Balanced Energy Physical Activity Toolkit

Transcription

1 Balanced Energy Physical Activity Toolkit balance moderation solid fats, added sugars, salt reduce watching TV, playing video games, computer time decrease increase S Author Katherine Gunter, Ph.D. Associate Professor and Extension Specialist School of Biological and Population Health Sciences Extension Family and Community Health Program and Brendan Klein, MPH CHES

2 Balancing Calories Make at least half your grains whole grains Balancing physical activity with healthy eating balance Participate in muscle-strengthening physical activities Enjoy your food, but eat less Enjoy physical activity, do it more Switch to fat free or low fat milk Engage in bone-strengthening activities at least 3 days a week Avoid oversized portions Avoid sedentary activities moderation solid fats, added sugars, salt reduce watching TV, playing video games, computer time Foods to reduce Activities to reduce Foods to increase Activities to increase decrease increase S Choose food with low sodium Choose activities with the most health benefits Make half your plate vegetables & fruits Make much of your physical activity moderate or vigorous Drink water instead of sugary drinks Be active instead of sedentary

3 Hop Around My Plate Balancing Calories Balancing physical activity with healthy eating Instructions: Step 1 Find a spot on the floor where you can have personal game space all around you (demonstrate by extending arms and moving slowly around in a circle). Each direction (forward, backward, right, left) represents a food group. Forward is vegetables (have everyone hop forward and then back to original position); backward is fruits (hop backward and return); left is grains (practice); right is meat & beans (practice). OK back to starting position. Step 2 When the game begins, everyone stand on one foot. When I name a food, hop on one foot in the direction of the category that food belongs in. Let s try one, BREAD. Great job! Everyone should have hopped to their LEFT because BREAD is a GRAIN. Keep your balance as long as possible. Be careful let s be safe and stay on our feet. If you have trouble hopping with one foot you can hop with both feet. Step 3 Are you ready? Leader calls out food names while students hop to the squares. Continue until the allotted time has passed. Monitor class for success hopping in correct direction; balancing on one or two feet. Discussion End the activity with a discussion about balancing your body and how it compares to balancing calorie intake and expenditure. Indoor Grades: 3-5 Time: 15 mins. balance Get Ready: Draw diagram on board to show game space (see below). grains vegetables Hopper fruits meat & beans Stand with enough personal space for safe movements. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: None Source: Adapted from Mind and Body Activities for the Elementary Classroom Brain Breaks Michigan Department of Education.

4 Balancing Calories Balancing physical activity with healthy eating balance Nutrition Key Message: Balancing Calories Find your own balance between food and physical activity. Less active individuals generally need fewer calories than more active individuals. PA Conceptual Connection: Balancing physical activity with healthy eating. Balance time spent doing sedentary activities with active time. The more you participate in sports, active play and other physical activities, the more nutritious foods you need to fuel those activities. Talking Points: Energy balance is very important to make sure that we get enough calories to sustain our activities. Balance calories from food and beverages according to your activity level. Are there days of the week that you are more active than others? Do you eat differently on those days? Are you hungrier on those days? Have class participants think about their own daily activity. Should all people of similar age, size and gender eat the same number of calories? Discuss how two people can be the same in appearance (gender, height, weight), but if one is much more active than the other, they need more calories (see the Fuel your Fun chart). Talk to participants about energy balance. Ask them to think of ways that weight might increase (i.e. reducing PA or increasing calories) or decrease (i.e. increasing PA or reducing calories). Is one better than the other? Discuss.

5 Toss Across Balancing Calories Balancing physical activity with healthy eating Instructions: Step 1 Divide up into groups of two to six. Smaller groups are desirable to maximize movement for the most children. Those in groups should form a straight line with each line parallel to one another. Place a cone at the start of each line. This is the start line. Another cone will be placed at some distance in front of the lines (anything can be a cone). Step 2 When the game begins, the students at the front of the line run to the other cone while dribbling (basketball or soccer style), carrying, or tossing the ball (in the air to themselves) as they run. Once you reach the other cone stay put and toss, roll, or kick the ball to the next person in line. The next person in line takes their turn. Encourage students to jump, dance, or twirl as they wait their turn. Keep moving until everyone has reached the other side. Step 3 Are you ready? Allow the students to go back and forth between the cones several times until the allotted time has passed. Monitor class for success transporting the ball effectively; getting it back to the next student. Discussion End the activity with a discussion about controlling and balancing the ball and how it compares to balancing calorie intake and expenditure. Outdoor Grades: K-2 Time: 15 mins. balance Get Ready: Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: Foam Balls 5 to 10 Cones 2 or more Note: Students who have trouble with these skills can run with the ball, dribble the ball with their feet, or use an imaginary ball! If you have space, have all children do the activity at once. Challenge students to complete a set number of trips between cones. Source: Adapted from Willenberg, Barbara. Physical Activity Cards. University of Missouri Extension Promoting Lifetime Activity for Youth (P.L.A.Y.) program. Arizona Department of Health Services.

