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\M\M >>> WELCOME TO PUBLIC HEALTH
LIVE I'LL BE YOUR MODERATOR TODAY.
BEFORE WE GET STARTED I WOULD LIKE TO ASK THAT YOU FILL OUT
YOUR ONLINE EVALUATIONS AT THE CLOSE OF TODAY'S PROGRAM.
CONTINUING EDUCATION CREDITS ARE AVAILABLE AFTER YOU TAKE THE
SHORT TEST. WE WILL BE TAKING QUESTIONS BY
PHONE. YOU CAN E-MAIL US AT ANY TIME.
TODAY'S PROGRAM IS COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY
PROGRAM, ENHANCING STUDENT'S SUCCESS AND ACADEMIC
PERFORMANCE. OUR GUEST IS DR. ANN HEATLEY.
THANK YOU SO MUCH FOR BEING HERE.
>> WE ARE TALKING ABOUT COMPREHENSIVE PROGRAMS THIS
MORNING. I WOULD GUESS IF YOU WERE GOING
TO POLL A GROUP OF QUESTION THEY WOULD SAY WOULDN'T THIS BE A GYM
TEACHER DISCUSSION. THIS GOES BEYOND GYM CLASS.
>> IT IS A MUCH BIGGER APPROACH THAN JUST PHYSICAL EDUCATION.
I THINK PHYSICAL EDUCATION IS JUST FOUNDATION AND A
COMPREHENSIVE PROGRAM ALLOWS STOOLS TO MAKE MUCH MORE USE OF
THEIR TIME. THIS APPROACH PROVIDES MUCH MORE
SUBSTANTIAL OPPORTUNITIES TO BE ACTIVE.
>> GREAT. ONE OF THE MOVEMENTS TO TRY TO
ENGAGE THE LARGER COMMUNITY IS THROUGH THIS LET'S MOVE ACTIVE
SCHOOL CAMPAIGNS. WHAT IS AN ACTIVE SCHOOL?
>> THE COMPONENTS OF A COMPREHENSIVE SCHOOL PHYSICAL
ACTIVITY PROGRAM HAVE BEEN AROUND FOR A LONG TIME.
THERE HAVE BEEN PEOPLE DOING THIS FOR QUITE SOME TIME.
IT HAS BROUGHT IT UNDER AN UMBRELLA AND ALLOWED A MORE
COMPREHENSIVE APPROACH AND MORE COORDINATED APPROACH.
COMPREHENSIVE PHYSICAL ACTIVITY PROGRAM INCLUDES PHYSICAL
ACTIVITY DURING THE SCHOOL DAY AS WELL AS FAMILY INVOLVEMENT
AND STAFF ENGAGEMENT. >> I AM GOING TO PLAY DEVIL'S
ADVOCATE. PEOPLE MY AGE OR OLDER SAY I'M
COOL WITH JUST GYM CLASS. WHY DO WE NEED THIS
COMPREHENSIVE APPROACH? >> WE HAVE REALIZED THAT ALL
SCHOOLS ARE UNIQUE AND HAVE A UNIQUE SET OF NEEDS.
WHAT WE WANTED TO DO WITH THE COMPREHENSIVE SCHOOL PHYSICAL
ACTIVITY PROGRAM IS TO PROVIDE A MENU, A VARIETY OF ACTIVITIES
THAT SCHOOLS CAN USE TO GET STUDENTS TO BE PHYSICALLY ACT
CHB. SOME THINGS WORK IN SOME SCHOOLS
AND SOME WON'T WORK. I THINK IT IS ESSENTIAL THAT WE
HAVE A VARIETY AS OPPOSED TO ONE WAY TO DO IT.
>> WHERE IS THE SUPPORT FOR THIS KIND OF APPROACH?
ARE THERE ORGANIZATIONS? OR AT THE FEDERAL LEVEL?
ARE THERE FOLKS THAT FEEL THIS IS BENEFICIAL?
>> IT'S -- WITH THE COMPREHENSIVE SCHOOL PHYSICAL
ACTIVITY PROGRAM IT HAS GARNERED A LOT OF SUPPORT COMING FROM THE
EDUCATION SECTOR, THE AMERICAN ALLIANCE FOR RECREATION AND
DANCE HAVE CREATED THE FIRST POSITION STATEMENT AND EVERYBODY
VISITED THAT POSITION STATEMENT. THE NATIONAL FOOTBALL LEAGUE
WITH AMERICAN DAIRY COUNCIL HAS LET'S PLAY 60 AND LET'S MOVE
ACTIVE SCHOOLS HAS CREATED LOTS OF INTEREST WITH COMPREHENSIVE
SCHOOL PHYSICAL ACTIVITY PROGRAMS.
>> AT THE NATIONAL LEVEL WE SEE SUPPORT AND WE HAVE INVESTMENT
HERE IN NEW YORK STATE AT THE STATE LEVEL.
WE SPOKE WITH THE COMMISSIONER OF THE NEW YORK STATE DEPARTMENT
OF HEALTH ABOUT OUR STATE SUPPORT AND HOW IT FITS WITHIN
THE AGENDA. WHY SHOULD WE SUPPORT
COMPREHENSIVE SCHOOLS PHYSICAL ACTIVITY PROGRAM?
>> REGULAR PHYSICAL ACTIVITY PROMOTES PHYSICAL AND MENTAL
HEALTH. THE NATIONAL PHYSICAL ACTIVITY
GUIDELINES FOR AMERICANS RECOMMEND THAT YOU DO 60 MINUTES
OR MORE OF MODEROUS TO VIGOROUS ACTIVITY DAILY INCLUDINGING
MUSCLE STRENGTHENING AT LEAST THREE DAYS A WEEK.
ONLY ONE QUARTER OF ADOLESCENTS MET THE RECOMMENDATIONS.
IN NEW YORK LESS THAN HALF STUDENTS DO PHYSICAL ACTIVITY
THAT INCREASES HEART RATE FIVE DAYS A WEEK.
>> WHY IS THE SUPPORT OF PHYSICAL ACTIVITY ENVIRONMENT
IMPORTANT IN THE SCHOOLS? >> OTHER SCHOOLS CANNOT PROVIDE
IT ALONE. THEY PROVIDE THE BEST
OPPORTUNITY FOR POPULATION-BASED APPROACH.
CHILDREN SPEND MORE TIME IN SCHOOL THAN ANY OTHER
ENVIRONMENT OUTSIDE THE HOME. THIS IS THE TIME WHEN THEY ARE
ESTABLISHING HEALTHY HABITS THAT CAN LAST A LIFETIME.
PHYSICAL ACTIVITY BEHAVIORS TRACK FROM CHILDHOOD INTO YOUNG
ADULTHOOD. PHYSICAL ACTIVITY IN ADULTHOOD
REDUCES THE RISKS. SCHOOL ENVIRONMENT PROVIDES THE
BEST OPPORTUNITY FOR STUDENTS TO PARTICIPATE IN PHYSICAL
EDUCATION AND STRUCTURED AND UNSTRUCTURED PHYSICAL ACTIVITIES
SUCH AS ACTIVE RECESS AND WALKING AND BIKING TO AND FROM
SCHOOL. >> WHAT IS THE CONNECTION
BETWEEN PHYSICAL ACTIVITY AND LEARNING?
>> CHILDREN WHO ARE MORE PHYSICALLY ACTIVE DEMONSTRATE
GREATER ATTENTION, FASTER COGNITIVE PROCESSING AND BETTER
PERFORMANCE ON STANDARDIZED TEST.
THERE IS EVIDENCE THAT CHILDREN WHO PARTICIPATE IN DAILY
PHYSICAL EDUCATION HAVE STRONGER ACADEMIC ACHIEVEMENT, INCREASED
CONCENTRATION, INCREASED TEST SCORES AND REDUCE DISRUPTIVE
BEHAVIOR. RESEARCH DEMONSTRATES THAT
AEROBIC EXERCISE HAS THE GREATEST EFFECT ON STUDENT
ACHIEVEMENT. >> WHAT IS THE CONNECTION FOR
PUBLIC HEALTH? >> HIGHER EDUCATIONAL
ACHIEVEMENT AND YEARS OF SCHOOLING RESULT IN BETTER
HEALTH. THIS IS DUE PRIMARILY TO THE
LINK BETWEEN BETTER EDUCATIONAL AND IMPROVED WORK IN ECONOMIC
CONDITIONS AND THE ABILITY TO PURSUE A HEALTHIER LIFESTYLE.
PHYSICAL ACTIVITY REDUCES THE RISK FOR HEART DISEASE,
DIABETES, OSTEOPOROSIS. IT IMPROVES VARIOUS OTHER
ASPECTS INCLUDINGING MUSCLE AND BONE STRENGTH, FLEXIBILITY AND
REDUCES STRESS, ANXIETY AND DEPRESSION.
>> HOW DOES THE COMPREHENSIVE PHYSICAL ACTIVITY PROGRAM ALIGN
WITH THE PREVENTION GOALS. >> WE HOPE TO INCREASE THE
NUMBER OF SCHOOL DISTRICTS THAT MEET OR EXCEED REGULATIONS FOR
PHYSICAL EDUCATION WHICH MEANS 120 MINUTES PER WEEK IN QUALITY
PHYSICAL EDUCATION AND DAILY PHYSICAL EDUCATION IN GRADES
K-3. INTERVENTIONS FOR CONSIDERATION
INCLUDE OPPORTUNITY TO INCLUDE PHYSICAL ACTIVITY BEFORE, DURING
AND AFTER SCHOOL AND TRANSPORTATION POLICY THAT
SUPPORT WALKING AND BIKING TO SCHOOL AND LEARNING STANDARDS
FOR PHYSICAL EDUCATION AND NUTRITION IN GREATS K-12.
