.upenn.edu/ostrc/pysc/index.html

www.ashetennis.org

www.sp2.upenn.edu/ostrc/pysc/prog/index.html

”The mission of Arthur Ashe Youth Tennis and Education is to The Philadelphia Youth Sports Collaborative (PYSC) is a pioneer in

create opportunities for a diverse cross-section of young people,

the country. It augments the impact of Philadelphia’s extraordinary

especially those from low-income families and communities, to

collection of independent, nonprofit organizations that use sports

make positive choices in their lives, remain in and succeed in school,

to benefit local children and youth, particularly those from under-

reject violence and other risky behaviors, and grow into active,

resourced environments. Currently, PYSC is a collaborative of fourteen such groups that offer character-building and life skills training within the framework of healthful physical development. Collectively, these groups offer a full range of sports activities, including cycling, golf, ice hockey, lacrosse, martial arts, riding, running, soccer, squash, swimming and tennis.

responsible, and productive citizens. We work to achieve these goals through innovative tennis instruction, education, life skills, and leadership development programming in neighborhoods throughout the Philadelphia area and at the Arthur Ashe Youth Tennis and Education Center.”

By sharing ideas, combining resources, identifying common areas

Black Women in Sport Foundation

of need, and leveraging support, PYSC facilitates communication

www.blackwomeninsport.org

between these organizations and strengthens the positive impact they have on youth, families, and communities. The collaborative

The Black Women in Sport Foundation is a nonprofit organization

also provides resources to other agencies interested in promoting

dedicated to increasing the involvement of black women and

positive youth development through sports activities.

girls in all aspects of sport, including athletics, coaching, and

PYSC enjoys a partnership with the Wharton Sports Business Initiative (WSBI). Along with its extensive network of faculty,

administration. The foundation is resolute in facilitating the involvement of women of color in every aspect of sport in the United

students, and facilities, WSBI brings a wealth of knowledge,

States and around the world, through the “hands-on” development

research, and opportunity to PYSC. These resources help inform best

and management of grassroots-level outreach programs.

practices and maximize overall impact.

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Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

Cadence Cycling Foundation

athletes. The ISAA has grown significantly over the past ten years

www.cadencefoundation.org

and now offers a full range of programs and services to benefit student athletes in our area.

The Cadence Cycling Foundation helps Philadelphia youth ages 9-18 discover all of the possibilities that the sport of cycling has to offer.

LEAPS

CCF mentors and coaches help participants develop life skills, both

www.leapslax.org

on the road and in the classroom. Coaches and mentors provide the

Fiscal Sponsor: Resources for Human Development

participants with the resources, guidance, and support to maintain these traits throughout their college preparation process.

LEAPSâ&#x20AC;&#x2122; mission is to enrich the lives of youth through lacrosse and education, as well as instill the importance of a healthy and active

Ed Snider Youth Hockey Foundation

lifestyle, all of which will, in turn, help them develop a positive

www.esyhf.org

worldview. LEAPS will show that with hard work on and off the field, anyone can be successful.

Snider Hockey is a cutting edge program that uses the sport of hockey coupled with a rigorous off-ice life skills curriculum and

Philadelphia City Rowing

supplemental educational services to build character and academic

www.philadelphiacityrowing.org

skills for high-risk inner-city boys and girls from Philadelphia and Camden, New Jersey.

Philadelphia City Rowing seeks to empower local public school students through the sport of rowing.

The foundation provides full equipment, ice time, and experienced coaching to more than 3,000 children, at no charge to them or their

SquashSmarts

families.

www.squashsmarts.org

International Student Athlete Academy

SquashSmarts combines the sport of Squash with academic tutoring

www.isaainc.com

for underserved, urban youth in order to develop academic and athletic achievement. Founded in 2001, SquashSmarts is the third

The International Student Athlete Academy was founded in 1995

program nationwide to utilize squash as a vehicle for changing young

with the purpose of helping young athletes realize their true

peopleâ&#x20AC;&#x2122;s lives.

academic and athletic potential. The ISAA is based in Philadelphia and currently serves the Greater Delaware Valley community. They target services to junior high, high school, and junior college

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

Starfinder Foundation

Work to Ride

www.starfinderfoundation.org

www.worktoride.net

GOAL! Starfinderâ&#x20AC;&#x2122;s soccer, educational, and personal development

Created in 1994 by Lezlie Hiner, Work to Ride is a nonprofit,

programs inspire young people from underserved communities to

providing disadvantaged urban youth from Philadelphia with

achieve success both on and off the field. Starfinder promotes youth

constructive activities centered on horsemanship, equine sports,

leadership, a love of learning, the benefits of teamwork, and the

and education. Located in Fairmount Park, the setting provides a

rewards of commitment and responsibility.

Students Run Philly Style www.studentsrunphilly.org Students Run Philly Style is the only program in Philadelphia that offers marathon training to help youth succeed in life. They connect students with adult mentors who help them accomplish goals beyond their dreams, including the completion of a marathon. Since 2004, Students Run Philly Style has served over 2,500 students, ages 1218, from neighborhoods across Philadelphia. Through the leadership

unique opportunity to bring youth ages 7-19 in contact with animals and nature. While most participants are trained in several sports, polo has proven to be the perennial favorite of Work to Ride youth.