6 Balancing Calories Balancing physical activity with healthy eating balance Nutrition Key Message: Balancing Calories Find your own balance between food and physical activity. Less active individuals generally need fewer calories than more active individuals. PA Conceptual Connection: Balancing physical activity with healthy eating. Balance time spent doing sedentary activities with active time. The more you participate in sports, active play and other physical activities, the more nutritious foods you need to fuel those activities. Talking Points: Energy balance is very important to make sure that we get enough calories to sustain our activities. Balance calories from food and beverages according to your activity level. Are there days of the week that you are more active than others? Do you eat differently on those days? Are you hungrier on those days? Have class participants think about their own daily activity. Should all people of similar age, size and gender eat the same number of calories? Discuss how two people can be the same in appearance (gender, height, weight), but if one is much more active than the other, they need more calories (see the Fuel your Fun chart). Talk to participants about energy balance. Ask them to think of ways that weight might increase (i.e. reducing PA or increasing calories) or decrease (i.e. increasing PA or reducing calories). Is one better than the other? Discuss.

7 Moving Questions Balancing Calories Balancing physical activity with healthy eating Instructions: Step 1 The goal of this activity is to maximize movement and answer questions about energy balance. You will be asked (as a group) to complete a movement (e.g. do a silly dance for 30 seconds) and answer a question. Every time you get the answer right, I ll do the movement too! Step 2 Are you ready? Leader calls out the specified movements (ideas listed below). After students complete the movement, the leader asks a question and allows them to answer. If they get it right the first time, the leader does the movement too. Repeat this process for 5 or more questions. Movement Ideas jump high toward the sky with your hands in the air and then reach down low and slap the floor 2 times. hop on one foot while turning in a circle 5 times. run in place for 30 seconds. imaginary jump rope (or real jump rope if space allows) for 30 seconds. Do all the previous movements non-stop in the same order! Monitor the class for success completion of the specified activity; maintaining balance; correctly answering the questions. Discussion End the activity with a discussion about balancing nutrition and physical activity in their lives and go over any questions that were answered incorrectly. Indoor Grades: 3-5 Time: 15 mins. balance Get Ready: Create some simple questions related to balancing calorie intake and expenditure. See the Tool Kit Guide for sample questions. Stand with enough personal space for safe movements Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: None Source: Adapted from East Carolina University: Activity Promotion Laboratory. Healthful Living Middle-School Energizers

8 Balancing Calories Balancing physical activity with healthy eating balance Nutrition Key Message: Balancing Calories Find your own balance between food and physical activity. Less active individuals generally need fewer calories than more active individuals. PA Conceptual Connection: Balancing physical activity with healthy eating. Balance time spent doing sedentary activities with active time. The more you participate in sports, active play and other physical activities, the more nutritious foods you need to fuel those activities. Talking Points: Energy balance is very important to make sure that we get enough calories to sustain our activities. Balance calories from food and beverages according to your activity level. Are there days of the week that you are more active than others? Do you eat differently on those days? Are you hungrier on those days? Have class participants think about their own daily activity. Should all people of similar age, size and gender eat the same number of calories? Discuss how two people can be the same in appearance (gender, height, weight), but if one is much more active than the other, they need more calories (see the Fuel your Fun chart). Talk to participants about energy balance. Ask them to think of ways that weight might increase (i.e. reducing PA or increasing calories) or decrease (i.e. increasing PA or reducing calories). Is one better than the other? Discuss.

9 Dicey Moves Balancing Calories Balancing physical activity with healthy eating Instructions: Step 1 Divide into groups of 3 or 4 students. Each group will receive 1 die. Step 2 When the game begins one student in each group should roll their die onto the floor. You should begin doing the activity that is listed next to your number on the board. Continue doing the activity until your group is able to name 5 items from the food group for the number you have rolled. For the physical activity category you should name one activity that needs lots of fuel (e.g. running race) and one activity that needs very little fuel (e.g. sleeping). Once your group has named 5 food items, your group can roll the die again. Encourage students to NOT repeat food items. This will increase activity time. Step 3 Are you ready? Leader tells the class to begin and allows the activity to continue until the allotted time has passed. Monitor the class for success performing the correct activity and naming appropriate food items. Discussion End the activity with a discussion about balancing nutrition and physical activity in their lives. Indoor Grades: 3-5 Time: 15mins. balance Get Ready: Write the food group movement paired phrases on the classroom board. For example Grains = jog in place; see below. 1) Grains = Jog in Place 2) Vegetables = Jumping Jacks 3) Fruits = Hop in Place 4) Milk = Forward Lunge 5) Meat and Beans = Squats 6) Physical Activity = Dance Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: Dice 1 die for each group of students. Source: Adapted from Willenberg, Barbara. Physical Activity Cards. University of Missouri Extension Promoting Lifetime Activity for Youth (P.L.A.Y.) program. Arizona Department of Health Services.