IT IS SIGNIFICANT SHORT TERM AND LONG-TERM BENEFITS TO MAKING
COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAMS A HIGH
PRIORITY IN OUR SCHOOL. TO BE SUCCESSFUL IT WILL REQUIRE
A COLLABORATIVE EFFORT WITH STATE AND PUBLIC HEALTH, SCHOOL
ADMINISTRATORS, PRINCIPALS, TEACHERS, PARENTS AND STUDENTS.
>> GREAT. THANK YOU FOR TAKING THE TIME TO
MEET WITH US TODAY. >> AS YOU DESCRIBED THE SUPPORT
AT THE FEDERAL LEVEL AND THE SUPPORT WE HAVE HERE IN NEW YORK
STATE, HOW DO THE SCHOOLS FEEL ABOUT THIS?
IS THERE A BENEFIT IN THE SCHOOLS GETTING INVOLVED?
>> THERE IS NO DOUBT HEALTHIER STUDENTS ARE BETTER LEARNERS.
WE HAVE LOTS OF RESEARCH. I THINK WE HAVE KNOWN THAT FOR
QUITE SOME TIME. THERE HAVE BEEN SCHOOLS WITH
[ INAUDIBLE ] I THINK AS WE ARE FINDING OUT FROM RESEARCH IN
2010 WE HAVE LOTS OF EDUCATIONAL RELEVANT HEALTH ISSUESES, THINGS
SUCH AS PREGNANCY AND VISION AND HEARING.
THE ONES I THINK ARE REALLY IMPORTANT THE IDEA OF
HYPERACTIVITY AND PHYSICAL INACTIVITY AND HOW THEY RELATE
TO PHYSICAL ACTIVITY BEING A LEADING HEALTH INDICATOR.
WE KNOW FROM THE VIDEO THAT THERE ARE HEALTH BENEFITS OF
PHYSICAL ACTIVITY. THE NEXT STEP IS TO SHOW SCHOOLS
THERE ARE LEARNING BENEFITS. I CALL PHYSICAL ACTIVITY THE
LEADING LEARNING INDICATOR. IF YOU GIVE KIDS PHYSICAL
ACTIVITY BREAKS THROUGHOUT THE DAY THEIR BEHAVIOR PROBLEMS
DECREASE AND ATTENTION SPANS INCREASE.
IF YOU ASK A TEACHER IF THEY CAN GET A KID TO LISTEN AND BEHAVE
THEY CAN TEACH THEM. THAT IS IMPORTANT FOR TEACHERS
TO START SEEING. >> QUITE A FEW OF THE LEARNING
INDICATORS YOU HAVE REFERENCED. YOU WOULD SAY THERE IS A NUMBER
OF DIFFERENT WAYS THAT ACADEMICALLY STUDENTS BENEFIT.
>> ABSOLUTELY. WE KNOW THE HEALTH BENEFITS OF
PHYSICAL ACTIVITY BUT WE KNOW THE ACADEMIC BENEFITS OF
PHYSICAL ACTIVITY, AS WELL. >> HAS THIS BEEN STUDIED AND
TESTED? >> THERE IS SOME WORK FROM A
VERY GOOD VISUAL OF THIS FROM UNIVERSITY OF ILLINOIS THAT
SHOWS WHAT THE BRAIN LOOKS LIKE WITH PHYSICAL ACTIVITY AND
WITHOUT PHYSICAL ACTIVITY. WHERE IT IS RED IS BLOOD FLOW.
THERE IS EVIDENCE THAT INCREASED BLOOD FLOW IS WATT WE NEED.
>> FROM YOUR STANDPOINT, LOOKING AT THAT BRAIN SCAN IT IS OBVIOUS
WHICH ONE HAS MORE GOING ON. IT IS JUST COMMON SENSE TO
INCREASE THE LEVELS OF ACTIVITY IN OUR STUDENTS.
>> I THINK IT IS. I THINK WE HAVE AMPLE EVIDENCE
ON LEARNING. WHAT I WOULD LIKE TO SEE
PHYSICAL ACTIVITY BECOME IS A PART OF TEACHING.
WE HAVE RESPONSE TO INTERVENTION.
WE HAVE TEACHERS THAT USE CENTERS.
WE HAVE TEACHERS THAT USE SMART BOARDS.
PHYSICAL ACTIVITY IS ANOTHER COMPONENT, ANOTHER WAY OF
TEACHING THAT OFFERS BENEFITS FOR COGNITION.
IF WE WERE TO GO BACK AND TAKE SCHOOLS AND COMPLETELY WIPE
CLEAN WE HAVE NO IDEA WHAT A SCHOOL SHOULD LOOK LIKE THERE IS
NO DOUBT PHYSICAL ACTIVITY WOULD BE A CENTRAL COMPONENT OF
TEACHING. >> LET'S BRIEFLY REVIEW SOME
TERMINOLOGY THAT YOU WILL BE USING THROUGHOUT OUR DISCUSSION
TODAY. THERE ARE SEVERAL TERMS THAT WE
TEND TO THROW AROUND THAT MEAN DIFFERENT THINGS.
>> ABSOLUTELY. WE ARE TRYING TO GET KIDS
PHYSICALLY ACTIVE. THAT IS ANY MOVEMENT THAT
EXPENDS ENERGY. WE WANT STUDENTS UP AND MOVING.
THE NEXT STEP TO THAT IS EXERCISE.
EXERCISE IS A FORM OF PHYSICAL ACTIVITY DESIGNED TO IMPROVE
FITNESS LEVEL. THOSE ARE BEHAVIORS.
FITNESS IS AN OUTCOME. WE SAY WE WANT A COMPREHENSIVE
PHYSICAL ACTIVITY PROGRAM TO GET KIDS FIT BUT WE ALSO WANT TO GET
KIDS ACTIVE. IF WE CAN GET KIDS JUST UP AND
MOVING THAT IS WHAT WE WANT. >> SO WHEN WE ARE LOOKING AT
THESE TERMS WOULD YOU SAY PHYSICAL ACTIVITY IS AN UMBRELLA
TERM THAT ENCOMPASSES OTHER COMPONENTS?
>> I THINK IT IS THIS OVERARCHING PHYSICAL ACTIVITY.
EXERCISE IS ONE FORM OF PHYSICAL ACTIVITY BUT SO IS DANCE,
RECREATION ACTIVITIES AND SPORTS.
PARTICULARLY IN PHYSICAL EDUCATION WE NEED TO PRONOTE A
VARIETY OF PHYSICAL ACTIVITIES. >> AND THEN UNDERSTANDING THAT
OUR GOALS HAVE TO BE DESIGNED FOR THE BIG PICTURE GOALS FOR
SCHOOLS. SCHOOLS HAVE ACADEMIC
PERFORMANCE AND OTHER THINGS THAT ARE IMPORTANT, AS WELL.
AS WE LOOK AT COST EFFECTIVE WE NEED TO MAKE IT UNATRUSIVE.
EASE OF USE AND MAKING IT SUSTAINABLE.
TO GO IN WITH A GRANT AND GET KIDS ACTIVE AND THEN LEAVE AND
NOTHING SUSTAINABLE IS A DISSERVICE TO SCHOOLS.
TO MAKE IT USER FRIENDLY FOR SCHOOLS.
>> THAT MAKES SENSE. SO WHO IS KIND OF THE PERSON
BEHIND ALL OF THIS? WHO LEADS THE CHALLENGE OF
BRINGING ALL OF THIS TO THE TABLE?
>> THAT'S THE BIG QUESTION. WE NEED A PHYSICAL ACTIVITY
CHAMPION AT A SCHOOL. MOST SCHOOLS WHO DON'T HAVE A
DESIGNATED CHAMPION REALLY STRUGGLE.
THERE ARE TRAININGS FOR PHYSICAL ACTIVITY LEADER.
I WOULD LIKE TO SEE IT BE THE PHYSICAL EDUCATOR.
I THINK THEY ARE IN THE GREAT POSITION TO HAVE THE TRAINING.
IF THERE IS NOT THAT AVAILABLE THERE ARE OTHER FOLKS IN THE
SCHOOL THAT CAN DO THAT WITH HEALTH EDUCATORS, NURSES, THINGS
OF THAT NATURE. I THINK WE HAVE TO TAKE ON THIS
ROLE TO SHOW THAT WE ARE MORE THAN JUST THE GUY IN THE GYM OR
THE LADY IN THE GYM. WE ARE OUTSIDE THE BOX AND
TRYING TO PROMOTE AND WE ARE THE CHAMPION.
I THINK IT IS ALSO IMPORTANT TO UNDERSTAND THAT JUST BECAUSE YOU
ARE THE CHAMPION DOESN'T MEAN YOU ARE THE LONE RANGEER.
>> THAT TIES BACK IN WITH THE LET'S MOVE ACTIVE SCHOOLS
CAMPAIGN. >> ABSOLUTELY.
THAT IS THIS PROMPT, THIS VISUAL THAT SHOWS THAT PHYSICAL
EDUCATION IS THE FOUNDATION. THAT IS WHERE IT STARTS.
