Accelerating Progress in Obesity Prevention Solving the Weight of the Nation (2012) / Chapter Skim
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9 School Environments
9 School Environments
Pages 329-378
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From page 329... ...
Strategy 5-1: Require quality physical education and opportunities for physical activity in schools. Through support from federal and state govern ments, state and local education agencies and local school districts should ensure that all students in grades K-12 have adequate opportunities to engage in 60 minutes of physical activity per school day.
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From page 330... ...
ensure that at least 50 percent of class time is spent in vigorous or moderate-intensity physical activity. For local education agencies, potential actions include • adopting requirements that include opportunities for daily physical activity outside of physical education, such as active transport to school programs, intramural sports and activity programs, active recess, classroom breaks, after-school physical activity programming, and integration of physical activity into curricula lesson plans.
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From page 331... ...
, potential actions include • adopting nutrition standards for all federal child nutrition programs (i.e., the School Breakfast, National School Lunch, Afterschool Snack, Summer Food Service, and Special Milk programs) that are aligned with guidance on opti mal nutrition; and • adopting nutrition standards for all snacks and beverages sold/served out side of federal child nutrition programs that are aligned with guidance on optimal nutrition.
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From page 332... ...
For states, state legislatures, and departments of education, potential actions include • state legislatures and departments of education adopting, requiring, and financially supporting K-12 standards for food and nutrition curriculum based on USDA guidance; • state departments of education establishing requirements for training teachers in effectively incorporating nutrition education into their curricula; Accelerating Progress in Obesity Prevention 332
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From page 333... ...
Both physical activity and a nutritious diet are associated with improved cognitive function and academic performance. Physically active and well-nourished students are better able to learn and less likely to miss school for health reasons (Florence et al., 2008; Taras, 2005a; Trudeau and Shepherd, 2010)
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From page 334... ...
The Healthy, Hunger-Free Kids Act of 20102 created an opportunity to improve nutrition for students in the school setting. Recent efforts to change school physical education and food policies have been well received, but they are neither widespread, integrated, nor strong enough to produce the needed reduc 1 Public Law 396, 79th Cong., 2d sess.
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Early childhood education is not nationalized, nor is there sufficient evidence for all of the strategies presented in this chapter as applied to preschools to recommend all of them for 335 School Environments
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From page 336... ...
This 60-minute goal includes access to and participation in quality physical education. For Congress, potential actions include • strengthening the local wellness policy requirement in Section 204 of the Healthy, Hunger-Free Kids Act of 2010 (Public Law 111-296, December 13, 2010)
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Context Data from the 2006 School Health Policies and Programs Study (Lee et al., 2007) indicate that nationwide, 78 percent of schools require students to take some physical education as a requirement for graduation or promotion to the next grade or school level (69 percent of elementary schools, 84 percent of middle schools, and 95 percent of high schools)
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. The inconsistencies in frequency, duration, assessments, and requirements for physical education and opportunities for physical activity breaks throughout the day indicate that states and local education agencies can improve policies to help students achieve 60 minutes of physical activity per day.
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. Reviews also have concluded that attending longer physical education classes did not affect academic performance (Kahn et al., 2002)
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At the national level, the Healthy, Hunger-Free Kids Act of 20104 requires, at a mini mum, that goals for physical activity be included in all school wellness policies. The 1965 Elementary and Secondary Education Act,5 which provides support for the development and improvement of physical education programs in schools, offers opportunities to encourage the development and adoption of consistent quality physical education at all grade levels across the country.
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. Combining quality physical education curriculum standards (i.e., guidelines of the National Standards for Physical Education)
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From page 342... ...
, CDC's State School Health Profiles, CDC's School Health Policies and Programs Study • Increase in the proportion of districts with policies requiring that at least 50 percent of physical education time be spent in vigorous or moderate intensity physical activity for each grade level. Sources for measuring indicator: CDC's School Health Policy and Programs Study and Bridging the Gap District Wellness Policy Study • Increase in the proportion of schools with policies requiring that at least 50 percent of physical education time be spent in vigorous or moderate intensity physical activity for each grade level.
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From page 343... ...
The Dietary Guidelines for Americans provide specific science-based recom 343 School Environments
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From page 344... ...
, potential actions include • adopting nutrition standards for all federal child nutrition programs (i.e., the School Breakfast, National School Lunch, Afterschool Snack, Summer Food Service, and Special Milk programs) that are aligned with guidance on optimal nutrition; and • adopting nutrition standards for all snacks and beverages sold/served out side of federal child nutrition programs that are aligned with guidance on optimal nutrition.
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From page 345... ...
. Currently, schools must offer meals consistent with the National School Lunch and Child Nutrition Act Amendments.6 These regulations require that school meals provide a minimum percentage of the Recommended Dietary Allowances (RDAs)
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, recommends that competitive foods offered on school campuses contribute to rather than compete with an over all healthful eating environment. Based on the nutrition evidence in the Dietary Guidelines for Americans, the report outlines specific food and nutrition standards for all foods and beverages sold in schools outside of school meal programs.
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. There is evidence that nutrition standards for foods sold in schools can be implemented by schools, garner positive responses from students, and reduce students' intake of less healthy foods, and may be associated with reductions in children's BMI increases.