10 Balancing Calories Balancing physical activity with healthy eating balance Nutrition Key Message: Balancing Calories Find your own balance between food and physical activity. Less active individuals generally need fewer calories than more active individuals. PA Conceptual Connection: Balancing physical activity with healthy eating. Balance time spent doing sedentary activities with active time. The more you participate in sports, active play and other physical activities, the more nutritious foods you need to fuel those activities. Talking Points: Energy balance is very important to make sure that we get enough calories to sustain our activities. Balance calories from food and beverages according to your activity level. Are there days of the week that you are more active than others? Do you eat differently on those days? Are you hungrier on those days? Have class participants think about their own daily activity. Should all people of similar age, size and gender eat the same number of calories? Discuss how two people can be the same in appearance (gender, height, weight), but if one is much more active than the other, they need more calories (see the Fuel your Fun chart). Talk to participants about energy balance. Ask them to think of ways that weight might increase (i.e. reducing PA or increasing calories) or decrease (i.e. increasing PA or reducing calories). Is one better than the other? Discuss.

11 Speed Scarves Balancing Calories Balancing physical activity with healthy eating Instructions: Step 1 Have students pair up and give each pair a scarf. Step 2 To begin, I will give you an activity (jumping jacks, jogging in place, hopping, etc.). One partner is the scarf thrower and one will do the activity. The scarf thrower will throw the scarf as high into the air as possible and the partner will try to do as many repetitions of the activity as they can before the scarf drops. The scarf thrower should try to catch the scarf just before it touches the ground. Step 3 Are you ready? Leader gives the students an activity once they have thrown their scarves in the air. Repeat the process with different activities until the allotted time has passed. Monitor class for success correctly completing the activity. Discussion End the activity with a discussion about balancing nutrition and physical activity in their lives. Indoor Grades: 3-5 Time: 15 mins. balance Get Ready: Stand with enough personal space for safe movements. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: Scarf 1 scarf for every two students. Source: Willenberg, Barbara. Physical Activity Cards. University of Missouri Extension Ball, Steve, Assistant Professor, Department of Nutritional Sciences, College of Human Environmental Sciences, University of Missouri-Columbia.

12 Balancing Calories Balancing physical activity with healthy eating balance Nutrition Key Message: Balancing Calories Find your own balance between food and physical activity. Less active individuals generally need fewer calories than more active individuals. PA Conceptual Connection: Balancing physical activity with healthy eating. Balance time spent doing sedentary activities with active time. The more you participate in sports, active play and other physical activities, the more nutritious foods you need to fuel those activities. Talking Points: Energy balance is very important to make sure that we get enough calories to sustain our activities. Balance calories from food and beverages according to your activity level. Are there days of the week that you are more active than others? Do you eat differently on those days? Are you hungrier on those days? Have class participants think about their own daily activity. Should all people of similar age, size and gender eat the same number of calories? Discuss how two people can be the same in appearance (gender, height, weight), but if one is much more active than the other, they need more calories (see the Fuel your Fun chart). Talk to participants about energy balance. Ask them to think of ways that weight might increase (i.e. reducing PA or increasing calories) or decrease (i.e. increasing PA or reducing calories). Is one better than the other? Discuss.

13 Line Up for Balance Balancing Calories Balancing physical activity with healthy eating Instructions: Step 1 Draw and/or use jump ropes to create enough lines to maximize movement time for all students. In this activity you will practice your balance. The goal is to stay on track. Step 2 First let s walk along the straight lines, keeping our feet on the line the whole way. Once all the students have walked the straight lines, we will make it more challenging! Step 3 Are you ready? Leader monitors as students walk on the lines. Once they have completed both the straight and zig-zag courses, make it more challenging by having them balance a bean bag on their heads. Other challenges include: Walking heel-to-toe Changing arm positions (arms overhead, arms straight out in front, etc.) Walk on toes or on heels Continue until the allotted time has passed. Monitor class for success correctly and safely completing the activity. Discussion End the activity with a discussion about balancing nutrition and physical activity in their lives. Outdoor Grades: K-2 Time: 15 mins. balance Get Ready: Draw foot long straight and zig-zag lines on paved play surface. Place jump ropes end to end on the floor in straight and zig-zag lines if the play surface is grass or dirt. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: Jump Ropes: 5 to 10 OR Sidewalk chalk Bean Bags: 5 to 10 line formations Source: Adapted from an activity found in Let s Go Play!, Oregon State University, 2010.

