Q: Our local substance abuse coalition would like to do a media campaign around the fact that kids who are involved with sports tend to get less involved in drugs and tobacco. Do you have any facts on that?

Q: Should I carry hand weights while walking to increase caloric burn?

Q: Can physical activity boost the immune system?

Q: What should we be telling people regarding exercising on hot summer days? Are there guidelines (heat, humidex) for when we (through the Medical Officer of Health) should recommend cancellation or postponement of activities (such as soccer games) from the exercise physiology context?

Q: We are encouraging people to be active throughout the year in a variety of environments. Is it safe to be active outdoors on Smog Alert Days?

Q: What can I do to promote the Physical Activity Guides for Children & Youth?

Q: Our local school boards are preparing to implement the "Balanced School Day". What can you tell me about this and how can I use it as an opportunity to promote physical activity?

Q: I am preparing a report and am looking for research that highlights the protective factors of physical activity in reducing risk behaviours (e.g. tobacco use, substance misuse, teen pregnancy/sexual practices, violence/crime, etc.) and the supportive factors of physical activity associated with "healthy" living. Where should I start?

Q: Where can I find graphics or pictures related to physical activity for inclusion in brochures and posters?

Q: I am in the process of developing a school walking club manual. I was wondering if you are aware of resources I could use.

Q: Do you have some up-to-date statistics on the physical activity levels of Canadians and Ontarians?

Q: Can you clarify the Ministry of Education policy regarding the number of minutes students should have health and physical education and daily vigorous physical education?

Q: Do you have any up-to-date facts on childhood obesity that could assist me in building a 'business case' for Physical Activity Promotion?

Q: I was wondering if you have any suggestions as to appropriate journals focusing on physical activity research that would be worth subscribing to.

Q. What type of stretches are appropriate for automobile industry workers who work standing up?

Q. Are there any existing walking programs that support the use of pedometers?

A: Using aerobic videos in classroom settings may be a good way to supplement the Health & Physical Education classes and give children a little "energy boost" through the day. They can also be used on days where indoor recesses are necessary. Below are some suggestions.

· Fit Kids Classroom Workout is a good aerobic video available from Human Kinetics (www.humankinetics.com). ISBN 0-7360-3790-X

• Flaghouse (www.flaghouse.com) distributes some resources that may be of interest.
  
  • Hip Hop Body Shop. A video that combines learning dance moves with warms-ups and cool-downs. (No age listed) 60 minutes ($36.75 Can)
    
  • Hip Hop for Kids. A "how to" and fitness course all rolled into one video. For ages 6-15. 30 minutes ($29.95 Can).
    
  • Everybody Dance. A CD or cassette with an instruction guide.
    
  • Musical Fit Kit. This kit includes 5 cassettes and costs $95.50. Each cassette comes with its own manual with movement description, etc.
    
    
• Wintergreen (www.wintergreen.ca) has two resources that may be of interest.
  
  • Everybody Dance. It is available in cassette and CD format. An instruction guide with easy steps is included.
    
  • Aerobics for kids is also available in cassette and CD format. It is a vigorous 18-minute program for elementary-grade children. It includes warm-ups, conditioning exercises, endurance activities and cool-down.
    
    
• The American company "Collage Videos" (www.collagevideo.com) has a very wide variety of exercise videos and some are for children. Prices range from $12.95 to $24.95 U.S.. Here is a list of titles offered for children:
  
  • Yoga for the Kid in All of Us (for ages 5 to 10)
    
  • Elmocize Workout (for ages 2 to 5)
    
  • Tae Bo Junior with Billy Blanks (for ages 4 to 14)
    
  • Little Kicks Workout (for ages 4 to 10)
    
  • Funhouse Funk (for ages 8-12)
    
  • Swamp Stomp (for ages 4-8)
    
    
• If you are targeting the Early Years (including JK & SK), there is also Workout with Ticker, available in Ontario from Stretch'n Grow (1-800-892-5742) for $24.95. For ages 2-6.
  
  
• You can encourage teachers or schools to create their own aerobic program. Students can choose some music they like and have some of the older students or a local fitness leader create four or five simple routines that can be done to the music. You could have the directions to the routines on handouts and train intermediate students to go to each classroom to teach the routines to the students.
  
  
• Students could also develop routines using Moving on the Spot (http://www.city.toronto.on.ca/health/pubs_index.htm#moving) and any good popular music. The music could be played on the PA system and students leaders or teachers could lead the classes.
  