THERE IS LOTS OF OTHER WAYS. SOME SCHOOLS IF YOU DON'T HAVE A
LOT OF SUPPORT AT YOUR SCHOOL FAMILY INVOLVEMENT MIGHT NOT GO
FOR IT RIGHT AWAY. YOU HAVE A FEW CLASSROOM
TEACHERS THAT CAN SEE THE BENEFIT THAT IS WHERE YOU GET
THE BALL ROLLING. >> REALLY LOOKING AT WHERE THE
AREAS THAT FOLKS ARE SUPPORTIVE AND KIND OF TAPPING INTO WHAT
RESOURCES ARE AVAILABLE. >> ABSOLUTELY.
I THINK THAT IS ESSENTIAL TO GET THE BALL ROLLING.
OTHER AREAS COULD COME ALONG. THAT COULD BE WHERE WE MOVE INTO
CLASSROOM ACTIVITY AND THEN NOW WE DO RECESS AND MOVE FORWARD IN
THAT WAY. >> NOW, YOU SAID PHYSICAL
EDUCATION IS THE FOUNDATION. CAN YOU TALK MORE ABOUT WHAT
QUALITY PHYSICAL EDUCATION IS. >> I THINK IT HAS TO BE THE
FOUNDATION AND HAS TO BE QUALITY.
IF THE PRINCIPAL SEES KIDS RUNNING AROUND WITH NO STRUCTURE
OR TEACHING THEY ARE PROBABLY NOT GOING TO BE SUPPORTIVE OF
COMPREHENSIVE PHYSICAL ACTIVITY. THROUGH NATIONAL ASSOCIATION OF
PHYSICAL EDUCATION THEY DEVELOP A STANDARD-BASED CURRICULUM THAT
HAVE TO BE IMPLEMENTED WITH BEST PRACTICES AND FOCUS ON PHYSICAL
ACTIVITY. WE HAVE SKILLS AND KNOWLEDGE
THAT WE ARE TEACHING BUT THROUGH PHYSICAL ACTIVITY AND PROVIDING
KIDS WITH SKILLS, KNOWLEDGE AND ATTITUDE TO BE ACTIVE.
WE KNOW FROM RESEARCH THAT IF WE GET KIDS ACTIVE DURING PHYSICAL
EDUCATION, A 30 MINUTE LESSON CAN MEAN AS MUCH AS 20% OF A
KID'S PHYSICAL ACTIVITY LEVEL. SOME OF THE KIDS IN THE STUDY
WERE GETTING 1,000 STEPS A DAY OUTSIDE OF PHYSICAL EDUCATION.
WITHOUT PHYSICAL EDUCATION THEY WERE GETTING 1,000 STEPS.
IT CAN IMPACT WE NEED TO EMPHASIZE.
>> ABSOLUTELY. YOU ALSO SUGGEST GOING BEYOND
THIS QUALITY PHYSICAL EDUCATION PROGRAM LOOKING AT HOWING TO
INCORPORATE PHYSICAL EDUCATION IN VARIOUS WAYS THROUGHOUT THE
DAY. CAN YOU TALK ABOUT SUGGESTIONS
OR IDEAS YOU HAVE? >> THE FIRST IS CLASSROOM BASED
PHYSICAL ACTIVITY. WE HAVE TO GET STUDENTS TO DO
BETTER ON ACADEMIC TESTS. THERE IS EVIDENCE TO SUPPORT
THAT MORE TIME FOR PHYSICAL ACTIVITY DURING THE SCHOOL DAY
DOESN'T DECREASE THAT TIME. I THINK THAT IS IMPORTANT.
>> I WOULD THINK THAT IS A PUSHBACK FACTOR.
>> THERE WAS A STUDY THAT GAVE STUDENTS AS MUCH AS EIGHT HOURS
OF PHYSICAL ACTIVITY DURING SCHOOL WEEK.
MOST SCHOOLS GET THREE. I THINK WE CAN HAVE THESE
BREAKS. THERE IS DIFFERENT WAYS TO LOOK
AT THE BREAKS. THE BREAKS CAN GO BACK TO THIS
REMOVE INATTENTIVENESS. THEY CAN BE JUST BECAUSE THE
CLASSROOM TEACHERS WE WORKED WITH SAID THEY CAN SEE KIDS WHEN
THEY GET FIDGETTIE AND GET THEM UP AND GET THEM A BREAK THEY CAN
START LEARNING AGAIN. >> YOU TALKED ABOUT DIFFERENT
WAYS TO STRUCTURE RECESS? >> RECESS IS ANOTHER ONE I THINK
WE NEED TO MAKE BETTER USE OF. I KNOW IT IS BEING CUT ACROSS
THE COUNTRY. I THINK WE NEED TO BE A LOT MORE
EFFICIENT WITH THE RECESS TIME. WE HAVE DATA SUGGESTING WE ARE
GETTING LESS AND LESS TIME FOR RECESS.
I KNOW AT SCHOOLS WHERE THEY GIVE STUDENTS A HALF HOUR RECESS
AT THE END OF THE DAY. I THINK SMALLER BREAKS
THROUGHOUT ARE A LOT BETTER. I KNOW SCHOOLS HAVE POLICY THAT
YOU CAN'T TAKE AWAY RECESS. RECESS AS A REWARD I THINK THERE
ARE UNINTENDED CONSEQUENCES THAT ARISE THAT CAN TURN STUDENTS OFF
TO PHYSICAL ACTIVITY. IT IS GOOD INTENTIONS BUT WE
HAVE TO BE CAREFUL. THE BIGGY IS HELPING ORGANIZE
THIS AND HAVING SOME TYPE OF PHYSICAL ACTIVITY THAT WORKS.
AND THAT'S WHERE THE RESEARCH SUGGESTS IS LOOKING AT WHAT
WORKS. WE HAVE A COLLEAGUE AT ARIZONA
STATE. WE LOOKED AT AT RECESS AND A
VARIETY. WE LOOKED AT THE RESEARCH AND
FOUND THAT ACTIVITY ZONES WORK, GIVING KIDS RECREATIONAL
EQUIPMENT, THINGS LIKE PLAYGROUND BALLS AND JUMP ROPES,
THAT WORKS. WE WENT IN AND TRAINED SOME
STAFF WE KNOW THAT WORKS, AS WELL.
WE FOUND THE RELATIVELY LOW COSTS.
THAT CAN BE USED TO MAXIMIZE THE AMOUNT OF TIMET THAT WE SPEND AT
RECESS. I THINK WE HAVE TO BE CLEAR OF
THAT. >> AND WHAT ABOUT ACTIVITIES OR
EFFORTS BEING MADE TO INCREASE ACTIVITY BEFORE OR AFTER THE
SCHOOL DAY? >> I THINK THESE ARE TIMES THAT
ARE MISSED. I THINK SOMETIMES OFTEN AFTER
SCHOOL PROGRAM IS BABY SITTING. THERE IS A TIME WE CAN REALLY
GET KIDS ACTIVE. WE HAVE A COLLEAGUING DOING A
LOT OF WORK WITH AFTER SCHOOL PROGRAMS AND SHOWING AFTER
SCHOOL PROGRAMS HOW TO BE EFFICIENT WITH THEIR TIME.
HE IS DOING HEALTHY EATING SO COLLABORATING WITH SUPERMARKETS
AND GETTING HEALTHY SNACKS. SOME OF THE PROGRAMS HAVE
TEACHERS INVOLVED. ONE OF THE THINGS I WOULD LIKE
TO SEE AS A PHYSICAL EDUCATION TEACHER TO BE INVOLVED WITH
STAFF AND SHOW THESE ARE ACTIVITIES STUDENTS LIKE AND HOW
TO MANAGE KIDS. I THINK ONE THAT IS KIND OF A
HOT TOPIC IS JOINT USE AGREEMENTS WHERE A LOT OF AREAS
WHERE GYMS CLOSE AT 3:30 AND ARE NOT USED AND THAT IS A GREAT
PLACE. >> ABSOLUTELY.
WHEN I WAS A KID EVERYBODY ROAD THE BUS TO SCHOOL.
THAT MAY BE A FACTOR OF WHERE I GREW UP.
THAT IS NOT NECESSARY THE CASE EVERYWHERE.
THINKING ABOUT HOW WE GET TO AND FROM SCHOOL?
>> ABSOLUTELY. A COLLEAGUE OF MINE IN ENGLAND
HAS DONE RESEARCH THAT SHOWED KIDS THAT -- THERE WAS LIKE A
HOLDING TANK WHERE KIDS WERE HELD WHEN THEY GOT TO SCHOOL.
THEY FOUND KIDS THAT ROAD THE BIKE WERE MORE ACTIVE.
THERE WERE LOTS OF DIFFERENT PROGRAMS TO MAXIMIZE ACTIVITY
AND GET INCIDENTAL ACTIVITY WITH JUST AS MUCH HEALTH BENEFITS OF
OTHER ACTIVITY. >> YOU MENTIONED INTERMURALS,
FUND RAISERS. >> IT IS A CONNOTATION OF BEING
SPORTS. IT DOESN'T HAVE TO BE SPORTS.
IT CAN BE ULTIMATE FRISBEE, A WALKING CLUB.
THERE ARE ALSO WAYS TO RAISE MONEY I KNOW SELLING PEDOMETERS
SOME SCHOOLS HAVE HAD A LOT OF SUCCESS AS OPPOSED TO SELLING
COOKIE DOUGH. WHAT THAT CAN DO IS THE FUNDS
CAN HELP SUPPORT THE COMPREHENSIVE SCHOOLS PHYSICAL
ACTIVITY PROGRAMS. >> I TALKED ABOUT HEALTHIER
FOODS IN THE SCHOOLS. AND LOOKING AT FUNDRAISERS AND
WHY ARE WE HAVING THESE BAKE SALES AND COOKIE DOUGH.