14 Balancing Calories Balancing physical activity with healthy eating balance Nutrition Key Message: Balancing Calories Find your own balance between food and physical activity. Less active individuals generally need fewer calories than more active individuals. PA Conceptual Connection: Balancing physical activity with healthy eating. Balance time spent doing sedentary activities with active time. The more you participate in sports, active play and other physical activities, the more nutritious foods you need to fuel those activities. Talking Points: Energy balance is very important to make sure that we get enough calories to sustain our activities. Balance calories from food and beverages according to your activity level. Are there days of the week that you are more active than others? Do you eat differently on those days? Are you hungrier on those days? Have class participants think about their own daily activity. Should all people of similar age, size and gender eat the same number of calories? Discuss how two people can be the same in appearance (gender, height, weight), but if one is much more active than the other, they need more calories (see the Fuel your Fun chart). Talk to participants about energy balance. Ask them to think of ways that weight might increase (i.e. reducing PA or increasing calories) or decrease (i.e. increasing PA or reducing calories). Is one better than the other? Discuss.

15 Bean Bag Balance Balancing Calories Balancing physical activity with healthy eating Instructions: Step 1 In this activity you will practice your balance by completing a series of movements that require you to balance your body (ask children what it means to balance their bodies). Step 2 When the activity begins place the bean bag on your head and balance it there as you walk around the room. Try moving slowly at first and then more quickly. Once you have that down, I will give you new tasks to try while balancing the bean bag on your heads. Step 3 Are you ready? Leader allows students to practice walking with the bean bags on their heads. After a short time, begin giving students more difficult tasks such as: jumping up and down touching their toes spinning in circles standing on one foot squatting down and up Monitor class for success correctly and safely completing the activity. Discussion End the activity with a discussion about balancing nutrition and physical activity in their lives. Indoor Grades: K-2 Time: 15 mins. balance Get Ready: Stand with enough personal space for safe movements. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: Bean Bags 1 for each student.

16 Balancing Calories Balancing physical activity with healthy eating balance Nutrition Key Message: Balancing Calories Find your own balance between food and physical activity. Less active individuals generally need fewer calories than more active individuals. PA Conceptual Connection: Balancing physical activity with healthy eating. Balance time spent doing sedentary activities with active time. The more you participate in sports, active play and other physical activities, the more nutritious foods you need to fuel those activities. Talking Points: Energy balance is very important to make sure that we get enough calories to sustain our activities. Balance calories from food and beverages according to your activity level. Are there days of the week that you are more active than others? Do you eat differently on those days? Are you hungrier on those days? Have class participants think about their own daily activity. Should all people of similar age, size and gender eat the same number of calories? Discuss how two people can be the same in appearance (gender, height, weight), but if one is much more active than the other, they need more calories (see the Fuel your Fun chart). Talk to participants about energy balance. Ask them to think of ways that weight might increase (i.e. reducing PA or increasing calories) or decrease (i.e. increasing PA or reducing calories). Is one better than the other? Discuss.

17 A Healthy Week Enjoy your food, but eat less Enjoy physical activity, do it more Instructions: Step 1 Healthy Week Song On the (day of the week) of good health my best friend said to me, do Monday one breath that fills your lungs up Tuesday two forward lunges Wednesday three overhead reaches Thursday four forward kicks Friday five jumping jacks Saturday six vertical jumps Sunday seven deep squats Note: This song is sung in the same tune/format as the 12 Days of Christmas Step 2 Today we will be singing a song together that is similar to the holiday song the 12 Days of Christmas. It s called the Healthy Week song. For each day of the week there will be a different movement. When we sing the movement we will complete the movement before singing the next verse. Practice by singing the Monday verse together. Step 3 Are you ready? Monitor the class for success completing the correct activity at the specified time. Discussion End the activity with a discussion about participating in physical activity and eating healthfully every day of the week. Indoor Grades: 3-5 Time: 15 mins. Get Ready: Write the Healthy Week song on the classroom board. Stand with enough personal space for safe movements. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: None Source: Adapted from an activity in Take 10!, a registered trademark of the ILSI Research Foundation. 2000, 2002, 2007 ILSI Research Foundation.

18 Enjoy your food, but eat less Enjoy physical activity, do it more Nutrition Key Message: Enjoy your food, but eat less. Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. PA Conceptual Connection: Enjoy physical activity, and do it more. Children should accumulate at least 60 minutes, and up to several hours, of age-appropriate physical activity on all, or most days of the week. Talking Points: It is important to choose healthy foods (e.g. fruits) over less healthy foods (e.g. candy) as often as possible, and it is important to choose physical activity more often over less active options. Have class participants think about time spent in daily physical activity and write it down. Ask them to think of activities that they do non-stop for at least 10 minutes at a time (active play, walking to school, sports) and activity that happens in shorter bouts (taking the stairs, walking to get the mail). Have kids work on math skills by adding up the minutes of physical activity in each category. Talk about ways to increase the minutes of physical activity if they are not getting at least 60 minutes every day. Talk to participants about making physical activity part of their daily lives outside of exercise and playtime. Ask class participants to think of active alternatives (or modifications) to the following activities: sitting on the sidelines and watching a sibling play soccer taking the elevator sitting on the sofa and watching TV Ask students to give other examples of inactive time that could be made more active.

