stas-d-155 - cdph.ca.gov · web viewflip chart pad and easel. markers. posters. dvds. index...

Statewide Training for SNAP-Ed Local Implementing Agencies

Early Care and Education: Physical Activity Toolkit for Preschool-Aged Children

Facilitator’s Guide

This material was produced by institutions that represent SNAP-Ed in California, known as CalFresh, with funding from USDA SNAP-Ed. These institutions, the California Department of Social Services, the California Department of Public Health, UC CalFresh, California Department of Aging, and Catholic Charities of California, are equal opportunity providers and employers. CalFresh provides assistance to low-income households and can help buy nutritious food for better health. For CalFresh information, call 1-877-847-3663.

Table of ContentsGeneral Information...............................................................................................................3

Preparation............................................................................Error! Bookmark not defined.Agenda..................................................................................................................................5

Suggested Ways to Evaluate..............................................................................................33

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General InformationTarget Audience This Training is designed for SNAP-Ed State Implementing Agencies,

Local Implementing Agencies, their partners and subcontractors.

Overview

Purpose

Duration

3

Trainer materials needed A/V needslaptopprojectorspeakersflip chart pad and easelmarkerspostersDVDsIndex cardsotherTable materialspencils/pens/markerslarge sticky notesmanipulatives (things to touch/play with)otherMiscellaneousblue tapesnacksother

Materials for Trainees- Ball for ice breaker- PA Toolkit- Skill Cards- Policy Template (distribute after training)- PA Policy Template Activity handout- Painting Playgrounds for Movement book- Planning and Scheduling Template handout

(print)- Structured vs. Unstructured Matching game

activity (print)- Scavenger Hunt Wrap Up activity (print)- Fiddle Diddles- Baskets- Prizes- USB with PPT- Name Tags- Business Cards

Links used in PPT

Preparation prior to training

Room Setup Table groups of 4-84

AgendaTime

Guidelines Section Leader

1 hour prior to start time Set-Up All

15 min prior to start time Registration

15 min Welcome/Warm-Up Activity

10 min PSEs

10 min PA Toolkit Benefits

10 min Structured vs. Unstructured

20 min CA Preschool Learning Foundations

15 min PA Break/Break

20 min Sample Activities

10 min Skill Cards

20 min Demonstrations

5-10 min Disability Inclusion

1 hour Lunch

30 min Planning and Scheduling

5-10 min PA Break

20 min Policy

15 min Environment Change

15 min Equipment

10 min Wrap Up

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Title Welcome/Warm-Up Activity

Time 15 minutes

Facilitator

Materials and Preparation Ball for icebreaker

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Left side Right SidePlay Music while participants are coming in.Say: Good morning everyone and welcome! We are excited to have you all here today!

Say: Today’s Training is brought to you on behalf of all of our SNAP-Ed Statewide Implementing Agencies and the focus of our training is going to be on how to implement the ECE PA Toolkit. This is a great free resource developed by CDPH and Center for Healthy Communities.

Do: Trainers introduce themselves Optional – Create a slide with a picture of yourself in your early childhood. Model activity below when you introduce yourself.

Say: Before we go over the logistics of the day, we want to get to know you all a little better. Therefore, we are going to start by playing a game of popcorn. We will be giving one of you a ball and we want you to say you are your name, what organization you are with and your favorite Childhood game that was some type of physical activity. Then you will pass the ball to someone new.Trainers model how this is done with one another.

Say: Let’s go over some logistics. Let them know where the bathrooms, parking, lunch, etc.Say: Lets take a look at today’s materials. Today as you came in you received a PA Toolkit. We’ll be learning how to utilize this toolkit to help increase PA at your ECE sites. We’ll also be using it to think about what you currently do at your sites and develop plans for opportunities to increase PA. Lastly will talk about strategies to create environments that promote PA. One resource we brought that will help with this is the Painting Playgrounds booklet. You’ll all be able to take one of these home today as well.