>>> YOU MENTIONED THE IDEA THAT IT TAKES A VILLAGE AND THE IDEA
THAT IT SHOULD GO BEYOND THE PHYSICAL EDUCATION TEACHER.
WHO ELSE COULD WE GET INVOLVED IN TRYING TO PROMOTE PHYSICAL
ACTIVITY WITH THE STUDENTS. >> ANOTHER COMPONENT OF
COMPREHENSIVE SCHOOLS PHYSICAL IS PARENTAL SUPPORT.
THE PARENTS DON'T HAVE TO RUN WITH KIDS, JUST SUPPORTING THEIR
KIDS IN BEING ACTIVE. WE KNOW IF WE CAN GET PARENTS
INVOLVED AND BRING THEM IN I WOULD BE MORE SUPPORTIVE OF
SHOWING WHAT WE ARE DOING IN P.E.
ONE THING WE DID WHEN I WAS TEACHING WAS WE HAD AN ACTIVE
OPEN HOUSE WHERE WE LET THE PARENTS HAVE A PEDOMETER.
THEY WORE IT DURING OPEN HOUSE AND WE WOULD GIVE THEM A
PAMPHLET. JUST THINGS TO GET KIDS TALKING
ABOUT PHYSICAL ACTIVITY THAT WE WERE FINDING MOST PARENTS DIDN'T
KNOW. GREAT IDEA TO GET FAMILIES
INVOLVED. THE NEXT STEP IS ALL THE
FAMILIES IN A SCHOOL MAKE UP THE COMMUNITY.
I THINK THERE ARE LOTS OF WAYS TO GET THE COMMUNITY INVOLVED.
RAILS TO TRAILS, I DON'T KNOW HOW PREVALENT THEY ARE.
THEY TAKE OLD RAILROAD BEDS AND MAKE BIKING PATHS.
WE KNOW THAT IF WE CAN GET INVOLVED WITH WELLNESS CENTERS,
BUSINESS SPONSORED P.E. LOTS OF BUSINESSES ARE LOOKING
TO VOLUNTEER IN SCHOOLS. THEY CAN HELP IN RECESS.
THEY CAN HELP WITH CLASSROOM BREAK, SUPERVISE AN EXTRA
ACTIVITY BREAK. I THINK IF WE CAN GET BEYOND
JUST FOCUSING ON KIDS IN SCHOOLS WE COULD HAVE AN IMPACT.
>> GETTING THE FAMILY INVOLVED YOU HAVE A NUMBER OF WAYS.
GETTING THE COMMUNITY INVOLVED YOU HAVE A NUMBER OF WAYS.
WHAT ABOUT THE OTHER STAFF? WHAT ABOUT THE ACADEMIC
TEACHERS? CAN YOU GET THEM INVOLVED?
HOW DO YOU GET THEM INVOLVED? >> I THINK YOU CAN.
I THINK IT TAKES TIME AND A VARIETY OF APPROACHES.
ONE OF THE THINGS THAT WE HAVE FOUND IS THAT AS PHYSICAL
EDUCATORS WE CAN REACH OUT TO THEM AND SAY YOU ARE A VALUED
COLLEAGUE. WE ARE GOING TO DO WELLNESS
THINGS FOR YOU. WE ARE GOING TO HAVE A CONTEST.
SOME TEACHERS HAVE DONE A STEPPING CONTEST WITH
PEDOMETERS. I KNOW THIS TEACHER, CALLED A
GOOSE. IT IS GET OUT OF SCHOOL EARLY.
THE TEACHER THAT DID THE MOST ACTIVITY BREAKS OR HAD THE MOST
KIDS SHOW UP TO P.E. DEMO NIGHT GOT OUT OF SCHOOL HALF HOUR
EARLY ON FRIDAY AND THE PRINCIPAL WENT AND WATCHED THE
CLASS. THEY PAINTED THE GOOSE GOLD.
THEY SAID IT WAS AMAZING HOW MANY PARENTS SHOWED UP.
TEACHERS ARE STRESSED. WE NEED TO GIVE THEM
OPPORTUNITIES WHETHER A BROWN BAG AT LUNCH OR JUST A NOTE IN
THEIR MAILBOX THAT SAYS IF YOU DRINK THIS BOTTLE OF WATER THERE
ARE HEALTH BENEFITS. TRY SLEEPING MORE.
LITTLE THINGS CAN HELP TEACHERS. >> ABSOLUTELY.
THAT SOUNDS TERRIFIC. I THINK THE MORE YOU CAN GET THE
TEACHERS ON BOARD AND THEY ARE SHARING THE MESSAGES AND KIDS
ARE BRINGING MESSAGES HOME TO THEIR PARENTS AND IT SNOW BALLS
FROM THERE. >> ABSOLUTELY.
>> WE HAVE A LOT OF GREAT IDEAS WE HAVE TALKED ABOUT, SOMEONE
FROM SCHOOL IS WATCHING THIS BROADCAST I WOULD LIKE TO START
THIS AND BEGIN GETTING MORE INVOLVED, HOW WOULD SOMEONE GET
STARTED DEVELOPING A MORE COMPREHENSIVE APPROACH?
>> I THINK THE FIRST STEP IS TO HAVE SOMEONE DESIGNATED AS A
CHAMPION. IT COULD BE A COMMITTEE BUT
TYPICALLY ONE PERSON ORGANIZES THE COMMITTEE.
I THINK MY -- WITH RESPECT TO THE VILLAGE IS HAVING A
COMMITTEE. TEACHERS WHO ARE INTERESTED.
SOMEONE THAT IS INTERESTED IN THIS AND THEN START SMALL.
STARTING TRYING TO DO FIVE OR SIX DIFFERENT THINGS AT ONE
TIME. IT IS BETTER TO START ONE THING
AND DO IT WELL. HAVE A LONG-TERM PLAN.
THIS IS ALL INCLUDED IN THE CDC'S GUIDE THAT IS AVAILABLE
ONLINE. AND THE KEY I THINK IS TO BE
PERSISTENT. YOU ARE GOING TO HEAR NO.
I HAVE DONE PARENT NIGHTS WITH NO PARENTS.
I VOLUNTEERED TO DO COACHING WORK SHOPS AND NO COACHES SHOW
UP. AND THEN THE NEXT YEAR WE HAVE
TEN OR 15 SHOW UP. IT IS IMPORTANT TO BE
PERSISTENT. YOU WILL HEAR NO A LOT.
IT IS A MATTER OF BEING PERSISTENT.
>> WHEN YOU START TO PULL IT ALL TOGETHER CAN YOU GIVE US AN
EXAMPLE OF WHAT IT MIGHT LOOK LIKE TO SHOW A COMPREHENSIVE
SCHOOLS PHYSICAL ACTIVITY PROGRAM.
>> I THINK THE IDEA IS TO MAKE SURE THAT STARTING SMALL THAT
PULLING THIS TOGETHER WHEN YOU LOOK AT A LOT OF THE RESEARCH
THERE IS DATA TO SUPPORT THIS IDEA OF HOW KIDS WILL BE ACTIVE.
I THINK IF WE PUT THEM, WE SAY THE KIDS WILL GET 60 MINUTES OF
PE. I DON'T KNOW WHAT IT IS IN NEW
YORK BUT IN KENTUCKY THEY GET ABOUT 60 MINUTES.
IF WE SAY THEY ARE ACTIVE FOR 60 MINUTES.
HALF OF THAT THEY WILL BE ACTIVE.
THIS IS THE CLASSROOM ACTIVITY AND WHAT RESEARCH SUGGESTS.
THE TOTAL PHYSICAL ACTIVITY IS 73.
THIS ISN'T JUST OFFERING. THESE ARE INTERVENTIONS DONE.
YOU CAN GET KIDS ACTIVE ABOUT 50 MINUTES.
THAT DOES INCLUDE BEFORE SCHOOL PROGRAMS.
I THINK THERE ARE WAYS TO DO IT. FOR MOST SCHOOLS THE ONLY THING
DIFFERENT HERE IS CLASSROOM BREAKS WHICH I THINK IS AN
ESSENTIAL PART OF A WAY TO TEACH.
IT IS NOT NECESSARILY FOR HEALTH BENEFITS, IT IS A COGNIZANT
BENEFIT, AS WELL. WHAT HASN'T HAPPENED IS RESEARCH
THAT IMPLEMENTS ALL OF THESE SIMULTANEOUSLY.
THAT IS BEING WORKED ON NOW. >> EXCELLENT.
IN YOUR EXPERIENCE IN DEVELOPING THESE KINDS OF PROGRAMS AND
SEEING SCHOOLS MAKE THESE CHANGES WHAT KINDS OF RESPONSES
HAVE YOU GOTTEN? >> THE PRINCIPALS THAT I HAVE
TALKED TO ARE THE ONES THAT REALLY SHOCKED ME.
THIS WAS EARLY ON IN THIS. THE PRINCIPALS TALKED ABOUT IT
BEING A CULTURE. WE WERE WORKING WITH SCHOOLS IN
ONE AREA OF A DISTRICT AND SO ALL THE PRINCIPALS MEET AT THEIR
DISTRICT MEETING AND WE WERE GETTING PHONE CALLS SAYING WE
WANT TO BE A PART OF THIS. ONE SAID NO CHILD LEFT BEHIND
CHANGED OUR SCHOOL BUT THIS CHANGED THE CULTURE.
THIS SHOWS PARENTS WE CARE ABOUT THEIR HEALTH AND LONG-TERM.