19 Food Group Fitness Enjoy your food, but eat less Enjoy physical activity, do it more Instructions: FOOD GROUP-ACTIVITY Combinations Fruit = Jog In Place Vegetable = Skip in Place Grain = March with High Knees Protein = Deep Squats Dairy = Jump Up and Down My Plate = Dance Step 1 We will be doing different movements based on the food or food group name I call out. Each food group is represented by a different movement. When I name a food group or a food that belongs to one of those groups, begin doing the movement. Keep going until I name another food or food group. Step 2 Are you ready? Leader calls out the names of food groups or foods while the students complete the movement for that group. Continue until the allotted time is passed. Monitor the class for success completing the correct movement for the named food group or food. Discussion End the activity with a discussion about participating in physical activity and eating healthfully every day of the week. Indoor Grades: K-2 Time: 15 mins. Get Ready: Write or Draw the Food Group Movement Combinations on the classroom board. Stand with enough personal space for safe movements. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: None NOTE: You may need to draw pictures for children who cannot read. Source: Adapted from an activity in Willenberg, Barbara. Physical Activity Cards. University of Missouri Extension Jump Into Foods and Fitness. 4-H youth Development, Michigan State University Extension.

20 Enjoy your food, but eat less Enjoy physical activity, do it more Nutrition Key Message: Enjoy your food, but eat less. Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. PA Conceptual Connection: Enjoy physical activity, and do it more. Children should accumulate at least 60 minutes, and up to several hours, of age-appropriate physical activity on all, or most days of the week. Talking Points: It is important to choose healthy foods (e.g. fruits) over less healthy foods (e.g. candy) as often as possible, and it is important to choose physical activity more often over less active options. Have class participants think about time spent in daily physical activity and write it down. Ask them to think of activities that they do non-stop for at least 10 minutes at a time (active play, walking to school, sports) and activity that happens in shorter bouts (taking the stairs, walking to get the mail). Have kids work on math skills by adding up the minutes of physical activity in each category. Talk about ways to increase the minutes of physical activity if they are not getting at least 60 minutes every day. Talk to participants about making physical activity part of their daily lives outside of exercise and playtime. Ask class participants to think of active alternatives (or modifications) to the following activities: sitting on the sidelines and watching a sibling play soccer taking the elevator sitting on the sofa and watching TV Ask students to give other examples of inactive time that could be made more active.

21 Bean Bag Football Enjoy your food, but eat less Enjoy physical activity, do it more Instructions: Step 1 Divide students into two groups of approximately equal number. The two groups should go to opposite ends of the activity area. One team is given the bean bag and must decide which students will carry it. The team with the bean bag will also be given a scarf for each student in the group. Instruct students to tuck the scarf into the back of their shorts/pants/skirts. The student carrying the bean bag cannot pass it to another student but can conceal that they have it. Step 2 When the game begins, the team with the bean bag should try to make it to the other side of the activity area. The other team will try to stop them by pulling out each student s scarf before they reach the other side of the activity area. When a student loses their scarf, they must reveal whether or not they have the bean bag and then run back behind their activity area to cheer for their team. Continue until the student with the bean bag reaches the other end or loses their scarf. Step 3 Are you ready? Leader switches which team has the bean bag for each round. Continue until the allotted time has passed. Monitor class for success non-stop movement throughout the activity and safe participation by all students. Discussion End the activity with a discussion about participating in physical activity and eating healthfully every day of the week. Outdoor Grades: 3-5 Time: 15 mins. Get Ready: None Equipment Needed: Bean Bag 1 Scarf 1 for each student on the bean bag team Cones 6 Use to set up activity area as shown below. Source: Adapted from an activity in from Waterloo Catholic District School Board. Exercise in Disguise 2. Ontario

22 Enjoy your food, but eat less Enjoy physical activity, do it more Nutrition Key Message: Enjoy your food, but eat less. Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. PA Conceptual Connection: Enjoy physical activity, and do it more. Children should accumulate at least 60 minutes, and up to several hours, of age-appropriate physical activity on all, or most days of the week. Talking Points: It is important to choose healthy foods (e.g. fruits) over less healthy foods (e.g. candy) as often as possible, and it is important to choose physical activity more often over less active options. Have class participants think about time spent in daily physical activity and write it down. Ask them to think of activities that they do non-stop for at least 10 minutes at a time (active play, walking to school, sports) and activity that happens in shorter bouts (taking the stairs, walking to get the mail). Have kids work on math skills by adding up the minutes of physical activity in each category. Talk about ways to increase the minutes of physical activity if they are not getting at least 60 minutes every day. Talk to participants about making physical activity part of their daily lives outside of exercise and playtime. Ask class participants to think of active alternatives (or modifications) to the following activities: sitting on the sidelines and watching a sibling play soccer taking the elevator sitting on the sofa and watching TV Ask students to give other examples of inactive time that could be made more active.