Zhang Sah Martial Arts www.zhangsah.org Zhang Sah is a nonprofit organization serving the Philadelphia County since 1998. They provide innovative programming that combines education, positive youth development, martial arts, and

of over 200 adult mentors, called Running Leaders, over 50 schools,

fitness to help individuals become both physically and mentally

recreation centers, and community leaders will host Students Run

progressive and perfect their character. They deliver programs and

Philly Style teams this year. Students train side-by-side with their

classes that support and empower individuals as they

mentors three days a week from March to November. Along the

develop skills to confront and overcome challenges

way, they complete eight road races, and engage in leadership and

through the study of traditional martial arts and

character development.

learn to apply these new skills to their lives

The First Tee

outside of Zhang Sah.

John MacDonald, Executive Director www.thefirstteephiladelphia.org The First Teeâ&#x20AC;&#x2122;s mission is to impact the lives of young people by providing learning facilities and educational programs that promote character development and life-enhancing values through the game of golf.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

After School Activities Partnerships

Safe Routes Philly

www.phillyasap.org

www.saferoutesphilly.org

After School Activities Partnerships provides recreational

Safe Routes Philly promotes biking and walking as fun, healthy

opportunities for children in grades K-12, promoting skill-

forms of transportation in Philadelphia elementary schools. We

building, teamwork, and fun. ASAP recruits, screens, and trains

provide pedestrian and bicycle safety programming and support for

volunteer activity leaders as well as OST staff to lead after-school

elementary schools in Philadelphia. The Safe Routes Philly program

enrichment activities (chess, Scrabble, debate, drama) at local

introduces walking and cycling as fun, healthy, and environmentally

schools, libraries, community and recreation centers, and other

friendly activities. In addition to walking and riding safely, students

out-of-school time programs.

learn to view the bicycle and their feet as good means of recreation,

Playworks

exercise, and transportation. Encouraging students to bicycle and walk more addresses issues of active living, obesity, and diabetes,

www.playworks.org

and environmental health.

Playworks hires and trains recess coaches. They serve low-income

A Safe Routes Philly youth educator teaches a 45-60 minute in-class

elementary schools by helping to organize their recess periods into

lesson to any private, parochial, independent, or charter school, as

safe, inclusive places where students can have fun and transition

well as various after-school and summer programs in Philadelphia

back to the classroom ready to learn. They also provide physical

County.

activity periods called class game time where we reinforce concepts we want to see on the playground like game rules, boundaries and

Creative Kids Club

conflict resolution skills.

www.creativekidsclub.net

Playworks’ direct service model works specifically with elementary-

Creative Kids Club’s mission is to provide recreational and

aged students at schools where at least half of the total school

educational events, activities, and workshops that empower our

population applies for free or reduced lunch. Our training model works

families and youth, to strengthen and enhance personal growth,

with any organization looking to improve the skills of their youth

education, self-sufficiency, and leadership. One of the fun and

developers or school support staff. In addition, we also do trainings as

exciting programs that Creative Kids has to offer is HoopStarz, a hula

part of individual organization’s team building requirements.

hoop dance troupe.

Playworks works in OST by providing both before-school and after-

*There is a $25 membership fee to participate in Creative Kids Club

school programming, and extracurricular, developmental sports

activities.

leagues.

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Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

Urban Blazers http://www.urbanblazers.org/

International Institute for Restorative Practices http://www.iirp.edu/whatisrp.php

Founded in 2005, Urban Blazers‘mission is to encourage youth to become responsible for their own development in education and

Restorative practices is a new field of study that has the potential

leadership. Hands-on and outdoor activities such as rock climbing,

to positively influence human behavior and strengthen civil society

hiking, camping, canoeing and skiing are used to engage youth and

around the world. The fundamental premise of restorative practices

improve their social and leadership skills. Since its creation, Urban

is that people are happier, more cooperative and productive, and

Blazers have served over 700 Philadelphia youths.

more likely to make positive changes when those in authority do

Urban Blazers offers a recommended approach as an alternative to traditional punitive discipline styles and conflict mediation strategy.

things with them, rather than to them or for them. Here are the three principles of fair process: ÌÌ Engagement—involving individuals in decisions that affect them by listening to their views and genuinely taking their opinions into account ÌÌ Explanation—explaining the reasoning behind a decision to everyone who has been involved or who is affected by it ÌÌ Expectation clarity—making sure that everyone clearly understands a decision and what is expected of them in the future

Adapted from Regional Traveling Services Directory 2011 Out-of-School Time Resource Center (OSTRC), http://www.sp2.upenn.edu/ostrc/resources/documents/Spring2011TravelingServicesDirectory.pdf

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Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