Title PSEs/PA Toolkit Benefits/Structured vs. Unstructured

Time 30 min.

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Title PSEs/PA Toolkit Benefits/Structured vs. Unstructured

Facilitator

Materials and Preparation Structured vs. Unstructured matching cards

Left side Right Side

Say: Before we dive into the toolkit, we want to first make sure we all have a solid PSE foundation.

Ask: How many of you are familiar with what PSE is? Who would like to share what PSE stands for?

What is PSE and how can it be used to improve PA? Policy: Written statements about organizational decisions that support PA.

Schools requiring healthy food options for all students.

School policy that prohibits unhealthy food in school fundraising drives.

Systems: Systems change involves change made to the rules within an organization. Systems change and policy change often work hand‐in‐hand. Often systems change focuses on changing infrastructure within a school, park, worksite, or health setting or instituting processes or procedures at the system level that ensure a healthier workplace. Examples are:

Farm to School programs Creating a certification process for school bake

sales to ensure they are in line with school wellness policy.

Scheduling PA is a system change.

Environment: Environmental change is change made to the physical environment.Assess your play space and create an environment that encourages physical activity

Today we will cover policy (PA policies) systems (scheduling PA), and environmental (changing the environment at your ECE/daycare) changes!

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Say: So what is the Physical Activity Toolkit for Preschool-Aged Children?The toolkit will assist childcare providers, teachers, and aides with integrating PA throughout each day and providing programming that helps children meet age-level PA recommendations. It includes a focus on adding small amount of activity throughout the day to accumulate minutes towards recommendations in critical areas. We will discuss these critical areas later today. The toolkit includes practical tools, including easy-to-use activities, skill cards, and planning suggestions for use with pre-school aged children. Just as a reminder this toolkit, and today’s training, is focused on physical activity for children ages 3 to 5 years old.

Ask: What are some benefits of PA for children aged 3-5?Say: Great! We are going to just briefly go over some of the benefits. For those of you that would like to follow along in your toolkit, you can turn to page 2.

Say: Motor Development-During the preschool years, children develop fundamental movement skills. Movement skills are a foundation for learning. They are also a foundation for the more complex motor skills needed later in life for fitness activities, organized sports, and recreation. Evidence also suggests that preschool children who participate in high-quality movement education programs may develop movement skills and concepts earlier and more competently than do those children who receive no instruction and little opportunity for practice.We will be diving into the fundamental movement skills that children should be practicing at this age.

Say: Brain Development:Research suggests that physical activity is a strong determinant in the early development of the brain, not just motor control. Movement provides opportunities for crossing the midline. Draw a line down the center of your body. If the right arm or leg crosses over the midline, you are helping bridge communication between right and left brain which is important for cognitive function

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Say: Literacy- Children learn the meaning of words by moving their bodies. (I.e. over, under, around, through, quickly, slowly, quietly, etc.). They are also learning to recognize letters and numbers as a precursor to reading and writing.

Say: Health:Physical activity improves cardiovascular health, decreases risk of Type 2 diabetes, improves strength and flexibility, etc.

• Lays the foundation for an active lifestyle• Helps develop and maintain strong bones• Develops motor skills and builds strength,

flexibility and endurance• Opportunity to teach school readiness through

movement• Improves social skills and brain development• Helps maintain a healthy weight

Say: So earlier, I mentioned that the toolkit focuses on adding a small amount of activity throughout the day to accumulate minutes towards recommendations in critical areas. Now we are going to go into more detail about these critical areas. A structured, or adult-led, activity is an activity that is planning and intentionally directed by an adult. By using the toolkit when planning adult-led activities, you can assure that you are demonstrating and introducing children to fundamental movement skills. Unstructured or child-led activity is sometimes called “free-time” or self-selected “free-play”. These are activities that children start by themselves. There are things you can do to encourage physical activity for children during free play. Try introducing new games, create challenges and rotate equipmentOutside Play: Children should have time to play outside each day, as part of both adult- and child-led activities.