23 I m a Food, You re a Food Enjoy your food, but eat less Enjoy physical activity, do it more Instructions: Step 1 Stand up next to your desks and begin marching or jogging in place. Step 2 When the game begins, I will choose a food group from My Plate and say aloud, I m a (food group) and you re a (food group) too if we are a Then I will toss the foam ball to one student. The student who receives the ball should quickly name a healthy food item from that group. If you like to eat the food that the students names, you should dance. And if you do not like that food you should jump up and down in place. Once this is complete, the student with the ball should say the phrase again, choosing whichever food group they want. Example Phrase: I m a vegetable and you re a vegetable too if we are a carrot. The students will then dance or jump depending upon whether or not they like that food. Step 3 Are you ready? Leader begins the activity and then allows the students to pass the ball to each other. Continue until the allotted time has passed. Monitor class for success correctly completing the activity and making sure that every student has a turn to catch the ball. Discussion End the activity with a discussion about participating in physical activity and eating healthfully every day of the week. Indoor Grades: K-2 Time: 15 mins. Get Ready: Stand with enough personal space for safe movements. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: Foam Ball 1 Source: Adapted from an activity in East Carolina University: Activity Promotion Laboratory. Healthful Living Middle-School Energizers. 2007

24 Enjoy your food, but eat less Enjoy physical activity, do it more Nutrition Key Message: Enjoy your food, but eat less. Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. PA Conceptual Connection: Enjoy physical activity, and do it more. Children should accumulate at least 60 minutes, and up to several hours, of age-appropriate physical activity on all, or most days of the week. Talking Points: It is important to choose healthy foods (e.g. fruits) over less healthy foods (e.g. candy) as often as possible, and it is important to choose physical activity more often over less active options. Have class participants think about time spent in daily physical activity and write it down. Ask them to think of activities that they do non-stop for at least 10 minutes at a time (active play, walking to school, sports) and activity that happens in shorter bouts (taking the stairs, walking to get the mail). Have kids work on math skills by adding up the minutes of physical activity in each category. Talk about ways to increase the minutes of physical activity if they are not getting at least 60 minutes every day. Talk to participants about making physical activity part of their daily lives outside of exercise and playtime. Ask class participants to think of active alternatives (or modifications) to the following activities: sitting on the sidelines and watching a sibling play soccer taking the elevator sitting on the sofa and watching TV Ask students to give other examples of inactive time that could be made more active.

25 We Like to Move it Enjoy your food, but eat less Enjoy physical activity, do it more Instructions: Step 1 This activity is simple and fun: 10 minutes of dancing. Four students will be given a plastic bucket and will create the music using it as a drum. We will rotate drummers every two minutes until everyone has had a turn. Some of you may think you don t know how to dance or may be shy, but the most important thing is that you keep moving and have fun! Step 2 Are you ready? Leader select drummers and rotates them every two minutes. The leader should also dance with the class and show them some active dance moves (these can be as simple as waving both arms back and forth or jumping up and down with both arms up in the air). Monitor class for success non-stop movement throughout the activity. If the classroom (or you) have alternative or additional music makers such as bells or rhythm sticks you can mix it up. The DVD included in the kit could also be used for this activity. Discussion End the activity with a discussion about participating in physical activity and eating healthfully every day of the week. Indoor Grades: K-5 Time: 10 mins. Get Ready: Stand with enough personal space for safe movements. Equipment Needed: Plastic Buckets 4 Optional Additional Equipment: Other music makers or instruments. DVD (included with kit).

26 Enjoy your food, but eat less Enjoy physical activity, do it more Nutrition Key Message: Enjoy your food, but eat less. Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. PA Conceptual Connection: Enjoy physical activity, and do it more. Children should accumulate at least 60 minutes, and up to several hours, of age-appropriate physical activity on all, or most days of the week. Talking Points: It is important to choose healthy foods (e.g. fruits) over less healthy foods (e.g. candy) as often as possible, and it is important to choose physical activity more often over less active options. Have class participants think about time spent in daily physical activity and write it down. Ask them to think of activities that they do non-stop for at least 10 minutes at a time (active play, walking to school, sports) and activity that happens in shorter bouts (taking the stairs, walking to get the mail). Have kids work on math skills by adding up the minutes of physical activity in each category. Talk about ways to increase the minutes of physical activity if they are not getting at least 60 minutes every day. Talk to participants about making physical activity part of their daily lives outside of exercise and playtime. Ask class participants to think of active alternatives (or modifications) to the following activities: sitting on the sidelines and watching a sibling play soccer taking the elevator sitting on the sofa and watching TV Ask students to give other examples of inactive time that could be made more active.