OTHER LOCAL COMMUNITY PARTNERS FOR PHYSICAL ACTIVITY Sports Clubs and Fitness Centers Philadelphia Kids Club www.kidson12th.com/ Philadelphia Sports Clubs www.mysportsclubs.com/clubsched/pscclubs.htm?WT. ac=PSC_Home_AllClubs_List University City Swim Club www.ucswimc.org/ Fox Chase Swim Club www.foxchaseswimclub.com/ Lombard Swim Club www.lombardswimclub.com/ Aquatic and Fitness Center www.afcfitness.com/ Salvation Army Kroc Center of Philadelphia www.use.salvationarmy.org/use/www_use_ Philadelphiakroc.nsf/vw-text-dynamic-arrays/8724C7533 B07E7058525779A00635C26?openDocument City of Philadelphia Pools www.phila.gov/recreation/sports/Pool_Locations.html Attitude Tennis Training of Philadelphia

United States Tennis Association www.usta.come/schools www.10andunderTennis.com Training, equipment assistance, grants, curriculum, staff support, no courts required The Rock School for Dance Education www.therockschool.org/ Rennie Harris Puremovement www.rhpm.org/ Koresh Dance Company – Kids Dance www.koreshdance.org/outreach_kidsdance.php Yoga Child www.yogachild.net/ The Yoga Garden www.yogagardennarberth.com/ Yoga Unites www.yogaunites.org City of Philadelphia Recreation Centers (by district) www.phila.gov/recreation/facilities/Facilities_by_Distri.html

City of Philadelphia Parks-list of neighborhood parks www.phila.gov/recreation/parks/Neighborhood__Parks_.html

www.attitudetennis.com/

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Section 2: Physical Activity Guideline #3 OST program provides a safe environment for play and physical activity.

City of Philadelphia, Sports and Athletic Programs

Phillies baseball in community projects

and Contacts

http://philadelphia.phillies.mlb.com/phi/community/

www.phila.gov/recreation/sports/Sports_And_Athletics.html

baseball_softball.jsp

City of Philadelphia Department of Recreation Permits http://www.phila.gov/recreation/Permits.html

College and university sports teams, college facilities Local public, private or charter school facilities

Professional Sports Teams Philadelphia Eagles Equipment Program Donation

http://philadelphia.phillies.mlb.com/phi/community/ jr_rbi_league.jsp http://philadelphia.phillies.mlb.com/phi/community/rbi.jsp Philadelphia 76rs: tickets – Community Assist programs www.nba.com/sixers/community/community_assists.html Philadelphia 76rs Fit for Fun www.nba.com/sixers/fit/index.html

http://philadelphiaeagles.com/community/equipmentdonation.html Eagles Book Mobile Youth Literacy Project

Police Athletic League of Philadelphia www.phillypal.com/

http://philadelphiaeagles.com/community/

YMCA of Philadelphia & Vicinity

eagles-youth-partnership/literacy.html

www.philaymca.org/

Eagles Playground Build

Christian Street: www.philaymca.org/branches/christian-street

http://philadelphiaeagles.com/community/

Columbia North: www.philaymca.org/branches/columbia-north

eagles-youth-partnership/playground-build.html

Northeast: www.philaymca.org/branches/northeast

Phillies Reading Program http://philadelphia.phillies.mlb.com/phi/community/ phanatic_reading.jsp

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Roxborough: www.philaymca.org/branches/roxborough West Philadelphia: www.philaymca.org/branches/ west-philadelphia

Section 2: Physical Activity Guideline #4 OST program provides equitable opportunities for all youth to participate in quality sport and fitness programs.

How This Guideline Helps OST Youth Program can support activities that promote physical activity and health for all children, including those with physical and mental impairment, to foster a lifelong enjoyment of activity. When children are encouraged and supported in their physical activity, they are more likely to enjoy those experiences and continue to engage effectively in physical activity. It is vital that children are given positive exposure to physical activity in order to ensure lifelong healthy habits. This means that denial of physical activity should never be used as a behavioral management strategy—in fact, physical activity can act as an outlet for emotional stress and has been shown to increase mental functioning and academic achievement. OST programs also have the opportunity to show children of all abilities that there are productive ways to stay physically active.

TIPS FOR OST PROGRAMS TO PROMOTE YOUTH ENJOYMENT OF PHYSICAL ACTIVITY Give positive feedback: “Nice job,” “great try,” or “good effort” instead of singling a child out for negative behavior. Encourage youth to understand their abilities and support and help each other instead of allowing staff or other children to tease children about weight or physical ability. Find other activities that youth will enjoy and encourage them to try even if they aren’t “good at it” instead of letting them sit on the sidelines. Help youth discover activities they enjoy, when they say they don’t want to participate. Reinforce positive behavior and achievement with physical activity instead of not letting youth participate as a punishment. Let youth choose activities as an incentive instead of choosing it for them. Share these strategies with parents and caregivers to reinforce at home.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section 2: Physical Activity Guideline #4 OST program provides equitable opportunities for all youth to participate in quality sport and fitness programs.

ADAPTIVE STRATEGIES AND EQUIPMENT1 As an OST provider, it is important to remember that youth come from a variety of different backgrounds and physical abilities. Some differences that may impact participation include: Behavioral and emotional (e.g., ADHD, autism) Learning (e.g., auditory and visual processing disorders) Physical (e.g., cerebral palsy, visual impairments) Health (e.g., asthma, obesity) Students often know what physical activities they can participate in and will enjoy. Therefore it is important to engage all students in determining what physical activity would be best for their abilities. Understanding students’ abilities and their unique disabilities and cultures can be facilitated by working directly with parents. It’s important to remember that some students may need medications, such as an asthma inhaler, during or after physical activities. Check with parents!