A: There are a few sources for such information and related "youth-at-risk" facts:

1. The Canadian Fitness and Lifestyle Research Institute (CFLRI) website offers the following information.

Physical activity and youth at risk
(Source: Sport Nova Scotia, 1997)

• While physical activity as a means of social intervention has not been widely promoted in Canada, there is growing evidence that sport programs may have an impact on youth at risk, particularly children and youth living in poverty, new immigrants and young girls. Sport participation is no longer viewed as simply a means of keeping people busy. It is recognized as a support for the development of individuals, to help them gain a positive identity and overcome personal and social difficulties.
  
• Academic performance can be maintained over time by an increase in a student's level of habitual physical activity even with less curricular or free time for academic study. (Sheppard, 1997).
  
• The likelihood that youth will never smoke is directly related to the level of physical activity. More than 80% of Canadians between the ages of 10 and 24 who are active have never smoked.
  
• In Northern Manitoba, there was a 17.3% reduction in crime in communities with a sports program and a 10.6% increase in communities without a program.
  
• Girls who are active in sports are 92% less likely to use drugs and 80% less likely to have an unwanted pregnancy.
  
• It costs 100 times more to incarcerate a young person than it does to provide recreation programs.

2. The Australian Institute of Criminology has done some research on the success of various programs in addressing antisocial behaviour. You can download the paper "Sport, Physical Activity and Antisocial Behaviour in Youth" at http://www.aic.gov.au/publications/tandi/tandi249.html. It contains many practical "how to" tips.

3. The following link (http://www.lin.ca/resource/html/document.htm) will take you to a document from the Canadian Parks & Recreation Association called "CANADIAN YOUTH: DOES ACTIVITY REDUCE RISK?". It is from 1994 but may still offer some interesting insights.

A: Mark Fenton (Olympic athlete and walking advocate) says no. The benefits don't outweigh the risks. By using hand weights, you risk causing injury to your shoulders or the muscles of the upper chest.

To burn more calories when you walk, concentrate on moving your arms more vigorously. The weights might actually slow you down as you get more tired. Your arms will move more slowly and your legs will follow suit. Plus, forgetting the weights might just turn into another excuse not to walk.

Some people use long walking poles when they walk, much like a cross-country skier. These poles can increase the energy expenditure and they reduce the risk of shoulder injury. But you have to ask yourself, do you want more apparatus to carry when you walk? Sometimes the best aspect to walking is its simplicity.

If you really want to increase caloric burn when you walk, walk faster and move your arms vigorously.

From: http://www.pbs.org/americaswalking/gear/gearusing.html

A: Yes, increasing the ability to fight common bacteria and viruses is among the numerous benefits of physical activity.

• For a very good article explaining why physical activity boosts the immune system, go to http://www.pittsburghlive.com/x/tribune-review/entertainment/food/nutrition/s_115503.html. Here are the author's main points:
  
  • Regular physical activity might contribute to ridding the body of airborne bacteria and while also cleansing the body of certain carcinogens.
    
  • The increase in blood flow helps to quickly circulate antibodies and white blood cells needed to fight infection.
    
  • The increase in body temperature that results from physical activity might aid in inhibiting the growth of bacteria.
    
  • Moderate exercise has been shown to reduce the secretion of stress-related hormones thought to contribute to the onset of illnesses such as the flu and the common cold.
    
  • Exercisers are cautioned that too much of a good thing can be detrimental! Repeated high intensity exercise might suppress the immune system for a short period and increase the risk of contracting a variety of virus- and bacteria-related ailments.
    
    
• Recent research was also done at Brock University to assess the relationship between physical activity, body composition, stress and immunity-related variables in fifth grade children. Children who spent more time in sport activities and had higher aerobic fitness reported fewer "sick" days. Children with body fat higher than 25% reported significantly more sick days than the rest of the cohort. The article can be found in the August 8, 2003 issue of the Journal of Applied Physiology. "Effects of Physical Activity, Body Fat and Salivary Cortisol on Mucosal Immunity in Children." Cieslak TJ, Frost G, Klentrou P.
  
  
• Here is an excerpt from a different team of researchers and its source:
  "A recent review by the author also noted that bouts of exercise performed at a moderate intensity and duration could enhance the immune system and result in a decrease in risk of upper respiratory infections."
  (Shephard RJ, Shek PN. Potential impact of physical activity and sport on the immune system-a brief review. Br J Sports Med 1994;28(4):247-55.)
  