27 Bucket Ball Enjoy your food, but eat less Enjoy physical activity, do it more Instructions: Step 1 Divide students into four groups of approximately equal number. Each group should go to a different corner of the activity area. Step 2 When the activity begins, each student should grab a bean bag or ball from their bucket and place it in another team s bucket. You may only grab one item per trip. The team with the least amount of items in their bucket at the end of the time is the winner for that round. Occasionally, I will yell out the name of an activity (such as hopping, skipping, or dancing) and you must begin doing that activity while continuing to move items out of your bucket and into another team s bucket. Step 3 Are you ready? Leader allows the game to begin and after a minute calls out a movement (e.g. hopping). Allow each round to continue for a set amount of time. Adjust teams if necessary to ensure ability equity. Continue until the allotted time has passed. Monitor class for success grabbing only one item per trip and safely / correctly completing the activities. Discussion End the activity with a discussion about participating in physical activity and eating healthfully every day of the week. Outdoor Grades: K-5 Time: 10 mins. Get Ready: Setup the activity area with one bucket in each corner of the activity area. Place an equal number of bean bags and foam balls in each bucket. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: Plastic Buckets 4 Bean Bags 32 Foam Balls 10 Source: Adapted from an activity in Let s Go Play!, Oregon State University, 2010.

28 Enjoy your food, but eat less Enjoy physical activity, do it more Nutrition Key Message: Enjoy your food, but eat less. Everyone has a personal calorie limit. Staying within yours can help you get to or maintain a healthy weight. PA Conceptual Connection: Enjoy physical activity, and do it more. Children should accumulate at least 60 minutes, and up to several hours, of age-appropriate physical activity on all, or most days of the week. Talking Points: It is important to choose healthy foods (e.g. fruits) over less healthy foods (e.g. candy) as often as possible, and it is important to choose physical activity more often over less active options. Have class participants think about time spent in daily physical activity and write it down. Ask them to think of activities that they do non-stop for at least 10 minutes at a time (active play, walking to school, sports) and activity that happens in shorter bouts (taking the stairs, walking to get the mail). Have kids work on math skills by adding up the minutes of physical activity in each category. Talk about ways to increase the minutes of physical activity if they are not getting at least 60 minutes every day. Talk to participants about making physical activity part of their daily lives outside of exercise and playtime. Ask class participants to think of active alternatives (or modifications) to the following activities: sitting on the sidelines and watching a sibling play soccer taking the elevator sitting on the sofa and watching TV Ask students to give other examples of inactive time that could be made more active.

29 Amoeba Racing Instructions: Step 1 Divide students into two groups of approximately equal number. Half the students in each group should link arms at the elbow forming a circle with students facing outward. The rest of the students in each group should go inside of the circles. The two amoebas (circles of students) will race each other across the activity area. If one of the circles breaks, that group must name three sedentary activities that they should do less often before reconnecting. May need to review what a sedentary activity is with the group. Step 2 Are you ready? Leader tells the two groups of students to begin the race. If one of the circles breaks, have that group name three sedentary activities before reconnecting the circle. Once the race is complete, have the outside and inside students switch places and race again. Continue until the allotted time has passed. Monitor the class for success completing the activity safely and correctly. Discussion End the activity with a discussion about avoiding oversized portions and sedentary activities. Enjoy Avoid your oversized food, but portions eat less Enjoy physical Avoid sedentary activity, do activities it more Outdoor Grades: 3-5 Time: 15 mins. Get Ready: None moderation enjoy Equipment Needed: Cones 6 Use to set up activity area as shown below. students with linked arms in circle facing out - Team 1 students with linked arms in circle facing out - Team 2 Source: Adapted from an activity in Mr. Gym,

30 Avoid oversized portions Avoid sedentary activities moderation Nutrition Key Message: Avoid oversized portions. Use a smaller plate, bowl, and glass. Stop eating when you are satisfied, not full. PA Conceptual Connection: Avoid sedentary activities. Break up sedentary time with short activity breaks (stand, stretch, and stomp out sedentary activity). Extended periods (two hours or more) of inactivity are discouraged for children, especially during daytime hours. Talking Points: Different activities have different benefits. Sitting in front of the TV, playing video games, or chatting on the computer may be enjoyable, but these activities should be done in moderation because they do not provide much benefit to our bodies. Break up inactive time on the computer or in front of the TV with activities that promote a healthy heart and lungs, improve muscle strength, AND are fun to do. Physical activities are better for our bodies than sitting and watching TV. Walking is a good activity, but other more vigorous (harder) activities (walking up hills and running games) may provide more heart healthy benefits. It s important to spend at least 60 minutes a day in these more moderate to vigorous activities. Ask class participants to think about activities that they do that are not very beneficial to their bodies (video games talk about options that might be better such as games that require you to dance and move while you play). Ask students to identify other activities that provide some benefits (walking to school) and the activities they do that provide greater benefits (i.e. activities that are non-stop for at least 10 minutes at a time; activities that benefit multiple systems at once).