Once you have determined the unique needs of the children that you work with, implement activities that meet their unique needs and are enjoyable. Here are some examples of strategies used to address each type of disability:

Behavioral and

Learning

Physical

Health

emotional

ÌÌ Provide written and spoken

ÌÌ Give students with visual

ÌÌ Allow breaks

ÌÌ Provide clear, additional instructional (spoken, written, and otherwise)

directions ÌÌ Demonstrate using visual cues

reminders ÌÌ Shorten activity length to

impairment pre-orientation

ÌÌ Use smaller playing field

to the space ÌÌ Adjust space, length of activity, and physicality according to needs

keep children’s attention

Adapted from California After School Resource Center Physical Activity Guideline 8.

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Section 2: Physical Activity Guideline #4 OST program provides equitable opportunities for all youth to participate in quality sport and fitness programs.

Example

Potential Issues

Inclusion Ideas ÌÌ Provide additional reminders about instructions for

hard time staying on-task; trouble controlling impulses

20 30

Auditory and visual processing disorders

Cerebral palsy

ÌÌ Give praise for what the student has accomplished instead of focusing on what wasn’t completed. ÌÌ Offer activities of shorter lengths, and change

activities to match the student’s attention span.

ÌÌ Give clear directions and ask the student to do one or two things at a time.

ÌÌ Give directions in a format that the student can Limited communication skills;

Autism

activities.

Hard time paying attention; fidgety;

may react strongly to touch, noise, or lights; prefers to play alone

process. For example, a student may respond better to picture directions than verbal directions. ÌÌ Each student with autism is different. Learn about triggers that upset them, and try to avoid them or help the student prepare for them.

30 20

Attention Deficit Hyperactivity Disorder (ADHD)

ÌÌ Involve the child in group activities using a gradual process.

ÌÌ Provide directions in a form that the child can Difficulty processing verbal instructions; difficulty processing where one object is in relation to another; difficulty interpreting visual cues, such as signs, colors, and boundaries

process, such as written directions for a child that has trouble processing auditory directions.

ÌÌ Demonstrate how to understand and use visual cues, such as boundaries and hand symbols for games. ÌÌ Be patient and supportive if the student needs

extra time to process directions. Ask other students to be patient as well.

Difficulty walking; may require wheelchair or cane; difficulty talking; uncontrollable muscle contractions

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

ÌÌ Choose environments carefully, so that if a child falls there is the smallest risk of injury.

ÌÌ Adjust intensity, distance, and duration to tolerance.

Section 2: Physical Activity Guideline #4 OST program provides equitable opportunities for all youth to participate in quality sport and fitness programs.

Example

Potential Issues

Inclusion Ideas ÌÌ Give the child a pre-orientation to the activity and environment. For example, allow the student to walk the distance between the starting and stopping point of an activity.

Visual impairments

Trouble getting around; trouble understanding the physical environment; cannot process visual cues

ÌÌ Provide tactile clues. For example, add cones to mark boundaries, and allow the child to feel the cones. ÌÌ For students with low-vision, provide bright cues,

40 50 Asthma

ÌÌ Use equipment that makes noise.

ÌÌ Partner child with a sighted student. Ask all students to pick partners.

ÌÌ If a student uses an inhaler, always keep it close by during physical activity. Trouble breathing during physical activity; trouble breathing due to certain allergens, such as grass or pollen; possible need for inhaler before, during, or after physical activity

ÌÌ Offer indoor physical activity, if a child’s asthma is worse outdoors due to allergens.

ÌÌ Tell students it’s ok to take a break, and encourage them to rejoin the group when their breathing improves.

ÌÌ Use a smaller play area if a child cannot run long distances due to asthma.

ÌÌ Offer lower-intensity options, such as walking briskly instead of running. Trouble moving for longer periods of time;

Obesity

50 40

such as fluorescent tape.

trouble doing certain physical movements, such as hopping or bending

ÌÌ Provide a smaller play area if a student has trouble covering a large area. ÌÌ Make it okay to take short breaks, and still encourage participation. ÌÌ Consider equipment modifications for the whole group. Use rope loops to make larger hoops.

Healthy Living Guidelines for Out-of-School Time Programs TOOLKIT

Section

Physical Activity Resources & Parent Handouts

Why Is Physical Activity Important? The U.S. Department of Health and Human Services’ Physical Activity Guideline for Children and Adolescents recommends that youth get 60 minutes of moderate to vigorous physical activity per day.

WHY IS PHYSICAL ACTIVITY IMPORTANT FOR MY CHILD? Physical activity has been shown to benefit children’s health, growth, and development. Physical activity: Helps maintain a healthy weight Strengthens the heart, lungs, muscles, and bones Reduces the risk of heart disease, high blood pressure, diabetes, and types of cancer Relieves stress Increases self-esteem and confidence Helps youth build social skills such as sharing, communication, and conflict resolution skills Improves ability good setting and decision making

WHAT IS THE CONNECTION BETWEEN PHYSICAL ACTIVITY AND ACADEMICS? Physical activity not only improves your child’s health but it may improve their learning and test scores. Regular exercise breaks can stimulate their brain activity and help them stay alert, focused, and concentrate better in school.