A: Common sense should always prevail: if it doesn't feel right - STOP. Many elements will affect discomfort:

1. The intensity of the activity.
   
2. The availability of fluids during the activity.
   
3. The size and age of the participants.
   
4. The acclimatization of the participant to hot weather, which can take 8-10 days.
   
5. The general health and any medical condition of the participants.

The air temperature (in degrees) needs to be linked to the humidity (in percentage) to be significant because high humidity reduces the body's ability to cool down. The humidex represents this combination into one number and reflects the perceived temperature.
A number of organizations have some general guidelines which you may find useful.
1. The American Council on Exercise has a "Fit Fact" on that topic entitled "Beat the Heat Before it beats You". You can view and download it at: http://www.acefitness.org/fitfacts/fitfacts_display.cfm?itemid=35
The table is in Fahrenheit only but the explanations are good.

• Rescue Dynamics has a "Heat Stress Index", in Celcius. It indicates caution and danger zones. http://www.compusmart.ab.ca/resqdyn/articles/humidex.htm
• Environment Canada has similar information and caution zones but doesn't have the very useful chart that Rescue Dynamics has:
  http://www.msc-smc.ec.gc.ca/cd/brochures/humidity_e.cfm#2
• The Centre for Disease Control has some documents on Extreme Heat which may be useful as they contain signs, symptoms and treatment information. Their main page on the topic is at: http://www.cdc.gov/nceh/hsb/extremeheat/
• In May 2002, the US Soccer Federation has produced guidelines regarding heat stress for youth soccer. These guidelines can be downloaded at: http://www.ussoccer.com/templates/includes/news/USSoccer_Guidelines.pdf
• The Canadian Centre for Occupational Health also has a document which may be useful for people who have to work in very hot conditions: http://www.ccohs.ca/oshanswers/phys_agents/hot_cold.html

A topic inextricably related to this is the type of fluid which should be consumed before, during and after the activity.

The position of Dietitians of Canada, the American Dietetic Association and the American College of Sports Medicine is the following:

• Before Exercise: 2 to 3 hours before the activity drink 400-600ml (14-22oz) of water (best fluid).
• During Exercise: Optimal hydration is drinking 150-300ml (6-12oz) of fluid at 15 to 20 minute intervals. The type of fluid chosen is based on the amount of time you will be exercising. Sport drinks are recommended for activities greater than 1 hour in length but there is no harm in using them for shorter activities just no necessary. Sport drinks should contain no more than 4-8% carbohydrate...for example pop, juice and fruit drinks may be too high of carbohydrate concentration and would need to be diluted with water or stomach cramping may occur.
  Hint: Participants could set their watches to beep every 15 minutes so they can drink.
• After Exercise: Drink at least 450-675ml (16-24oz) of fluid for every pound (0.5kg) of body weight lost during exercise. Endurance athletes may want to weigh themselves once or twice to get an idea about how much they need to take in. It is essential to include sodium in their meal to help with the re-hydration process (reduces the diuresis that occurs with plain water). Basically, encourage participants to eat soon after they have exercised as the majority of our foods have lots of hidden sodium.

The short of the answer is to encourage participants to stay well hydrated before the activity (and always!)...drink regularly throughout the activity (as tolerated). Sport drinks can be beneficial for activities lasting greater than an hour. Eat shortly after the activity.

A: High smog levels can be dangerous to health. In the long run, the ideal way to address this is to encourage active transportation and support community design which enables people to cycle and walk to their destinations, because this will reduce harmful motor vehicle emissions.

A smog alert is issued when smog conditions reach dangerous levels (i.e. the Air Quality Index reaches or exceeds 50).

Smog Alerts are often issued on days when the temperature is high and this compounds the problem. Make sure you also address the heat issue (see FAQ on exercising on hot summer days).

You should encourage people to take the following precautions on smog alert days:

• Abstain from exercising if they have medical conditions which would be worsened by poor air quality (cardiovascular or respiratory illnesses, for example).
  
• If possible, reschedule sport practices, jogging times, etc., to another time when the smog alert is over.
  
• Find an indoor, air-conditioned alternative for the physical activity.
  
• If jogging or cycling, avoid busy streets, especially during rush hours.
  
• Stop exercising and seek medical help if you have any of these symptoms: difficulty breathing, weakness or fainting, feeling more tired than usual, nausea, headache, confusion.

(Adapted from Toronto Public Health's "Outdoor exercise during heat & smog alerts" publication.)