Do: Give directions on the screen.

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Instructions: Ask a volunteer to read the scenario. After the scenario is read, ask each group what category they assigned to this scenario. Display the answer.






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Say: P 3 of the ECE PA toolkit goes into detail on PA recommendations and gives examples for structured, unstructured and outside playThe recommendation for structured (Adult-led) activities is 60+ min/day and 2+ activities/day.

Say: Unstructured (Child-led) 60+ min/day Sometimes called “free-time” or self-selected “free-play,” these are activities that children start by themselves. Examples include riding a toy or bike, playing tag, or playing on a playground.

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Ask: What is the daily recommendation for outside play? What are some examples of outside PA?

Outside Play 60-90 min/day 2+ times/day Children should have time to play outside each day. They should be playing outside for 60-90 minutes a day. This recommendation is not for an additional 60-90 days. This recommendation is part of both adult- and child-led activities, and is included within the time recommendations for structured and unstructured play. Meaning, 60-90 minutes of the structured & unstructured play should be outside. They should wear appropriate clothing, shoes and sun protection for outside play in various weather conditions.Say: Turn to page 3 in toolkitTotal Daily PA is a combined total of structured and unstructuredOutside Play: Children should play outside for a total of 60-90 minutes. For full days sites, children should have outside play time at least twice each day, Sedentary time: limit sedentary activities to less than 60 minutes. A good rule of thumb is that children shouldn’t be sedentary for more than 15 minutes at a time.

Say: Now let’s chat about sedentary time. First, what do we mean by sedentary time? Great! I just wanted to be clear that when we are referring to sedentary time, we aren’t talking about time children are sitting while having circle time or during educational activities throughout the day. While we do recommend breaking up periods of productive sedentary time, this recommendation specifically refers to unproductive sedentary time. What is the daily limit recommendation for sedentary time?Sedentary Time< A good rule of thumb is that children shouldn’t be sedentary for more than 15 minutes at a time. 60 min/day Limit sedentary time (awake time spent seated or inactive) to no more than 60 minutes per 8-hour day.

Title CA Preschool Learning Foundations

Time 20 min.

Facilitator

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Title CA Preschool Learning Foundations

Materials and Preparation PA Toolkit

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Left side Right Side Say: Let’s look at Pages 3-6 in the Toolkit

• This resource supports providers/caregivers to teach the Learning Foundations through Movement. The following slides are an overview of the Foundations in physical development.

• Teachers and caregivers are more interested if activities support the Preschool Learning Foundations which are similar to school-age learning standards. This portion of the training will provide an overview of the movement skills preschool age children should be learning.

You will see later when we explore the toolkit that the skill cards indicate which Preschool Learning Foundations are being taught.

Say: There are 3 different types of Fundamental Movement skills, these can be found on pages 4-6

Balance Locomotor Skills Manipulative Skills

At this time, please read through these on your own. I will give you a few minutes to complete, once you are finished please discuss with your partner how you participate, or would participate, in these types of movement throughout the day.

Do: Give them time to complete 3 min or so

How many of you are participating in Balance skills? Locomotor skills? Manipulative skills? How? If you aren’t formally doing this, when can you incorporate it into your day?

Balance- The ability to maintain body control while moving and while still. Balance, along with coordination, is critical for the mastery of fundamental motor skills in the preschool period (Gallahue and Ozmun 2006a). Dynamic balance means maintaining balance as the child’s center of gravity shifts, for example, while walking on a balance beam. Static balance means maintaining balance while the child’s center of gravity remains stationary; for instance, balance on one foot without touching anything with any other part of the body to maintain balance. Static balance is substantially related to school-readiness and reading achievement in elementary-age children (Kohen-Raz 1970). Locomotor skills- Projecting the body into or through space (from one place to another). Included walking, running, jumping, hopping, leaping, galloping and side-stepping.Manipulative skills- refers to handling objects by giving to 15

Title Sample Activities

Time 20 min.