Ways for children to be more physically active at home ÌÌ Turn on the radio and let them dance around the house. ÌÌ Let them help you clean the house. Not only will they learn some life skills but they will also be physically active. ÌÌ Take daily after dinner walks. ÌÌ Walk up and down the stairs in your house or apartment. ÌÌ Put on an exercise video and get a good workout. ÌÌ Plan family fun fitness days. ÌÌ Enroll them in a sport program. There are many free or low cost programs in the city. For more information visit http://www.phila.gov/recreation/ or call 215-683-3600.

S, SP

FI T

IT I

NT’S COU IDE NC ES

O RT S &

www.presidentschallenge.org Participant Name

Age

Date Started

Group ID (if applicable)

# of Minutes or Pedometer Steps

Day Mon

Tues

Wed

Week 2

Mon

Thurs Fri Sat

# of Minutes or Pedometer Steps

Thurs Fri Sat Sun

Healthy Eating—Select a goal for this week.

Healthy Eating—Circle and continue with last week’s goal, and

Physical Activities

add a new goal.

# of Minutes or Pedometer Steps

Day

Mon

Tues

Wed

Thurs Fri Sat

Physical Activities

# of Minutes or Pedometer Steps

Thurs Fri Sat

Sun

Healthy Eating—Circle and continue with previous goals, and

add a new goal.

Day

Physical Activities

add a new goal.

# of Minutes or Pedometer Steps

Day

Mon

Tues

Wed

Week 6

Week 5

Physical Activities

Sun

Day

Week 3

Physical Activities

Week 4

Week 1

Day

Date Completed

Thurs Fri Sat

Physical Activities

# of Minutes or Pedometer Steps

Thurs Fri Sat

Sun

Healthy Eating—Circle and continue with previous goals, and

add a new goal.

Healthy Eating Goals I made half my plate fruits and vegetables

I drank water instead of sugary drinks

I ate seafood

At least half of the grains that I ate were whole grains

I chose lean sources of protein

I ate smaller portions

I chose fat-free or low fat (1%) milk, yogurt, or cheese

I compared sodium in foods like soup and frozen meals and chose foods with less sodium

INSTRUCTIONS: Online: Create an online account at www.presidentschallenge.org. Participate as an individual or join a group (ID at the top of page if applicable). Once you achieve PALA, you’re eligible to receive a certificate! Paper: Use this hard copy log to track your progress. Once completed, report your accomplishment and receive your certificate at www.presidentschallenge.org! Or, if part of a group, make sure to return it to your group administrator to get recognized.

More tools like this can be found on the President’s Council on Fitness, Sports and Nutrition: http://www.fitness.gov/presidents-challenge/presidential-active-lifestyle-award/

Two by Two's Fitness Worksheet Directions: Find a partner and complete one of the following tasks. Sign each otherâ&#x20AC;&#x2122;s sheet and find new partner to complete another task. Continue finding new partners and completing one task until the allocated time is completed. I will be watching proper form and cooperation. Name: ________________________________________

Grade: ______________________

1) You and somebody do 5 push-ups: 2) You and somebody do 10 right arm curls: 3) You and somebody do 5 crunches: 4) You and somebody high ten each other: 5) You and somebody do 10 left arm curls: 6) You and somebody do a 30 second dance: 7) You and somebody do 5 neck rolls: 8) You and somebody touch your toes for 5 seconds: 9) You and somebody do 10 squats for 10 seconds: 10) You and somebody walk the perimeter of the room:

*This activity was adapted from PE Central. For more physical activity resources and educational materials visit PE Centralâ&#x20AC;&#x2122;s website at http://www.pecentral.org

Activity: Wiggles Grade Level: K-5 Formation: Standing at desks Equipment: None Rules/Directions: 1. Jog in place while doing the following activities. 2. On teacherâ&#x20AC;&#x2122;s signal, the students begin to wiggle their fingers. 3. Then their fingers and wrists. 4. Then their fingers, wrists, and forearms. 5. Then their fingers, wrists, forearms, and elbows. 6. Then their fingers, wrists, forearms, elbows, and shoulders. 7. Then their fingers, wrists, forearms, elbows, shoulders, and rib cage. 8. Then their fingers, wrists, forearms, elbows, shoulders, rib cage, and hips. 9. Then their fingers, wrists, forearms, elbows, shoulders, rib cage, hips, and knees. 10. Then their fingers, wrists, forearms, elbows, shoulders, rib cage, hips, knees, and head.

Variations: 1. Start from toes and work your way up (toes, knees, hips, etc.). 2. Repeat activity without jogging as cool down.