A: The guides have many support documents and each one can be used to build on an aspect and increase the reach. Make sure you are familiar with all these documents:
For children (6-9):

• Canada's Physical Activity Guide for Children
  
• Gotta Move Interactive Magazine for Children
  
• Family Guide to Physical Activity for Children
  
• Teacher's Guide to Physical Activity for Children
  
• Physical Activity Chart & Activity Stickers for Children

For youth (10-14):
1. Canada's Physical Activity Guide for Youth
2. Let's Get Active! Interactive Magazine for Youth
3. Family Guide to Physical Activity for Youth
4. Teacher's Guide to Physical Activity for Youth

A comprehensive strategy can be used to make use of all the pieces in the same campaign for a given age group. For example, you could:

• Ensure teachers are familiar with the guide and see the benefit of promoting it. This can be done through a mailing or, if time permits, a presentation at a staff meeting. Teachers will appreciate information on how physical activity can be integrated across the curriculum. Point out to them that they may be able to use the guide as a literacy tool, as a math tool (calculating/averaging number of minutes of activity) or a science tool (calculating lung capacity, etc.). You could send the teachers the appropriate number of guides, magazines and family guides or have them order these if they are interested.
  
• Coordinate this with a challenge such as Winteractive, Summeractive or TV-Turnoff so that the teacher has something specific and simple to work with to increase physical activity. TV-Turnoff is particularly appropriate because it fits the message of the guide to reduce "screen-time".
  
• Present it at a school assembly, in association with a fun energizer / active break.
  
• Present it at School Advisory Council meetings or Parent-Teacher Association meetings. If this is not possible, ensure the information is sent to them for discussion.
  
• Add to the impact by promoting the Guide in association with a media release or local ads. For example, parents can be made aware of the guide and the fact that the Magazines and Family guides have just been sent home. Make sure the school newsletter has an article on it and time it with sending the guides to the school. Parents should be encouraged to make physical activity a family affair as it will be much easier to increase activity with social support.

Since all the components of the Physical Activity Guide are now available for all age groups over six years old, you can also do a community-wide promotion to familiarize people with "their guide". This can be done through a media campaign, in addition to a workplace promotion, a school promotion and an older adult agency promotion. If this is done in conjunction with an existing and recognized campaign (TV Turnoff, SummerActive, Active & Safe Routes to Schools, Hike Week), it may increase the reach.

The Physical Activity Resource Centre (PARC) has prepared a workshop on this topic, which you can adapt to the needs of your audience. You can download the relevant materials from the PARC website (www.ophea.net/parc).

A: The Balanced School Day is an alternative to the traditional day schedule that includes two 15 minute recesses and a one-hour lunch break. Typically, the Balanced School Day involves dividing the 300 minute instructional day into three 100-minute blocks of teaching/learning time, separated by two 45 minutes physical activity and nutrition breaks.

In Ontario, the concept started two years ago at Caledon East Public School in Peel Region. The idea caught on. Schools in the St. Clair Catholic Board, Hamilton-Wentworth, Simcoe County and Halton tried similar schedules and the results were positive enough that others are considering a re-structuring of traditional schedules.

Research suggests that a balanced schedule helps students to maintain focus by providing extended nutrition and physical activity breaks. Schools that are participating in the Balanced School Day have reported increases in student concentration levels, academic performance, physical fitness, and discipline. These findings are in keeping with research indicating that children perform better at school when they are provided with proper nutrition and a more balanced program of exercising and focusing on classroom tasks.

In September 2002, the Simcoe County District School Board began a pilot project and research testing of the balanced school day in 13 schools. The Simcoe County Health Department partnered with the Simcoe County District School Board throughout the year and helped the board look at the physical activity impact. Because of concerns about the change in recess times, schools were encouraged to integrate physical activity throughout the day. The Health Department hosted an Ophea workshop on Daily Vigorous Activities. They also developed a newsletter called Kids Health Matters, which was designed specifically as a tool to educate parents about nutrition issues for balanced school day schools.

It is important to ensure that the "free play" is not construed as Physical Education. Ensuring that children and youth have the knowledge and skills to be physically active during the physical activity breaks will help to make the most of the new schedule. Programs such as Durham Region's PROPS (Peers Running Organized Play Stations), can be used to engage students in an active way during the active breaks. Ophea and the Canadian Intramural Recreation Association have some great resources to support active playgrounds.

The Balanced School Day provides a good opportunity to enhance parents' understanding of the importance of physical activity for children and to reinforce the messages in Canada's Guide to Physical Activity for Children and Youth.