Facilitator


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Left side Right Side Say: Let’s turn now to page 16 of your Toolkit. The toolkit

addresses a few different ways to increase opportunities for PA. The first is Active Transitions, these are the ones used when moving from one activity to another, during circle time, or as a quick energy boost. Adult-Led activities are more structured activities where you are leading your children in the activity and outside activities are for both adult- and child-led (or free-play) activities. This is a time where you may introduce new physical activity equipment or games.

We’ll look at Skill Cards and how to use them in an effective way to complement your activities, educate your kids as well as yourselves in a moment but lets turn to page 17 to take a deeper dive into the first three.

Say: Turn to page 17 of your toolkit. You will find a sample activity for active transitions called Verb of the day. When talking to preschoolers don’t use the word verb use active word. Come up with any verb, not limited to the ones in the toolkit. Give children modification for the verb.

Say: This sample activity features the name of the activity, a description of the activity, a list of materials you will need, instructions for how to play, along with an example of instructions to give to the children, and possible variations. Take a few moments to review the activity. Ask: What questions do you have if any? Can you see yourself incorporating this into your schedule?Do you have any other ways you incorporate PA into your current transitions?

Say: Adult-led sample activities are on page 18 through 20 of your toolkit. These include Freeze Dance, Deck of Cards and Follow the Leader. Let’s turn to page 18 and look at these.

Say: Sample outside activities are on page 21 through 23. These are more structured outside activities like hopscotch, station rotation and obstacle courses. Give example of cheap obstacle course. (blue tape, etc.)

Ask: How many of you hear do these outside activities? Do you have any variations? Say: Let’s look at freeze dance and try it out. For Small Space do deck of cards and do skill in place.Play Hop and Stop from youtube. If no wifi bring cd with cd player.(Color Me Healthy Heart beat song) Walk, Dance, 17

Title Skill Cards/Demonstrations

Time 30 min.

Facilitator


Left side Right SideDo: Talk about skill card and what they include. Both English and Spanish. Have participants compare to the toolkit and ask what differences do they see. How might they use these skill cards in their ECE settings?

Do: Split into 5 groups and assign each group to 1 of the 3 categories (Manipulative, locomotor, stability). Have them choose a skill card and demonstrate one of the activities.

Title Disability Inclusion

Time 10 min

Facilitator

Materials and Preparation

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Relate tips below to sample activities that were practiced.Say: Great job everyone! We’d like to take some time now to talk about the importance of including individuals with disabilities. This could be for cognitive or physical disabilities and we want you to be aware of simple modifications you can make at your sites. These tips aren’t only for individuals with disabilities every child can benefit from your strategic planning.

1. Students with intellectual disabilities particularly those on the autism spectrum, may flourish in a very predictable environment. To try to make your class as predictable as possible, you could start and end every class with the exact same warm up and cool down.2. A large gym or field space can be very overwhelming for some students. To avoid this, divide the space into several unique stations for a variety of activities.3. Students may easily lose focus, get off task, or become fixated on one thing. To help combat these issues you may want to post a schedule where they can see it, give them a picture book of the day’s activities, or have a video playing or a para-educator there to provide a constant reminder of the task at hand.4. Providing a schedule or book of the day’s activities may also help reduce some of the anxiety regarding the unknown. 5. The main objective in a physical education class should be for the student to be active. However, sometimes a student may have to remove him or herself from an over stimulating environment and go to a safe place. In your class, be sure their safe place involves some sort of physical activity, such as a stationary bike, a treadmill or an arm bike.6. Make sure the safe place is always visible to them, or that they know where to locate it.7. Color code! It may very helpful to get your students familiar with their color. That way, whenever working on a new skill they will know, for example, that the red ball is theirs or that they should line up behind the red line. This will help them quickly identify where they belong and what they should be doing. Color coding can be used for equipment, stations and directional movement – follow the red cones.8. There may be situations in which the least restrictive environment for the child to succeed is working one-on-one with his or her paraprofessional. However, to ensure social interaction and inclusion, try to structure your class so that this instance does not require the entire class period.10. The goals and objectives for these students should include skill learning and regular physical activity, just like 19

Title Planning and Scheduling PA

Time 30 min

Facilitator

Materials and Preparation Planning and Scheduling Handout and PA Toolkit

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Say: Welcome back from lunch.