THEY SAY IT CHANGES THE SCHOOL. MOST OF THE TIME THE PRINCIPALS
TELL ME YOU DON'T KNOW HOW MANY TIMES PARENTS SAY WE DIDN'T DO
THIS WHEN I WAS A KID. I THINK THAT APPROACH IS
REACHING OUT TO PARENTS. THAT'S WHAT WE WANT TO DO WITH
THIS. >> GREAT.
YOU HAVE LAID OUT QUITE A FEW DIFFERENT HEALTH BENEFITS AND
ACADEMIC BENEFITS. SEEMS LIKE THE FOLKS WHO HAVE
GOTTEN INVOLVED HAVE HAD A GOOD EXPERIENCE.
WHAT WOULD BE THE TAKE HOME MESSAGE TO SEND TO VIEWERS?
>> WE KNOW THERE ARE HEALTH AND COGNITIVE BENEFITS TO PHYSICAL
ACTIVITY. THAT MEANS GETTING KIDS ACTIVE
DURING THE SCHOOL DAY IS A WIN/WIN.
I THINK THE BIG PICTURE THAT THE TERM COMPREHENSIVE SCHOOLS
PHYSICAL ACTIVITY MIGHT GO AWAY. THE CONCEPT IS NOT GOING TO
CHANGE. I THINK WE HAVE TO KEEP PUSHING
THIS BECAUSE WE KNOW THEY ARE GOING TO BE HEALTHIER AND WE
KNOW THAT WHEN WE IMPLEMENT THIS THERE IS IMPLICATIONS FOR
ATTENTION, CONFIDENCE, LEARNING. I HAVE WRITTEN ON THE SLIDE THE
WAVE OF THE FUTURE. IT IS HERE NOW.
I THINK THERE IS A LOT MORE SUPPORT.
I THINK THIS IS SOMETHING THAT IS HERE TO STAY AND HOPEFULLY
SOMETHING WE CAN IMPLEMENT AND GET KIDS ACTIVE AND HEALTHIER
AND BETTER LEARNERS. >> I SHARE THIS HOPE THAT THIS
IS A MOVEMENT THAT WILL CONTINUE GOING FORWARD.
ARE THERE OTHER RESOURCES YOU WANTED TO SHARE WITH THE
AUDIENCE OR IF FOLKS WANTED TO FIND OUT MORE INFORMATION ONLINE
ANYTHING IN PARTICULAR YOU WOULD SHARE WITH THE AUDIENCE?
>> ABSOLUTELY. AS I MENTIONED EARLIER THE CDC
HAS MORE INFORMATION THAN YOU CAN DIGEST COMPREHENSIVE SCHOOLS
PHYSICAL ACTIVITY GUIDE. THERE IS HEALTHY EATING AND
PHYSICAL ACTIVITY, GUIDELINES FOR THOSE.
THERE IS ENDLESS LINE. I THINK NEW YORK HAS SPECIFIC
RESOURCES, AS WELL. THIS IS WHAT I MEAN BY GROUND
SWELL. MOST OF THESE ARE RELATIVELY NEW
RESOURCES AND I ENCOURAGE THE AUDIENCE TO LOOK BECAUSE THEY
ARE EVERYWHERE. >> THANK YOU SO MUCH FOR
EVERYTHING THAT YOU HAVE SHARED WITH US TODAY.
I THINK THIS REALLY IS A GREAT MOVEMENT THAT WE HAVE GOING
FORWARD. YOU HAVE KIND OF PRESENTED TO US
THE BIG PICTURE FROM A MORE NATIONAL PERSPECTIVE.
AND NOW WE ARE GOING TO HEAR FROM PHYSICAL EDUCATION HERE IN
NEW YORK STATE. THE NFL NETWORK PHYSICAL
EDUCATION TEACHER OF THE YEAR IN 2013 HE HAS GREAT IDEAS FOR
FITNESS AND PLANS FOR TURNING IDEAS INTO REALITY.
THANK YOU SO MUCH FOR AGREEING TO MEET WITH US TODAY.
WE ARE VERY EXCITED TO BE HERE. IF YOU WOULD START BY TELLING US
A LITTLE BIT ABOUT THE SCHOOL YOU WORK IN.
>> THIS IS ONE OF THREE ELEMENTARY SCHOOLS IN THE
DISTRICT. WE ARE A SUBURB OF SYRACUSE.
AND ALL FOUR BUILDINGS ARE KINDERGARTEN THROUGH FOURTH
GRADE. >> WHICH SOUNDS TERRIFIC.
IN YOUR ROLE AS PHYSICAL ACTIVITY OR PHYSICAL EDUCATION
TEACHER ONE THING I UNDERSTAND YOU WANT TO GET YOUR STUDENTS TO
UNDERSTAND IS WHY IT IS NOT JUST IMPORTANT TO EXERCISE BUT HOW TO
ENJOY EXERCISE. CAN YOU TALK TO US A LITTLE BIT
ABOUT THAT? >> WELL, A BIG PART OF OUR
CURRICULUM IS TO TEACH THEM HOW THIS HELPS THEM PHYSICALLY AND
ACADEMICALLY. WHERE WE TRY TO INFLUENCE OUR
KIDS AND TEACH OUR STUDENTS TO ENJOY THE PROCESS THAT WHAT
HAPPENS WHEN THEY EXERCISE THEIR BODY PHYSICALLY HEATS UP.
THEY START TO SWEAT A LITTLE BIT AND HUFF AND PUFF.
THOSE ARE THINGS WE TEACH THEM TO EMBRACE SO THEY ARE NOT
REASONS TO STOP BUT RATHER A SIGNAL THAT SAYS I'M READY TO
GET STRONGER. MY BRAIN IS GETTING READY TO
LEARN A LITTLE BIT MORE. WHEN WE PUT TOGETHER OUR
CURRICULUM WE WANTED TO AVOID THE ARGUMENT OF I LIKE TEACHING
THIS I WANT TO DO THIS. WE WANT TO GET BEYOND THOSE
ARGUMENTS. WE HELD OURSELVES TO NATIONAL
LEARNING STANDARDS. WE USED SOME SOFTWARE TO MAP OUR
CURRICULUM LIKE ANY OTHER CURRICULUM IN THE DISTRICT DOES
THE SAME THING. WE HAVE ESSENTIAL QUESTIONS THAT
WE ASK. THIS IS EXACTLY WHAT WE WANT TO
DO. WHEN WE PRESENTED IT TO OUR
SCHOOL BOARD I SAID WE ARE HOLDING OURSELVES TO A HIGHER
STANDARD THAN YOU. SHE SMILED AND GOT THE POINT
THAT WHAT WE ARE DOING IS BEYOND WHAT WE THINK IS IMPORTANT.
IT IS WHAT THE UNITED STATES OF AMERICA SAYS OUR STUDENTS SHOULD
LEARN. AND OUR ACTIVITIES ARE BASED ON
GRADE LEVEL BENCHMARKS. YOU WILL HEAR US REFER TO THIS
IS WHAT A FOURTH GRADER SHOULD BE ABLE TO DO.
>> ONE OF THE THINGS I NOTICED IN YOUR OFFICE EARLIER IS YOU
HAVE TWO SIGNS ON YOUR DOOR. ONE SAYS I CAN'T AND THE OTHER
SAYS I CAN'T YET. CAN YOU TALK ABOUT WHY YOU HAVE
THE SIGNS AND WHAT THEY MEAN TO YOU AND YOUR STUDENTS?
>> THERE ARE SO MANY REASONS NOT TO.
A LOT OF PEOPLE, STUDENTS AND ADULTS, IF THEY TRY SOMETHING
AND CAN'T DO IT IT BECOMES A REASON AND EXCUSE TO STOP.
WE TRY TO TURN THAT AROUND WITH ALL OF OUR STUDENTS THAT NOBODY
IS ALLOWED TO COME IN AND SAY I CAN'T.
WE SAY IF YOU COME -- THEY SAY I DECENT THIS.
I LOOK YOU SQUARE IN THE EYE AND SAY YOU ARE RIGHT AND I WALK
AWAY. I CAN'T HELP YOU.
YOU HAVE MADE UP YOUR MIND. YOU CLOSED YOUR MIND.
AND WE TURN THAT AROUND AND SAY I CAN'T DO THIS YET I LOOK YOU
RIGHT IN THE EYE AND SAY SHOW ME WHAT YOU GOT SO FAR.
THERE WILL BE A LOT OF TIMES THAT I WILL HELP YOU AND TIMES
ONE OF YOUR FRIENDS WILL HELP YOU.
YOU CAN'T DO IT YET IS A SIGNAL TO SAY I CAN'T DO IT TODAY BUT
I'M COMING BACK TOMORROW AND I HAVE ANOTHER CHANCE TO GET THIS.
>> NOW, ONE OF THE THINGS THAT WE AS ADULTS TEND TO TALK ABOUT
WHEN WE LOOK AT ADVANTAGES OF PHYSICAL EDUCATION WE ARE
THINKING HEALTH CARE COSTS AND CHILDHOOD OBESITY.
HOW DO WE RELATE THOSE THINGS TO THE ELEMENTARY POPULATION?
>> WHEN THOSE THINGS COME UP, RISING HEALTH CARE COSTS, HEALTH
CARE COSTS ARE OUT OF CONTROL. NONE OF THOSE THINGS EVER PASS
THE SCHOOL BUDGET. WHEN PEOPLE LOOK AT THE SCHOOL
BUDGET AND TAX BILLS HOW IS THIS GOING TO AFFECT ME NOW.