Although there are pros and cons to the balanced school day, the data from Caledon East and initial data from the Simcoe pilot testing showed some interesting results. With the extended break times, students had more opportunity to pursue extracurricular and intramural activities. Some schools scheduled 30 minutes of physical education every day and others started doing activity breaks after the announcements twice a day. Schools started sending nutrition and physical activity newsletters to parents encouraging parents to help keep kids active at home and in the community. One school even began monitoring students' fitness levels. Some schools began talking about school nutrition and physical
activity policies. In many ways, it increased awareness of physical activity and nutrition issues in school communities.

A: Try the following web sites for information on the benefits and need for physical activity:

1. Canadian Fitness Lifestyle Research Institute (http://www.cflri.ca)
2. Canadian Health Network (http://www.canadian-health-network.ca)
3. Coalition for Active Living in Canada (http://www.activeliving.ca)
4. Health Canada Fitness and Active Living (http://www.hc-sc.gc.ca/hppb/fitness)
5. Active Ontario (http://www.activeontario.org)
6. The Foundation for Active Healthy Kids offers a comprehensive summary of facts, with references. Go to:
   http://www.activehealthykids.ca/Ophea/ActiveHealthyKids/facts.cfm
   Here are a couple of excerpts from that fact sheet:
   - The likelihood that children will never smoke is directly related to the amount of physical activity; more than 80% of Canadians between the ages of 10 and 24 who are active have never smoked.
   - Girls who are physically active in sports are 92% less likely to use drugs and 80% less likely to have unwanted pregnancy.
   (Sources: The Canadian Fitness and Lifestyle Research Institute, 1999, Sport Nova Scotia, 1997, and The Canadian Association for Health, Physical Education, Recreation and Dance, 1998.)
7. An excellent all-around source is the book called "The Benefits Catalog" produced by Parks and Recreation Ontario (PRO) a few years ago. There is a whole section on "anti-social behaviour", all with references.
   Here are a couple of excerpts:
   - Among young people, high levels of fitness are associated with decline in smoking and drinking behaviour, healthier eating habits and with increased self-esteem (Guzman, 1992)
   - Sport participation teaches people to control aggressive responses in the face of defeat, hardship, and pain. People assume that learning to endure such negative conditions in sports will carry over into the rest of life and enable people to behave non-aggressively. (Coakley, 1994).
   

You can try a free on line sample or a paper copy or electronic version of the catalog from the Canadian Parks and Recreation Association by going to http://www.lin.ca/htdocs/catalog.htm

A: There are a few websites that offer graphics and pictures that do not have a copyright restriction.

• Health Canada has a good assortment of photos at
  http://www.hc-sc.gc.ca/english/media/photos/index.html
  
  
• For Physical Activity Guide (adult & older adult) graphics as well as World Health Day graphics, visit: http://www.activeontario.org/english/index.cfm?fuseaction=Resources.showClipArt
  
  
• If you are looking for graphics related to the Children & Youth Physical Activity guide, you can find them at:
  http://www.hc-sc.gc.ca/hppb/paguide/guides/en/partners/clipart.html

There are also some pictures that can be purchased for your use on the Internet. To find some of these for-profit sites, you can do a search on "Stock Photos". Some sites will give you unlimited downloads for a fixed amount of time (i.e. six months) or a pay-per-use.

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A: Here are a few ideas that may help you get started:

• Human Kinetics has a book which would be a good reference and from which you might get some good ideas: Walking Games and Activities. It contains 40 walking games and activities. It costs $39.95 and is available from Human Kinetics Publishers (has a Canadian office) at www.humankinetics.com, 1-800-465-7301
  
  
• The Toronto Heart Health Partnership created a walking manual for summer recreation leaders. It includes some good suggestions for making walks more fun for kids.
  
  
• Another reference you might want to consider is Greenest City's School Walking Challenge (including the Walk Across Canada map). You can find more information on these at http://www.greenestcity.org/indexasrts.html. Jacky Kennedy, the Program Coordinator for Greenest City (asrts@greenestcity.org) may also be able to give you more ideas.
  
  
• Kino-Québec produced a booklet on starting a walking club but it is mainly directed at the adult population. You can download it at http://www.kino-quebec.qc.ca/publicat/fs_pub.htm (l'ABC de la formation d'un club de marche).
  

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A: The Canadian Fitness and Lifestyle Research Institute (CFLRI) generally has such information on the website (www.cflri.ca). Here is the latest information we have and the source:

• 57% of Ontarian adults are not active enough for health benefits. (Source: CFLRI, Physical Activity Monitor, 2001).
  