The Elementary and Middle School Energizers were developed by East Carolina University, Activity Promotion Laboratory in partnership with the NC Department of Public Instruction (Healthful Living and Healthy Schools Sections),the Health and Wellness Trust Fund, Be Active North Carolina, the NC Alliance for Athletics, Health, Physical Education, Recreation and Dance, and the Physical Activity & Nutrition Branch. http://www.eatsmartmovemorenc.com/Energizers/Texts/MS-Energizers-Healthful-Living.pdf

Activity: True or False Grade Level: 6th - 8th Subject Area: Health North Carolina Standard Course of Study Objective Number(s): 6th grade: 8.04 Identify the critical aspects of a healthy lifestyle; 7th grade: 8.04 Demonstrate the importance and value of regular physical activity; 8th grade: 5.01 Provide examples of the role of the Dietary Guidelines for Americans in promoting health; 8.01 Monitor and evaluate the benefits of various physical activities.

Formation: Standing at desk Equipment: None Rules/Directions: 1. Teacher calls out a series of statements such as: a. Your heart is a muscle. (True) b. White bread is more nutritious than whole wheat bread. (False) c. Exercise makes your heart stronger. (True) d. The main function of the heart is to supply oxygen to your body. (True) e. Milk really does not give you strong bones. (False) f. You should be eating 5 cups of fruit and vegetables every day. (True) g. Blood does not transport the oxygen from the heart to other parts of the body. (False) h. The main sources of protein are meat, fish, and beans. (True) i. You have muscles that move even when you donâ&#x20AC;&#x2122;t think to tell them to. (True) j. Beans are good for your heart. (Ha ha) 2. Students respond to each of these statements by sitting at their desk if the answer is false and standing and running in place if the answer is true for at least 15 seconds. 3. Teacher can have student make larger movements for true or false statements such as jog in place for true statements and squatting low for false statements.

Variations: 1. Can be adapted for all subject areas. 2. Teacher can choose different movements from the movement bank. 3. Have a brief discussion as to why each statement was true or false.

Activity: Shipwreck Group Size: 6-60 Length of Activity: 5-45 minutes Developmental Goal: To increase listening skills, endurance and awareness. Skills Practiced: Running, balancing, physical awareness, memory, verbal and nonverbal communication, co-operation, evasion, and nautical terms

Equipment Needed: A large rectangle with a center line (a basketball court works). Set-Up: Have the students line up on a marked line in the middle of the playing area. Before You Start: Teach students the commands. Start with a few and increase the number of commands you use as students are able to remember them.

How to Play: The leader explains that s/he is the captain of the boat/ship and is going give commands to the students/crew to perform a specific movement or sound. Explain that the crew is sailing treacherous seas and need to work together and follow the captain’s commands to survive. If crew members does not follow the commands correctly or is the last to follow the command they must go sit in the “brig” or break-room. Explain the playing area and designate which end is the “bow” of the ship and which end is the “stern.” The goal is to be the last crew member standing.

Commands: Roll call: The crew must line up at the mid-line of the playing area,

Sailor overboard: Crew pairs up and decides which one gets

feet together, toes on the line, salute and say “aye-aye captain!”

on their hands and knees and which one stands a places a

The crew may not lower their salute until the captain says “at ease.”

foot gently on the other’s back while acting like their using a

Crow’s nest: Crew acts as if they’re climbing up a ladder to the

spyglass to find the sailor in the water.

crow’s nest, the top of the main mast, an area at the highest

Drop anchor: Crew lies on their backs with legs up and acts like

point of the ship to lookout.

an anchor. Pirates Crew closes one eye, puts up a hook finger,

Swab the deck: Crew acts like they’re mopping the deck. Shark attack: The captain becomes a shark and tries to tag the crew. Those tagged go to the “brig”. Break time: Active crew members can run to the “brig” and tag as many people as possible. Those that are tagged can come back in and play again. Make sure everyone gets let out of the

hobbles around like they have a peg-leg and say “Aaargh!” Row to Shore: Crew gets in lines of 4; students act as if they are rowing to safety, while singing “Row, Row, Row Your Boat”. Light House: Crew gets into pairs and must hold right palms ogether. They start turning in a circle and make the sound of the light house. “boop, boop”

“brig” during break time.

This lesson was reproduced with prior written consent from Playworks Philadelphia for more information about Playworks please visit http://www.playworks.org .

http://extension.missouri.edu/p/N386

• Skateboard • Tag • Ride your bike • Martial arts, like karate

• Help with chores

• Take the stairs

• Pick up toys

• Walk

Muscle-strengthening exercises help your bones get stronger so you can run and play.

• Push-ups

• Sit-ups

• Pull-ups

• Rope climb

• Tug-of-war

3 times a week

Muscle Strengthening

* Video games that require physical activity may count toward your 60 minutes.

Instead of watching sports on TV, go outside and play a sport!

• Sitting longer than 60 minutes

• Screen time (TV, computer, video games*)

Cut down

Inactivity

■ Issued in furtherance of the Cooperative Extension Work Acts of May 8 and June 30, 1914, in cooperation with the United States Department of Agriculture. Director, Cooperative Extension, University of Missouri, Columbia, MO 65211 ■ an equal opportunity/ADA institution ■ 573-882-7216 ■ extension.missouri.edu

This publication is adapted from the USDA’s MyPyramid and the 2008 Physical Activity Guidelines for Americans, chapter 3. Funded in part by USDA SNAP. Running out of money for food? Contact your local food stamp office or go online to dss.mo.gov/fsd/fstamp. For more information, call MU Extension’s Show Me Nutrition line at 1-888-515-0016.