IT IS SO DIFFICULT TO MEASURE A STUDENT'S OUTPUT AT A SPECIFIC
POINT IN TIME. THE RAW MATERIALT THAT COMES IN
IS NOT WHAT COMES IN TO LIKE AN AUTOMOBILE PLANT.
IT'S NOT THE SAME. WE HAVE CONTROL OVER THEM FOR
SIX HOURS. AND THEN THERE IS 18 HOURS ON
THEIR OWN. WE DO AS MUCH AS WE CAN WITH THE
TIME WE ARE HERE. FROM MY POINT OF VIEW CUTTING
THINGS LIKE RECESS, PHYSICAL EDUCATION, ART, MUSIC, THOSE
TYPES OF THINGS ARE SHORTSIGHTED.
THEY MAY SAVE MONEY IN THE SHORT TERM BUT IN THE LONG TERM YOU
LOSE SIGHT OF THE BIG PICTURE. YOU CAN'T MEASURE A KID'S OUTPUT
INSTANTLY. YOU CAN'T.
YOU CAN LOOK AT TRENDS. THE OTHER THINGS THAT COME INTO
PLAY, WHAT I CAN DO WITH MY STUDENTS, WHAT A MUSIC TEACHER
CAN DO OR WHAT THEY CAN LEARN AT RECESS ON THEIR OWN WHEN IT IS
UNSTRUCTURED IS SO VALUABLE. WE CAN TEACH THE KIDS -- AND WE
DO. WE TALK ABOUT HOW EXERCISE HELPS
THEM PHYSICALLY. WE CAN DEVELOP OUR SKILLS AND
LEARN TO ENJOY SOMETHING AND I AM LESS LIKELY TO BE SICK FROM
SCHOOL AND MORE LIKELY TO BE MORE ACTIVE AT RECESS AND WHEN
THE WHISTLE BLOWS I SAY IS IT DONE ALREADY AS OPPOSED TO
GETTING PHYSICALLY TIRED. ALSO HOW IT ENABLES THE BRAIN TO
LEARN MORE EFFICIENTLY. I SHOWED YOU THE TWO BRAIN SCANS
OF A STUDENT WHO HAS BEEN SITTING IDLE FOR 20 MINUTES AND
ONE WHO HAS BEEN ACTIVE. YOU LOOK AT THOSE AND YOU WONDER
WHO WOULD YOU RATHER TEACH AS AN EDUCATOR.
WE RELATE THAT TO OUR STUDENTS BY SAYING IF YOU GET SWEATY
TODAY, IF YOU GET THE TIRED HEAVY FEELING IN YOUR MUSCLE YOU
GET THE ROSY RED CHEEKS YOU WILL BE STRONGER TOMORROW, YES.
BUT YOUR BRAIN WILL ALSO FUNCTION AT A HIGHER LEVEL FOR
THE NEXT HOUR OR TWO. YOUR BRAIN HAS GROWN BIGGER.
YOU GROW MORE BRAIN CELLS, CONNECTIONS BETWEEN THE BRAIN
CELLS INCREASE. YOU ARE ABLE TO LEARN MORE AND
MORE EFFECTIVELY WHEN YOU GO BACK TO YOUR CLASSROOM IF YOU GO
BACK AND PAY ATTENTION. >> SO YOU WOULD SAY THAT REALLY
INCLUDING MORE PHYSICAL EDUCATION FITS IN WITH THE
BIGGER PICTURE OF INCREASING ACADEMIC PERFORMANCE AND THINGS
OF THAT NATURE, AS WELL. PROVIDING TIME FOR PHYSICAL
ACTIVITY DOESN'T DECREASE FROM THE ABILITY TO LEARN.
>> ABSOLUTELY NOT. THERE ARE RESEARCH STUDIES DONE
THAT HAVE COME TO THE CONCLUSION THAT IF YOU TAKE AWAY TIME FROM
AN ACADEMIC CLASSROOM AND PUT IT IN A PHYSICAL EDUCATION
CLASSROOM, THE TIME THAT WAS TAKEN AWAY THAT SOMEONE LOSES
THEIR INSTRUCTIONAL TIME THAT THEY DID IT TO SOMEONE LIKE ME
AND I ENABLE THOSE KIDS TO MOVE AEROBICALLY AND INCORPORATE
AEROBIC CONCEPTS INTO MY INSTRUCTION AND THEN THEY GO
BACK TO THE CLASSROOM IT IS IN ESSENCE AN INVESTMENT.
YOU GIVE UP 20 MINUTES YOU ARE GOING TO GET 90 MINUTES OF A
HIGHER QUALITY OF A STUDENT IN YOUR CLASSROOM.
SO NOW WE HAVE THE CLASSROOM TEACHERS ARE RELUCTANT TO GIVE
UP THEIR CLASS TO EVEN A STUDENT TEACHER.
IF YOU LOOK AT IT AS GIVING ME THOSE KIDS FOR AS MUCH TIME AS I
CAN, I WILL GIVE YOU BACK A BETTER RAW MATERIAL TO BE AN
EDUCATOR WITH TO TELL YOU YOU MAKE THOSE KIDS DANCE IN YOUR
CLASSROOM. >> ABSOLUTELY.
ANOTHER TREND WE ARE SEEING IN EDUCATION IS THE USE OF
TECHNOLOGY. CAN YOU TALK ABOUT HOW
TECHNOLOGY HAS PLAYED A PART IN THE WORK THAT YOU DO HERE?
>> WE STARTED WITH PEDOMETERS YEARS AGO.
I WENT TO A CONFERENCE IN SOUTH CAROLINA.
I SAW SOMEBODY PRESENT ON USING PEDOMETERS.
I CAME AND PRESENTED TO OUR HSA. THEY GAVE US A CLASS SET.
IT STOPPED WITHIN THE FRAME OF THE CLASS BECAUSE I DIDN'T HAVE
ENOUGH TO LET THIS CLASS TAKE THE PEDOMETERS AWAY AND HAVE
ANYTHING AWAY SO IT STAYED WITHIN THE FOUR WALLS OF MY GYM
WHICH WAS FINE TO MY POINT BUT THERE WAS AN ARTIFICIAL END TO
HOW TO USE THE PEDOMETERS. LAST YEAR I WAS AWARDED THE NFL
NETWORK PHYSICAL EDUCATOR OF THE YEAR.
WHAT CAME WITH THAT WAS A $5,000 GRANT.
WE DECIDED PEDOMETERS FOR ENTIRE TWO GRADE LEVELS WERE THE BEST
USE OF THIS MONEY. SO NOW MY FOURTH GRADERS THIS
YEAR IN THE BUILDING WHERE PEDOMETERS FROM THE FIRST DAY OF
SCHOOL. THEY WEAR THEM ALL DAY.
WHEN THEY GET TO THE BUILDING THEY PUT THEM ON.
AT THE END OF THE DAY THEY HAVE A BOOKLET THEY RECORD STEPS IN.
WE DECIDED TO CARRY OUR PLACE VALUE TO ONE MILLION BECAUSE IT
WAS A COMMON CORE MATH STANDARD FOR THEM.
THEY CAN USE THE NUMBERS ANYWAY THEY FEEL FIT IN INSTRUCTION.
I USE THEM WITH THE KIDS HOW MANY STEPS WE GET A DAY IN
SCHOOL. WE USE SOME RESEARCH THAT FOUND
THE PRESIDENT'S COUNCIL RECOMMENDED 1,100 STEPS A DAY.
WE PUTHAT OUT THERE. THAT IS THE GOAL.
WE GET TO X BY THE END OF THE DAY WHICH LEAVES US A CERTAIN
NUMBER. EVERY STUDENT'S NUMBER IS
DIFFERENT. WHEN YOU GET HOME YOU HAVE
PHYSICAL EDUCATION HOMEWORK. WE GO BACK TO WHAT WE DO IN
CLASS OR SOME OF OUR KIDS HAVE ELECTRONIC EQUIPMENT LIKE DANCE
DANCE REVOLUTION OR JUST DANCE AT HOME AND WE USE THAT AT
SCHOOL. WE HAVE KIDS GO OUT AND RECORD
HOW MANY STEPS THEY HAVE OUTSIDE AT RECESS.
WHAT DID YOU DO AT RECESS TO GET THOSE STEPS.
IF I NEED 2,500 STEPS I CAN DO THIS.
I CAN DO IT IN A HALF HOUR AND HAD A GOOD TIME DOING IT.
>> FROM YOUR SCHOOL THERE IS QUITE A FEW WAYS YOU INCORPORATE
ACTIVITY THROUGHOUT THE DAY FROM FITNESS WALKS TO PEDOMETERS THAT
YOU DISCUSSED. I WOULD LIKE TO SPEND A FEW
MINUTES TALKING ABOUT THE DIFFERENT ACTIVITIES THAT YOU
INCORPORATE. CAN YOU TALK ABOUT A FITNESS
WALK THAT YOU HAVE HERE AT THE SCHOOL?
>> THIS WAS STARTED A HALF A DOZEN YEARS OR SO AGO IN A WAY
TO TRY TO MEET THE STATE PHYSICAL EDUCATION MANDATE,
INCREASE MORE MINUTES. THE SCHEDULE DIDN'T ALLOW US TO
HAVE KIDS EVERY DAY. I WOULD LOVE TO HAVE EVERYONE OF
MY KIDS EVERY DAY. LOGISTICS DOESN'T ALLOW THAT.