  
• Over 50% of children and youth aged 5 to 17 are not active enough for optimal growth and development
  For children aged 5-12, 44% of girls versus 53% of boys are considered active enough for optimal growth and development. Similarly, 30% of adolescent girls and 40% of adolescent boys are considered sufficiently active.
  (Source: CFLRI, Physical Activity Monitor, 2000).
  
  
• According to the 1998/99 National Population Health Survey (NPHS), 58% of Canadian youth aged 12-19 were physically inactive in the three months prior to the survey. However, as many as 84% may not have been active enough to meet international guidelines for optimal growth and development.
  
  
• The following link (http://www.statcan.ca/Daily/English/021018/d021018b.htm) will give you specific information to obesity of children and relates it to their activity level.

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A: The Ontario Curriculum does not provide specific time expectations for any subject area. With the recent provincial emphasis on literacy and numeracy, there is currently an expectation for a certain amount of "blocked" literacy time and that expectation is expected to come for numeracy also. On one hand, it would be good to have a ministry mandated number of minutes for health and physical education. On the other hand, it may be dangerous too push too hard for that in case the mandated number of minutes that is decided upon is inadequate. Some school boards have been making their own recommendations. There is a very good example from Thames Valley on Ophea.net. Look on the H&PE Resources and Materials page http://www.ophea.net/Ophea/Ophea.net/hperesmaterials.cfm#elementary

The Ontario Health and Physical Education curriculum states that, "This curriculum requires that students participate in vigorous physical activity for a sustained period of time each day. The amount of time suggested is described in the expectations and varies from grades 1 to Grade 8." (page 5) The amount of time required for vigorous activity depends on the students' ages and stage of development. The times required in the Ontario curriculum expectations for sustained aerobic activity are as follows:

• Gr. 1 5 to 10 minutes
  
• Gr. 2 5 to 10 minutes
  
• Gr. 3 8 to 10 minutes
  
• Gr. 4 10 to 15 minutes
  
• Gr. 5 10 to 15 minutes
  
• Gr. 6 10 to 15 minutes
  
• Gr. 7 15 minutes minimum
  
• Gr. 8 15 minutes minimum
  

Daily vigorous physical activity (DVPA) A is not the whole curriculum but it is an important part of the picture. The minutes described in the expectations for each grade are the ones that students need to be able to sustain. Providing opportunities for daily activity will help enable students to develop the fitness levels to meet those expectations. Ophea and several boards are working to provide teachers with resources to help them meet this requirement. Students need an opportunity to be vigorously active on a daily basis. The degree to which an activity is vigorous is directly related to its ability to raise the heart rate and maintain this increase for a sustained period of time. Vigorous physical activities are aerobic in nature, enhancing the health of the heart and lungs.

We are promoting and encouraging DVPA in Ontario because it can contribute to overall fitness and development of the commitment and capacity to lead active healthy lives.

The Canadian Association for Health, Physical Education, Recreation and Dance (CAHPERD) advocates that all Canadian children participate in 150 minutes of physical education per week (i.e., 30 minutes per day) for every child from kindergarten through grade 12. Moreover, the Canadian Medical Association also passed a resolution in 1998 echoing CAHPERD's call for 30 minutes per day of compulsory physical education for every child. The challenge remains to translate this resolution into a daily reality in Canadian schools. CAHPERD's statistics indicate that most Canadian schools average only 60 minutes of physical education per week. CAHPERD continues to work with provincial organizations to change these statistics, because it is documented that high-quality, school-based physical education can help promote healthier living and encourage a lifetime of active living. CAHPERD has an "Action kit" for QDPE. It includes information about making a difference re: policy. For more information, see
http://www.cahperd.ca/e/qdpe/index.htm

Several school boards have put plans in place to support the curriculum policy. York Region DSB has developed an online resource for DVPA. This searchable database (and easy to use flip book) contains enough DVPA ideas for primary, junior and intermediate classes to do a different activity every day of the school year. To inquire about ordering, contact their Learning Resources Centre 905-969-7170 ext.3373
http://www.yrdsb.edu.on.ca/pdfs/a/cat/cur/CurrDocsMaterialsCatalogue.pdf

Hastings and Prince Edward DSB developed a blueprint for physical activity complete with a self assessment tool for schools to assess their level of physical activity.