• Walk, dance, bike, rollerblade – it all counts. How great is that!

• Move more. Aim for at least 60 minutes every day.

Find your balance between food and fun:

° Soccer

° Tennis

° Swimming

° Basketball

° Ice or field hockey

• Sports

• Dance

Every day

As often as possible

• Play outside

Aerobic

Lifestyle Activities

Be physically active 60 minutes, up to several hours every day. Use these suggestions to help meet your goal:

MyActivity Pyramid

Nutrition and life skills for Missouri families

Family Nutrition Education Programs

Screen Time What is screen time? Screen time is any time your child (or you!) spend with a screen, including computer, gaming, phone, iPod, television, or video screens. Most screen time is sedentary.

DID YOU KNOW? The average youth spends six to seven hours per day on screen time. That’s more than 40 hours per week! Why does screen time matter? Because children spend such a large part of their day on screen time, it cuts down the amount of time that they are spending being physically active. This means that children aren’t getting the necessary amount of active time. Too much screen time contributes to childhood obesity, poor grades, developmental delays, and increased violent behavior, whereas reducing screen time can help youth be active and healthy.

DID YOU KNOW? All youth should get a full hour of moderate to vigorous physical activity each day!

DID YOU KNOW? The American Academy of Pediatrics, an organization of children’s doctors, says that children should have no more than two hours of screen time each day!

Adapted from Nemours “Stay Active” handout; “What Out-of-School Providers Can Do to Promote Healthy Screen Time Habits”; “Stay Active

Physical Activity Tips – 6 years and older”

HERE IS A LOG TO HELP YOU AND YOUR CHILD TRACK SCREEN TIME EACH DAY! Name:__________________________________________________________________ Week of:____________________________ TV

Video Games

DVD

Computer/Internet

Time (hours)

Monday Tuesday Wednesday Thursday Friday Saturday Sunday TOTAL:

Name:__________________________________________________________________ Week of:____________________________ TV

Video Games

DVD

Computer/Internet

Time (hours)

Monday Tuesday Wednesday Thursday Friday Saturday Sunday TOTAL:

SAFE SPACE CHECKLIST Name of OST site:___________________________________________________________________ Date of Review:__________________ Location:_______________________________________________________________________ Reviewed by (initials):_______________ Use this checklist quarterly to evaluate the safety in your OST site. If something in your site is not up to standard, use this checklist to develop an improvement plan to correct the issue.

Sport areas Basketball Courts

Yes

1) Does the court have the proper lighting?



2) Are safety rules/ regulations posted?



3) Is activity area free of hazards and debris?



4) Is the emergency exit of the facility clearly marked?



5) Is there a first aid kit on the premise?



Comments: _______________________________________________________________________________________________________ Improvement Action Plan:___________________________________________________________________________________________ Tennis Courts

Yes

1) Is there adequate lightening?



2) Is the surface clean, smooth and hazard free?



3) Has the court been well maintained?



Yes

1) Are the yard and zone lines visible?



2) Is the playing field leveled and free of hazards/debris?



3) Has the playing surface been adequately maintained (i.e. watered, mowed and weeded)?



4) Is the field well lit?



5) Is there a first aid kit located near the field?



Sport areas (continued) Baseball/ Softball Field

Yes

1) Has the playing surface been adequately maintained (i.e., watered, mowed, and weeded)?



2) Is there a first aid kit located near the field?



3) Is the baseball diamond groomed, leveled, and free of hazards (i.e., holes, and rocks)?



4) Are bases secured?



5) Does the diamond have a backstop behind home plate?



Yes No

1) Are safety rules/ regulations posted?



2) Is the ice area free from hazards and debris?



3) Are doors to ice area properly closed?



4) Is a first aid kit located on premise?



5) Is there proper lighting and ventilation?



Yes No

1) Are goals post properly padded?



2) Is the field free from hazards/debris and does the surface provide adequate footing?



3) Are the out-of-bound areas properly marked?



4) Is there a first aid kit nearby?



Gym Indoor/Outdoor

Yes No

1.) Is the floor surface smooth and free from cracks and holes?



2.) Is the gym floor clean and free of hazards?



3.) Is the gym well-lit?



4.) Are safety signs posted?



Swimming pool Indoor/Outdoor

Yes No

1.) Are there lifeguards present?



2.) If not, are there other safety measures in place?



3.) Are there pool rules posted?



4.) Is safety and first aid equipment easily accessible?



5.) Is there an accessible and visible phone for calling EMS?



Classroom

Yes No

1.) Is the floor free from debris?



2.) Have chairs and desks been moved out the way?



3.) Is there a first aid kit nearby?



Outdoor recreation Playground

Yes No

1.) Is the playground are free of litter or dangerous debris?



2.) Is the equipment free of damage?



3.) Is equipment not missing any parts?



4.) Is the playground equipment free of any protruding bolts, screws, nails or fixtures?



Yes No

1.) Is the park clean and free of litter, debris, and graffiti?



2.) Does the park equipment (i.e., benches, grills, playgrounds) seemed to be well maintained?



3.) Are park rules and regulations posted?