WE HAD TO COME UP WITH A PLAN B. WE FIGURED OUT MINUTES AND MET
WITH DISTRICT ADMINISTRATION. WE DECIDED THIS WAS THE BEST
OPTION. EVERY DAY IN THE THREE
ELEMENTARY SCHOOLS AFTER MORNING ANNOUNCEMENTS THERE IS A MORNING
ACTIVITY TIME. IT TURNS OUT TO BE ABOUT FIVE OR
SIX MINUTES EVERY DAY. IN OUR BUILDING WE HAVE A
FITNESS WALK. THE KIDS WALK THE RIGHT-HAND
SIDE OF THE HALLWAY AND WALK THE FOOT PRINT OF THE BUILDING.
IT TAKES THEM ABOUT SIX MINUTES TO GO AROUND.
IN DISCUSSIONS WITH THE STAFF THEY THOUGHT YOU ARE TAKING
INSTRUCTIONAL TIME AWAY. THE SUGGESTION WAS LET'S DO THIS
AT THE END OF THE DAY. GET THE KIDS READY TO GO HOME
AND PUT THE SEATS ON TOP OF THE DAY, DO THE FITNESS WALK AND GET
EXCITED AND GO ON THE BUS AND GO HOME.
THE POINT WAS TO READY THEM TO LEARN FOR THE DAY.
WE SHOWED THEM THE BRAIN SCAN AND TALKED ABOUT THE RESEARCH.
AND TO BE VERY HONEST THEY RELUCTANTLY AGREED.
OVER THE COURSE OF TIME THEY REALIZED THAT THEY DON'T BECOME
ROWELLED UP. IT IS INSTRUCTIONAL TIME FOR ME
THAT WHEN THEY DO TELL ME WHO THEY ARE AND I CAN REHIT THE
INSTRUCTION WITH THEM THAT THIS IS A WAY TO READY YOUR BRAIN TO
LEARN. I START ANNOUNCEMENTS EVERY DAY
SAYING TIME TO GET YOUR HEART PUMPING AND BRAIN READY TO
LEARN. WE PUMP THE MUSIC IN THE HALLWAY
AND THEY GO. >> YOU TALKED TO US A BIT ABOUT
THE USE OF PEDOMETERS IN THE CLASSROOM.
CAN YOU TALK ABOUT THE DIFFERENT DANCING GAMES?
YOU MENTIONED DANCE DANCE REVOLUTION.
CAN YOU TALK ABOUT HOW THAT FITS IN WITH THE DAY?
>> THIS ALL STARTED YEARS AGO. I HAVE A RELATIONSHIP WITH THE
UNIVERSITY. WE STARTED TALKING.
SHE SAID I HAVE TWO OF THESE PADS AT SCHOOL.
WE DON'T USE THEM IF YOU WOULD LIKE TO BORROW THEM.
WE STARTED WITH TWO VINYL PADS. THE KIDS GRAVITATED TO IT.
IT GOT TO THE POINT WHERE WE WANTED MORE.
SO MY TEACHING PARTNER COREY McMAHON IS AN EBAY PERSON.
HE WAS ABLE TO FIND SOME METAL PADS THAT WE PURCHASED OURSELVES
ON EBAY AT A CUT RATE PRICE. WE PUT THEM IN OUR OFFICE.
THERE WAS A ROOM NEXT TO OUR OFFICE.
WE KIND OF ACQUIRED THAT ROOM. SO WE MADE MORE STATIONS.
WE SET IT UP AT RECESS. THE KIDS CAN GO OUTSIDE AND HAVE
A GREAT TIME, EARN SWEAT TROPHIES, HAVE A GOOD TIME OR
THIS IS AN OPTION. IT BECAME A SAFE PLACE BECAUSE
NOBODY IS LOOKING AT YOU. THEY WORE PEDOMETERS.
THE SOFTWARE OF THE GAME TRACKS HOW MANY STEPS YOU TAKE IN A ROW
CORRECTLY. IF YOU GET OVER 100 THE NAME
WENT ON THE WHITE BOARD. THEY WOULD CHEER FOR EACH OTHER
WHEN THEY BROKE A RECORD. THE PADS WORKED.
WE GOT THEM TO WORK FOR A COUPLE OF YEARS.
WE BROUGHT SUPERINTENDENT OF SCHOOLS OUT.
HERE IS WHAT WE HAVE. HERE IS WHAT WE ARE DOING.
THESE ARE GOING TO WEAR OUT AND THEY ARE RELATIVELY EXPENSIVE.
WE DO THIS. WE SHOWED HOW THEY DO THEIR OWN
MATH AND HOW IT TIED INTO SOCIAL STUDIES AND GEOGRAPHY AND
FITNESS ASPECTS TO IT. SHE AGREED TO PURCHASE THEM FOR
ALL THE BUILDINGS BECAUSE OF THE WAY WE USE THEM.
NOW EVERY BUILDING IN THE DISTRICT HAS THIS EQUIPMENT.
AND WE USE IT EVERY DAY AT RECESS.
THE OTHER ELEMENTARY SCHOOLS USE IT ON A DAILY BASIS FOR THE KIDS
TO COME IN TO USE. AND IT'S TREMENDOUS.
>> IT IS A REALLY TERRIFIC MESSAGE FOR THEM TO HAVE.
IN ADDITION TO WHAT YOU ARE DOING AS A PHYSICAL EDUCATION
INSTRUCTOR YOU HAVE A TAE KWON DO INSTRUCTOR?
>> HE IS ONE OF THE PEOPLE THAT WE ENLIST FROM THE COMMUNITY TO
GIVE OUR KIDS A BANK OF ACTIVITIES THEY CAN DO WHEN THEY
GO HOME. HE HAPPENS TO BE IN TODAY AND
TOMORROW. HE COMES IN AND TAKES OVER THE
SCHEDULE AND GOES OVER SOME OF THE BASICS OF TAE KWON DO.
HE DOES IT IN THE FRAMEWORK OF PERSONAL AND SOCIAL
RESPONSIBILITY, BEING RESPECTFUL, MAKING MISTAKE AND
MAKING IT A CLUE TO HELPING YOU LEARN THE SKILL BETTER.
AND IT MIGHT TAKE YOU FIVE TRIES TO BREAK THE BOARD BUT YOU GOT
IT. OR LOOK AT HOW FOCUSED HE IS.
HE IS READY TO LEARN. LOOK AT THAT.
THEN EVERYBODY ELSE SITS UP NICE AND STRAIGHT.
THEN HE VOLUNTEERS HIS TIME TO DO THIS.
HE IS A TREMENDOUS INSTRUCTOR. I LEARN FROM HIM WHEN HE COMES
IN. HE WOULD THEN COME IN FOR THREE
WEEKS AND RUN AN AFTER SCHOOL CLUB FREE OF CHARGE.
>> YOU ARE TAKING WHAT THEY ARE LEARNING IN SCHOOL AND FINDING
WAYS. YOU ONLY HAVE THEM FOR SIX
HOURS. YOU ARE FINDING WAYS TO MAKE THE
CONNECTION SO THAT THOSE OTHER 18 HOURS THAT THEY ARE NOT WITH
YOU THEY ARE AWARE OF WAYS TO CONTINUE PHYSICAL ACTIVITY.
>> AND ENABLE THEM. CAN WE DO THIS TODAY?
WE ARE BUSY, WE ARE GOING TO GO -- OKAY, WHAT ABOUT TOMORROW?
THEY ARE TAKING OWNERSHIP OF WHAT THEY CAN AND CAN'T DO.
THE COMMUNITY RESOURCE IS THE BACKYARD, THEIR BASEMENT, DRIVE
WAY, FRIEND'S HOUSE. WHAT CAN I DO -- MOM IS NOT
GOING TO LET ME PRACTICE JUGGLING IN THE LIVING ROOM BUT
WILL LET ME GO IN THE BASEMENT. I CAN USE PLASTIC GROCERY BAGS
AND PRACTICE. I CAN MAKE THIST THAT WE DID IN
CLASS. SO TO EMPOWER THEM TO MAKE THOSE
CHOICES. >> ABSOLUTELY.
>> ANYWAY I CAN CONNECT WHAT WE DO HERE AT HOME AND THE ULTIMATE
RESPONSE IS WHEN PARENTS COME BACK IN OR COME BACK FOR OPEN
HOUSES THEY SAY THIS WASN'T LIKE THIS WHEN I WAS A KID.
I SAY THAT IS THE BEST COMPLIMENT YOU CAN GIVE ME
BECAUSE IT IS NOT A GYM CLASS ANYMORE.
IT IS A PHYSICAL EDUCATION SETTING WHERE THE KIDS ARE
LEARNING TO ENJOYING DOING THINGS AS ADULTS SOMETIMES WE
DON'T WANT -- IT IS EASY TO SAY I DON'T WANT TO DO IT.
>> SURE. YOU HAVE SHARED QUITE A BIT OF
INFORMATION WITH US TODAY. I WOULD IMAGINE A LOT OF FOLKS
MIGHT BE INTERESTED IN LEARNING MORE.
ARE THERE WAYS PEOPLE MIGHT BE ABLE TO GET IN TOUCH WITH YOU?
ARE YOU WILLING TO TALK WITH FOLKS INTERESTED IN BRINGING
PROGRAMS TO THEIR SCHOOLS? >> I AM WILLING TO TALK TO
ANYBODY. I CAN LEARN FROM ANYBODY.
MY E-MAIL ADDRESS IS OUT THERE. OUR WEBSITE IS THERE.
YOU CAN CONTACT ME THROUGH THERE.
PHONE NUMBERS, WE HAVE THE VOICE MAIL HERE.
I DON'T GET IT DURING THE DAY I WILL GET YOU BY THE END OF THE
DAY AND GET BACK TO YOU AS SOON AS I CAN.