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Accelerating Progress in Obesity Prevention 348
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Most state standards focus specifically on foods and beverages sold outside of school meal programs (i.e., competitive foods and beverages) and do not address foods/beverages sold or served during summer months or in before- and after-school settings.
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For state legislatures and departments of education: • Evaluate programs aimed at improving students' intake of the above foods to highlight innovations and barriers to implementation. Accelerating Progress in Obesity Prevention 350
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For local school districts and schools: • Adopt supportive policies that encourage schools to adhere to updated federal nutrition standards. • Develop and distribute a resource list to help school groups raise money without selling foods that fail to meet nutrition standards.
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• Create budgets that do not rely on snack food and beverage sales to support important school programs. Accelerating Progress in Obesity Prevention 352
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Include maximum allowances for calories in school meals. For state legislatures and departments of education: • Develop portion size standards for foods and beverages served to children and adolescents in programs not within the reach of the National School Lunch, School Breakfast, and Summer Food Service programs.
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Accelerating Progress in Obesity Prevention 354
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Sources for measuring indicator: CLASS (NCI) , CDC State School Health Profiles, and SHPPS • Increase in the proportion of school districts with policies requiring that all foods sold/served in schools be aligned with the Dietary Guidelines for Americans recommendations.*
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From page 356... ...
NOTE: CDC = Centers for Disease Control and Prevention; CLASS = Classification of Laws Associated with School Students; IOM = Institute of Medicine; NCI = National Cancer Institute; NHANES = National Health and Nutrition Examination Survey; NYPANS = National Youth Physical Activity and Nutrition Survey; SHPPS = School Health Policies and Practices Study; SNDA = School Nutrition Dietary Assessment Survey; USDA = U.S. Department of Agriculture; YRBSS = Youth Risk Behavior Surveillance System.
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From page 357... ...
, including a requirement for local education agencies to adopt and implement a K-12 food and nutrition curriculum based on state and federal guidance. For states, state legislatures, and departments of education, potential actions include • state legislatures and departments of education adopting, requiring, and financially supporting K-12 standards for food and nutrition curriculum based on USDA guidance; • state departments of education establishing requirements for training teachers in effectively incorporating nutrition education into their curricula; • states requiring teacher training programs to include curriculum require ments for the study of nutrition; • state legislatures and departments of education adopting and requiring proficiency assessments for core elements of their state food and nutrition curriculum standards in accordance with the Common Core State Standards Initiative, and local education agency wellness policies articulating ways in which results of food and nutrition education proficiency assessments can be used to inform program improvement; and • state and local departments of education, working with local education agency wellness policies, to link changes in the meals provided through child nutrition services with the food literacy and nutrition education cur riculum to the extent possible.
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The committee rec ommends that proficiency standards for knowledge of food and nutrition parallel those for physical education and other core academic topics. These proficiency Accelerating Progress in Obesity Prevention 358
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From page 359... ...
. Further, nutrition education when reinforced by the school food environment has been shown to lead to changes in behavior and/or weight status (Burgess-Champoux et al., 2008; Davis et al., 2009; Foster et al., 2008; Hollar et al., 2010a,b; Hoppu et al., 2010; Muckelbauer et al., 2009; Reinaerts et al., 2008; Taylor et al., 2008)
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In the face of the extensive food marketing to which children and Accelerating Progress in Obesity Prevention 360
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Fifty hours per year is approximately 15 minutes per day, which is considerably less time than is devoted to other subjects taught in schools, as well as physical education classes. It should be noted that, although nutrition education could be viewed as taking time away from core educational requirements, no evaluations of nutrition education have demonstrated a negative effect on academic performance.
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physical education activities; (3) child nutrition services; (4)
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. • CATCH augments existing school health programming by inviting local communi ty youth organizations to participate in the process of creating a healthier school environment.
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Accelerating Progress in Obesity Prevention 364
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Physical activity, school foods, and nutrition education generally have been treated separately within schools, and interdisciplinary obesity prevention efforts thus have rarely been realized. The breaking down of these silos began in many schools in fall 2006 when local education agencies sponsoring USDA-funded school meal programs were required to establish local wellness policies.
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. In addition to achieving improvements in school meals and competitive foods, these programs often have included physical education and physical activity during the school day, strong nutrition education and promotion components, and family involvement, and some have included related community events.
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. Objections to physical education and nutrition education programs coupled with changes in school foods will undoubtedly arise.
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:849-859. Accelerating Progress in Obesity Prevention 368
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2010b. The association between school based physical activity, including physical education, and academic performance.
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:e794-e802. Accelerating Progress in Obesity Prevention 370
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2010. School health education pro grams in Crete: Evaluation of behavioural and health indices a decade after initia tion.
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2010b. Effect of a two-year obesity prevention intervention on percentile changes in body mass index and academic performance in low-income elementary school children.
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2007. Physical education and physical activity: Results from the School Health Policies and Programs Study 2006.
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:899-907. Accelerating Progress in Obesity Prevention 374
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Integrating physical activity into the complete school day. Reston, VA: American Alliance for Health, Physical Education, Recreation and Dance.
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:436-446. Accelerating Progress in Obesity Prevention 376
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2008. Physical education, school physical activity, school sports and academic performance.
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:2137-2145. Accelerating Progress in Obesity Prevention 378
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