Track

Yes No

1.) Are boundaries clearly marked?



2.) Is track free of hazards/debris and traffic?



3.) Is track surface leveled and does it provide adequate footing?



4.) If there an emergency action plan in place to handle accidents?



For more detail information about playground and recreation safety please visit the United States Department of Education’s website http://www.edu.gov.mb.ca/k12/cur/physhlth/out_of_class/appendix_e.pdf or United States Consumer Product Safety Commission’s Public Playground Safety Handbook found at www.cpsc.gov/cpscpub/pubs/325.pdf

phlpnet.org

nplan.org

March 2009

What Is a Joint Use Agreement? A Fact Sheet for Parents, Students, and Community Members A joint use agreement is a formal agreement between two separate government entities—often a school district and a city or county—setting forth the terms and conditions for the shared use of public property or facilities.

Many communities lack safe, adequate places for children and their families to exercise and play. Schools might have a variety of recreational facilities—gymnasiums, playgrounds, fields, courts, tracks— but many districts close their property to the public after school hours because of concerns about costs, vandalism, security, maintenance, and liability in the event of injury. Most states currently have laws that encourage or even require schools to open their facilities to the community for recreation or other civic uses.1 Nonetheless, school officials may be reluctant to do so, cautious about the expense in times of increasingly tight budgets. The good news is that city, county, and town governments can partner with school districts through what are known as joint use agreements to address these concerns.

What Is a Joint Use Agreement? A Fact Sheet for Parents, Students, and Community Members

A joint use agreement is a formal agreement between two separate government entities—often a school district and a city or county—setting forth the terms and conditions for the shared use of public property. In San Francisco, for instance, the city and school district used a joint use agreement to open school playgrounds to the community on weekends. In Seattle, the city and school district implemented a more complex joint use agreement to centralize the scheduling of all school and city recreation facilities, making them more accessible and easier to reserve. In some communities, schools and cities have partnered to build new recreational facilities for schools and neighborhoods. Joint use agreements allow school districts to share with local government the costs and responsibilities incurred by opening their facilities. Subject to overriding state and local laws, the agreements can allocate to local government some or all of the responsibility for costs, security, supervision, maintenance, repairs, and potential liability. With thoughtful planning, joint use agreements can play an important role in increasing recreational opportunities for children and their families. Parents and community members can get involved by urging school officials (including school board members) and city or county officials to pursue a joint use agreement that would make school facilities more widely accessible.

Visit www.nplan.org to download other NPLAN products on joint use agreements. Model agreements for four different types of joint use: 1. Opening Outdoor School Facilities for Use During Non-School Hours 2. Opening Indoor and Outdoor School Facilities for Use During Non-School Hours 3. Opening School Facilities for Use During Non-School Hours and Authorizing Third Parties to Operate Programs 4. Joint Use of District and City Recreation Facilities • Checklist for Developing a Joint Use Agreement • A Fifty-State Scan of Laws Addressing Community Use of Schools • Liability Risks for After-Hours Use of Public School Property: A Fifty-State Survey

The National Policy & Legal Analysis Network to Prevent Childhood Obesity (NPLAN) is a project of Public Health Law & Policy (PHLP). PHLP is a nonprofit organization that provides legal information on matters relating to public health. The legal information provided in this document does not constitute legal advice or legal representation. For legal advice, readers should consult a lawyer in their state. Support for this fact sheet was provided by a grant from the Robert Wood Johnson Foundation. 1

Photos by Lydia Daniller

See, e.g., California Education Code §§ 38131, 38133, 18134 [establishing a civic center at each public school facility for supervised recreation activities]; Indiana Code §§ 20-26-8-1, 2 [requiring the school board of trustees to provide recreation activities upon petition by a sufficient number of voters], Maryland Education Code § 7-108-110 [requiring county boards to provide school facilities for use for civic or other recreation purposes].

THANK YOU to Everyone Who Made the Healthy Living Toolkit Possible

This toolkit was developed by the Healthy Kids, Healthy Communities Out-of-School Time Initiative Partnership Team at Health Promotion Council, Philadelphia, Pa. copyright 2011, 2012 For more information on the Healthy Kids, Healthy Communities Out-of-School Time Toolkit please contact Health Promotion Council at 215-731-6150, or visit www.hpcpa.org. Funding for this toolkit was provided by the Robert Wood Johnson Foundation www.rwjf.org and the Healthy Kids, Healthy Communities national program. www.healthykidshealthycommunities.org Healthy Kids, Healthy Communities advances community based solutions that will help reverse the childhood obesity epidemic. It focuses on changing policies and environments to support active living and healthy eating among children and families, placing special emphasis on reaching children who are at highest risk based on race or ethnicity, income or geographic location. Funding for this toolkit was made possible in part by Cooperative Agreement #1U58DP002626-01 from the Centers for Disease Control and Prevention, U.S. Department of Health and Human Services; and Get Healthy Philly, an initiative of the Philadelphia Department of Public Health. The views expressed in this manuscript do not necessarily reflect the official policies of the Department of Health and Human Services; nor does mention of trade names, commercial practices, or organizations imply endorsement by the U.S. Government. Additional funding has been provided from the St. Christopher's Foundation for Children.