31 Blob Tag Enjoy Avoid your oversized food, but portions eat less Enjoy physical Avoid sedentary activity, do activities it more Outdoor Grades: 3-5 Time: 15 mins. moderation enjoy Instructions: Step 1 One student will start the activity as the blob and act as the first chaser. Instruct all students that they must stay within the defined activity area. If you are tagged by the chaser you must link arms with them and begin running around together. Once the blog has six people it must split into two groups of three. The game will continue until every student has been tagged and is part of a blob. Step 2 Are you ready? Monitor the class for success. Discussion End the activity with a discussion about avoiding oversized portions and sedentary activities. Get Ready: Define and (if possible) mark the activity area (use cones, poly spots, sweatshirts, extra balls, etc.). Equipment Needed: Cones 6 Use to set up activity area as shown below.

32 Avoid oversized portions Avoid sedentary activities moderation Nutrition Key Message: Avoid oversized portions. Use a smaller plate, bowl, and glass. Stop eating when you are satisfied, not full. PA Conceptual Connection: Avoid sedentary activities. Break up sedentary time with short activity breaks (stand, stretch, and stomp out sedentary activity). Extended periods (two hours or more) of inactivity are discouraged for children, especially during daytime hours. Talking Points: Different activities have different benefits. Sitting in front of the TV, playing video games, or chatting on the computer may be enjoyable, but these activities should be done in moderation because they do not provide much benefit to our bodies. Break up inactive time on the computer or in front of the TV with activities that promote a healthy heart and lungs, improve muscle strength, AND are fun to do. Physical activities are better for our bodies than sitting and watching TV. Walking is a good activity, but other more vigorous (harder) activities (walking up hills and running games) may provide more heart healthy benefits. It s important to spend at least 60 minutes a day in these more moderate to vigorous activities. Ask class participants to think about activities that they do that are not very beneficial to their bodies (video games talk about options that might be better such as games that require you to dance and move while you play). Ask students to identify other activities that provide some benefits (walking to school) and the activities they do that provide greater benefits (i.e. activities that are non-stop for at least 10 minutes at a time; activities that benefit multiple systems at once).

33 Take a Break Instructions: Step 1 This activity is for cool down and relaxation. Cool down and relaxation activities are important to prevent injuries, improve flexibility and promote overall good health. I will be giving you a list of activities to do while standing next to your desks. Step 2 Are you ready? Lead the students though the following pattern of exercises, taking time with any activities that the students have trouble with. Take a deep breath in and out Take another deep breath; reach and stretch your arms to the sky Reach your right hand toward your left foot, and stand back up Reach your left hand toward your right foot, and stand back up Do five squats (vary the depth of the squats, particularly if you go through this pattern more than one time) Do small cross-over kicks March in place with high knees Make small circles with your arms to the side of your body Take a deep breath; reach and stretch your arms to the sky Take a deep breath in and out Ask younger students for ideas for new movements to include if you do the pattern multiple times. Older students can break into groups and develop their own movement patterns to share with the class. Monitor class for success correctly completing the activity. Discussion End the activity with a discussion about avoiding oversized portions and sedentary activities. Enjoy Avoid your oversized food, but portions eat less Enjoy physical Avoid sedentary activity, do activities it more Indoor Grades: K-5 Time: 15 mins. moderation enjoy Get Ready: Stand with enough personal space for safe movements. Demonstrate movements so all students are ready to move when the game begins. Equipment Needed: None Source: Adapted from an activity in Waterloo Catholic District School Board. Exercise in Disguise. Ontario

34 Avoid oversized portions Avoid sedentary activities moderation Nutrition Key Message: Avoid oversized portions. Use a smaller plate, bowl, and glass. Stop eating when you are satisfied, not full. PA Conceptual Connection: Avoid sedentary activities. Break up sedentary time with short activity breaks (stand, stretch, and stomp out sedentary activity). Extended periods (two hours or more) of inactivity are discouraged for children, especially during daytime hours. Talking Points: Different activities have different benefits. Sitting in front of the TV, playing video games, or chatting on the computer may be enjoyable, but these activities should be done in moderation because they do not provide much benefit to our bodies. Break up inactive time on the computer or in front of the TV with activities that promote a healthy heart and lungs, improve muscle strength, AND are fun to do. Physical activities are better for our bodies than sitting and watching TV. Walking is a good activity, but other more vigorous (harder) activities (walking up hills and running games) may provide more heart healthy benefits. It s important to spend at least 60 minutes a day in these more moderate to vigorous activities. Ask class participants to think about activities that they do that are not very beneficial to their bodies (video games talk about options that might be better such as games that require you to dance and move while you play). Ask students to identify other activities that provide some benefits (walking to school) and the activities they do that provide greater benefits (i.e. activities that are non-stop for at least 10 minutes at a time; activities that benefit multiple systems at once).