>> THANK YOU SO MUCH, TOM. IT HAS BEEN A PLEASURE TALKING
TO YOU TODAY. >> YOU'RE WELCOME.
THANK YOU. >>> IT WAS GREAT TO HAVE THE
OPPORTUNITY TO GO OUT AND MEET WITH TOM.
THE STUDENTS WERE ENGAGED IN HIS P.E. CENTRAL CHALLENGE WHERE
THEY ARE COMPETING, TRYING TO ACHIEVE THESE NATIONALLY BASED
BENCHMARKS. YOU CAN SEE HOW ENGAGED THE
STUDENTS WERE AND HOW ACTIVE. IT WAS A REALLY GREAT EXPERIENCE
TO BE OUT THERE. >> EXCITING STUFF.
>> WE HAVE HEARD FROM BOTH OF YOU AND WILL TAKE A FEW MINUTES
TO ANSWER QUESTIONS FROM THE AUDIENCE.
THE FIRST THAT WE HAVE IS HOW LONG DOES A STUDENT HAVE TO
EXERCISE TO GET THE RED EFFECT THAT WE SAW ON THE BRAIN SCAN
AND HOW LONG DOES THE RED LAST IN THE BRAIN FOR BETTER
LEARNING? >> IT IS A GREAT QUESTION AND
WAY OVER MY HEAD. IF YOU REFERRED TO THE REFERENCE
THAT I HAD ON THE SLIDE IF IT'S NOT IN THERE, THAT SPECIFIC
INFORMATION YOU CAN PROBABLY CONTACT THE AUTHORS AND THEY CAN
TELL YOU THE EXACT INFORMATION. I KNOW THERE IS RESEARCH LOOKING
AT IS THERE ACTIVITY THAT IS TOO INTENSE THAT GETS KIDS TOO
FIDGETTIE AND THEY CAN'T COME BACK DOWN?
WE HAVE TO MATCH THAT WITH ACTIVITY THAT HAS HEALTH
BENEFITS AND OTHER THINGS AND BENEFITS FOR THE BRAIN, ET
CETERA. I KNOW THAT RESEARCH IS GOING
ON. I'M SURE CHUCK HILLMAN WILL BE
ABLE TO ANSWER THAT. >> ALL OF THE HANDOUTS AND
SLIDES FOR TODAY'S SHOW ARE AVAILABLE ON OUR WEBSITE
PHLIVE.ORG. >>> DO YOU HAVE A MODEL RECESS
POLICY THAT YOU WOULD CONSIDER TO BE ESPECIALLY SUPPORTIVE FOR
COMPREHENSIVE SCHOOLS PHYSICAL ACTIVITY PROGRAM?
>> I PERSONALLY DON'T. I BELIEVE IF YOU GO TO CDC
WEBSITE AND TYPE IN RECESS IN THE SEARCH ENGINE IT WOULD COME
UP WITH POLICIES. I DID WRITE A RESEARCH BRIEF
THAT HAS RESOURCES AND IDEAS AND THINGS.
I'M GUESSING CDC HAS POLICY LANGUAGE THAT COULD BE USED.
>>> WOULD YOU GIVE SOME EXAMPLES -- YOU REFERENCED
DURING YOUR DISCUSSION THAT TEACHERS CAN INCORPORATE
PHYSICAL ACTIVITY IN AN ACADEMIC SETTING.
CAN YOU GIVE EXAMPLES OF WAYS TO DO THAT?
>> SOME WAYS WHEN WE TALK TO TEACHERS THEY DIDN'T WANT A
COMPLEX LESSON PLAN. THEY WANTED SOMETHING SIMPLEAL.
THERE ARE CARDS AND THINGS THAT ARE AVAILABLE.
THINGS AS SIMPLE AS KIDS DO JUMPING JACKS IF IT IS TRUE AND
NOT IF IT IS FALSE. IT IS A WAY TO REVIEW THINGS.
I KNOW OF TEACHERS THAT WERE DOING GRAPHING.
THEY LOOKED DOWN AND NOTICED THAT THE FLOOR WAS ALL TILES
WHICH IS GRAPH PAPER. THE STUDENTS INSTEAD OF MARKING
ON THE PIECE OF PAPER THEY TOOK STEPS ON THE TILES ANDP WENT
OVER THREE AND HAD TO MEASURE THE DISTANCE.
WHAT I LEARN MOST IS SEEING THEM.
THEY JUST START GENERATING. WE SAY WE DESIGNED THIS ACTIVITY
FOR SCIENCE AND MATH. I THINK THOSE TYPES OF JUST
GETTING THE BALL STARTED AND THIS SIMPLE ACTIVITY LIKE WE CAN
DO THIS. WHAT ABOUT THIS AND THOSE TYPES
OF THINGS. WE WORK WITH CLASSROOM TEACHERS
A LOT TO GET SOME OF THE IDEAS THAT WE CREATE.
>> DO SCHOOLS NEED TO PASS A COMPREHENSIVE SCHOOLS PHYSICAL
ACTIVITY POLICY IN ORDER TO START A PROGRAM?
>> NO. I DON'T THINK -- IF SOMEONE
WANTS TO DO IT AND GET IT GOING, GO.
ONE OF THE THINGS WHEN I STARTED GETTING INTO THIS AND WHEN I
SPEAK I DON'T WANT TO MAKE IT THIS OVERWHELMING PAPERWORK AND
BUREAUCRACY TO GET KIDS ACTIVE. IF YOU WANT TO START GETTING
KIDS ACTIVE JUST LOOK UP RESOURCES AND START.
IT DOESN'T HAVE TO BE A POLICY. IDEELEY IT WOULD BE SOMEWHAT
CREATED INTO THE CULTURE OF THE SCHOOL.
TYPICALLY THAT TAKES A POLICY BUT TO GET GOING JUST GO.
>> DO YOU HAVE SUGGESTIONS FOR OTHER PARTNERS OUTSIDE THE
SCHOOL THAT CAN PARTICIPATE IN WELLNESS COMMITTEES?
>> IT IS A GREAT IDEA AND GREAT QUESTION, AS WELL.
I KNOW WHEN WE SAY WALKING TO SCHOOL DAY, WE WORK WITH
SHERIFFS TO MAKE SURE THE ROADS WERE BLOCKED OFF.
KIDS WERE BLOCKED OFF. THEY HAD PARENTS ALONG THE WAY.
PARENTS ARE IMPORTANT TO GET INVOLVED AS WELL AS FOR PEOPLE
POWER. WE ALSO HAD LOCAL BUSINESSES
THAT GET INVOLVED BECAUSE LOCAL BUSINESSES HAVE PEOPLE POWER BUT
THEY ALSO HAVE POTENTIAL RESOURCES AND THINGS LIKE THAT.
WE HAVE HAD POLICE, PARENTS WHO HAVE BEEN A BIG RESOURCE.
WE HAVE HAD SOME FIELD DAYS AND THINGS WHERE WE HAVE HAD NURSES
AND THINGS AT ONE OF THE STATIONS TO TALK ABOUT SAFETY
AND SUN SAFETY OR HYDRATION AND THINGS LIKE THAT.
I THINK IT DEPENDS ON EXACTLY WHAT YOU WANT TO DO BUT I
ENCOURAGE ANYONE WHO WANTS TO START THIS I THINK IT HAS TO BE
A VARIETY OF PEOPLE INVOLVED. >> THAT IS PROBABLY A GREAT
APPROACH. IT GOES BACK TO MULTI FACETTED
AND TAKING A VILLAGE. >> I KNOW AFTER SCHOOL PROGRAM
THAT A MOM, A YOGA INSTRUCTOR CAME INTO THE AFTER SCHOOL
PROGRAM AND TAUGHT YOGA FOR FREE.
THE KIDS HAD NO IDEA WHAT THIS WAS AND THEY LOVED IT.
IT IS JUST THE LITTLE THINGS THAT START THE BALL ROLLING AND
STARTED DOING YOGA MORE AND THAT KIND OF THING.
>> AND THE LAST QUESTION IS CAN COMPREHENSIVE SCHOOLS PHYSICAL
ACTIVITY PROGRAMS HELP SCHOOLS MEET PHYSICAL EDUCATION AND
PHYSICAL ACTIVITY ELEMENTS OF THEIR SCHOOL WELLNESS POLICIES?
>> I THINK THE THING TO BE CLEAR ABOUT IS THAT PHYSICAL EDUCATION
IS A PART OF THE CURRICULUM AND THAT PHYSICAL ACTIVITY IS A
HEALTH BENEFIT. SO THEY ARE SEPARATE.
I THINK IT CAN HELP ENHANCE THE QUALITY OF THE PROGRAM AS WELL
AS PHYSICAL ACTIVITY OPPORTUNITIES BUT PHYSICAL
EDUCATION IS THE FOUNDATION OF THE COMPREHENSIVE SCHOOLS
PHYSICAL ACTIVITY PROGRAMS. >> GREAT.
I THINK WE ARE OUT OF TIME FOR TODAY.
THANK YOU SO MUCH FOR BEING WITH US TODAY.
I THINK YOU HAVE A REALLY GREAT AMOUNT OF INFORMATION THAT WAS
SHARED WITH OUR AUDIENCE. >> THANK YOU FOR HAVING ME.
>> THANK YOU VERY MUCH FOR JOINING US TODAY.
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PLEASE JOIN US FOR OUR NEXT BROADCAST ON MAY 15 WHERE WE
DISCUSS THE CHANGING LANDSCAPE OF MENTAL HEALTH TREATMENT IN
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HEALTH LIVE.