Ottawa-Carlton Catholic DSB underwent a large board-wide study to assess the status and impact of health and physical education. Download the report "Up and Running" from http://www.occdsb.on.ca/

On a community level, initiatives in some areas have potential to make a significant impact on school policy. Toronto's Medical Officer of Health, Dr. Sheela Basrur, has launched a Call to Action on Physical Activity. Please see Toronto Public Health's Web site for documents related to the "Call to Action on Physical Activity"
launched June 6, 2003 http://www.toronto.ca/health

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A: Tremblay & Willms published a paper in the International Journal of Obesity which makes strong associations between sedentary behaviors and obesity. The abstract can be found at: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=12917717&dopt=Abstract.

The following was published in The Daily, Statistics Canada's official release bulletin. You can access the full text and charts of this article at: http://www.statcan.ca/Daily/English/021018/d021018b.htm

National Longitudinal Survey of Children and Youth: Childhood obesity 1994 to 1999.
Friday, October 18, 2002.

• Over one-third of Canadian children aged 2 to 11 were overweight in 1998/99, and of these, about half could be considered obese, according to a snapshot of childhood obesity from the National Longitudinal Survey of Children and Youth.
• In 1994/95, 34% of children aged 2 to 11 were overweight, with an estimated 16% classified as obese. By 1998/99, 37% of children aged 2 to 11 were overweight, including 18% who were classified as obese. These observations were made on the basis of the international definitions for child overweight and obesity.
• In recent years, childhood obesity and low levels of activity have emerged as important issues facing Canadian children. Obesity in adults is linked to greater health risks, including the increased incidence of coronary disease and type-2 diabetes, although it has also been found that increased activity can temper these negative effects.
• National Longitudinal Survey of Children and Youth (NLSCY) estimates on obesity among children were slightly higher than estimates for adults determined by the 2000/01 Canadian Community Health Survey. These data, released in The Daily on May 8, 2002, showed that about 32% of adults were overweight, including 15% who were classified obese. The youngest adult age group (20 to 24) was the least overweight. More boys than girls were overweight.
• The overall estimate of children in Canada aged 2 to 11 who were overweight has increased since 1994. In all three cycles of the NLSCY, more boys than girls were overweight. In 1998/99, an estimated 35% of girls and 38% of boys were overweight, including 17% of girls and 19% of boys who were classified obese.
• Age differences in levels of obesity were also seen, as fewer of the older children were obese. One in four children between the ages of two and five were obese in all three cycles, compared with 1 in 10 children aged 8 to 11. Low income one factor in childhood obesity.
• Higher proportions of children living in low-income families were overweight and obese.
• In 1998/99, one-quarter of children aged 2 to 11 living in families with incomes below the low-income cut-off (LICO) were obese; only 16% of children in families above the LICO were in this weight category. The proportion of overweight and obese children decreased as the family income increased. More obese children inactive.
• In 1998/99, the percentage of children aged 4 to 11 years of age who were classified as normal weight and overweight (non-obese) were similar in terms of activity levels. Obese children's overall activity levels were considerably different from the other two groups of children.
• Fewer obese children (38%) were active compared with non-obese children (47%). Additionally, more obese children (38%) were inactive compared with non-obese children (30%). Majority of children overweight at some point
• The NLSCY collects data from the same respondents every two years. As a result it is possible to examine changes in the body mass index over time. The following section focuses on a four-year period for the same youth, aged 6 to 15 in 1998/99, who were between the ages of 2 and 11 in 1994/95.
• From 1994/95 to 1998/99, about 44% of children were never overweight and about 10% were consistently overweight in all four years. The remainder, about 56%, were overweight in at least one year of this time period.
• For the group of children followed longitudinally, the proportion who were overweight decreased from 1994 to 1999. In 1994/95, 32% of the children were overweight. Four years later, 28% of these same children were overweight.
• In addition, the levels of obesity also decreased from 14% in 1994/95 to 10% in 1998/99. This decrease may have been a result of the children growing older. In all three cycles of data, the oldest age group was always the least overweight.
• Information on methods and data quality available in the Integrated Meta Data Base: survey number 4450.
• For more information, or to enquire about the concepts, methods or data quality of this release, contact Client Services, (1-888-297-7355; 613-951-7355; ssd@statcan.ca) or Ruth Martin (613-951-5700; ruth.martin@statcan.ca), Special Surveys Division.
  

A: There are a few journals with reputable research regarding physical activity that would be worth subscribing to:

• A New Journal was recently published by Human Kinetics; it is called the Journal of Physical Activity and Health. It has just become available as of January 2004. Is should be a great resource for research on physical activity and health. You can get details at: http://www.humankinetics.com/products/journals/journal.cfm?id=JPAH
• There are other excellent journals published by Human Kinetics and the full list is available on their website at: http://www.humankinetics.com/products/journals/index.cfm
• If you are looking at a more general, user-friendly (and low-cost) resource, I would also suggest Active Living, which is published in Ontario by Joe Taylor. It contains many research summaries, information on new resources, upcoming conferences, current issues, etc. It has the advantage of being Canadian too. It only costs $35/year. You can call 705-445-4968 to subscribe.
• The American College of Sports Medicine publishes a bi-monthly publication entitled ACSM's Health & Fitness Journal: Bridging the gap between science and practice. It is a great resource for up to date information on programs, and how the research is put into practice. For more information visit www.acsm-health-fitness.org
• Visit the website Prevent Disease at www.preventdisease.com. It contains recent news items, including research which may be of interest. Some of it is related to physical activity but not all. Also keep in mind that it is a commercial site.
• The National Library of Medicine can also be good for specific research information. To search online, go to: http://gateway.nlm.nih.gov/gw/Cmd.
  

Q. What type of stretches are appropriate for automobile industry workers who work standing up?

A. If you have done a recent web search for workplace stretches, you know that while there are hundreds of sites for office workers, there are very few for line workers. Active jobs such as working in a factory, hospital, on a line, farm work, or construction bring a different host of problems than the ones caused by desk or computer work. Here a few tips from the Better Health Channel, Melbourne, Australia, to take to these professionals:

• Warm up cold muscles thoroughly before engaging in any manual work
• Maintain correct posture
• Take frequent breaks
• Cool down after heavy work with gentle, sustained stretches
• Exercise regularly to strengthen muscles and ligaments

As far as specific stretches to do before, during and after work, recommended stretches are similar to those that you would perform after a workout. Focus on stretches for the lower back, gluteals, quadriceps and hip flexors, calves, chest and upper back. If the type of work involves using the arms and hands, include stretches for those muscles as well.

Resources

Timiskiming Heart Health has produced black and white illustrated cards for workout stretches and desk stretches.
Brant County Health Unit has produced full-sized colour posters of stretches to do in the office workplace and active workplace.

http://www.med.umich.edu/1libr/aha/aha_ergowork_rex.htm a resource of excellent upper body stretches
http://ceenews.com/mag/electric_ergonomics_stretches_factory/ Ergonomic stretches from the factory to the field
http://ergocise.com/ Download animated stretches, desktop reminders
http://www.cdc.gov/elcosh/docs/d0500/d000567/d000567.html Construction occupational safety and health. Excellent article on current research, effectiveness and safety of workplace stretch programs. Includes guidelines for best and safe practices.

Q. Are there any existing walking programs that support the use of pedometers?

A. Pedometers are definitely the new fitness gadget! Many of you are interested in using this device to get people in your community more active. Here is a list of programs already in place that are using pedometers to get people walking!

The First Step Program is a physical activity intervention for persons with type 2 diabetes. A pedometer is used in the First Step Program as a motivation and feedback tool for participants. The First Step Program is designed to be delivered by a single facilitator, for example a diabetes educator or peer leader. The First Step Program is divided into 2 distinct phases: 1) adoption of a gradually increased physical activity level, and 2) adherence to this new activity level. www.uwo.ca.

The 10,000 Steps Rockhampton Project is currently Australia’s largest community-based physical activity promotion project. Now nearing the end of its first year, the project (which has gained much attention in Australia) promotes using pedometers as motivational tools to help people increase the amount of incidental physical activity accumulated during their normal daily activities. Thousands of tiny step-counters are at work in the city, providing feedback to their wearers on the daily goal of accumulating 10,000 steps. http://www.centre4activeliving.ca/publications/wellspring/2003/Spring/10000Steps.html

For helpful information about pedometers (including how they work and how to wear them), access the Alberta Centre for Active Living's Pedometer Information Sheet. http://www.centre4activeliving.ca/publications/quickfacts/pedinfosheet_011706.htm

PARC has also developed ‘Pedometers – The New Water Bottle’ which includes information on how to use them, programs that support the use of pedometers, where to purchase them and more. Visit the PARC website: http://www.ophea.net/parc and click on the What’s New tab.

The Lethbridge Community College Be Fit for Life Centre has launched its newest adventure--an on-line walking club. The Be Fit For Life Centre offers fitness and lifestyle resources, services, and programs for southwestern Albertans. The Be Fit For Life Centre is funded by Alberta Community Development and the Alberta Sport, Recreation, Parks & Wildlife Foundation. For more information about the On-Line Walking Club, visit