Did everyone have a great lunch? Where did you go?

Glad to hear it!

Alright, back to business. Next we are going to talk a systems change - planning and scheduling physical activity. The Planning and Scheduling section of the toolkit can be found on starting on page 9.Say: The first step for planning and scheduling is choosing a daily theme for each day of the week. By using daily themes, providers and teachers can ensure a well-rounded physical activity program. Daily themes make it easy to plan for movement throughout the day, while assuring children learn a variety of movement skills. Here is a sample listing of the types of skills that could be included for each daily theme. Providers and teachers are encouraged to modify themes to meet their needs and focus areas each week.As you will see on the example schedule on the screen (pg 12 of toolkit) you will see the daily themes for each day. Think of a daily theme kind of like a goal. For example, if you look at Wednesday, you will see that the daily theme is stability skills. In other words – our goal for Wednesday, in this example, is to work on stability skills. For daily themes – you will also see the addition of Fitness Circuits and Independent stations which we have not discussed in detail yet today. Fitness circuits are thinks like station rotations or obstacle courses. Independent stations provide a PA station as an independent station choice. Independent stations are similar to station rotations. There are multiple stations, with a specific skill, however you are allowing the children to choose which station to go to. Next we are going to walk through a sample schedule, but before we do what questions do you have about daily themes?Say: Ok great! Let’s look at a sample schedule to help solidify what we just talked about. As you will see on the example schedule on the screen (pg. 13 of toolkit), we have an action transition, independent station, adult-led activity, and outside activity on the schedule. You’ll notice each activity is only 5-10 minutes long. That is because this schedule is used to fit in small bursts of PA throughout the day. Our daily theme for Wednesday is stability skills. You’ll see on this schedule, that all of the scheduled activities for Wednesday are stability skills. That is the daily theme at work! Our independent station for Wednesday is balance! 21

Title Policy

Time 20

Facilitator

Materials and Preparation PA Policy Language Handouts

Left side Right Side Say: Let’s talk a little bit about policy.

Ask: How many of you have a policy at your ECE site? Ask: For those of you that have a policy, how do you communicate your policy to staff, parents and other stakeholders?ASK: Why it’s important to have a policy?

Say: You all mentioned a lot of reasons why it might be important to have a policy. I wanted to share just a few more reasons. Physical activity policies:

• Communicate a commitment to a higher level of program quality that ensures children have ready access to active play.

• Inform staff and parents about the importance of ensuring indoor and outdoor physical activity and heling children to get the right kinds and amounts of physical activity every day.

• Can improve the ECE site’s marketability to parents, if you have a policy that states that children will get the PA they need, parents may be drawn to that type of environment for their children.

Say: Now, let’s think about the policy at your site (or the site(s) that you support).Instructions: pass out PA Policy language handouts. Have them circle, underline, highlight language they might include in their policies.

Debrief:What stood out to you when reviewing the policy language?What would you add to your current policy?What was missing from this policy language?

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Title Environmental Change

Time 15 min

Facilitator

Materials and Preparation Painting Preschool Playgrounds for Movement booklet

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Left side Right Side Say:

We just talked about Policy and we addressed Systems through the planning and scheduling of your week now we’d like to touch on environmental change.One way to create an active environment is to use paint to create opportunities for movement. Each county in California received a set of stencils to share with community partners. This guide will help you create an active space that encourages the movement skills we just learned about. The guide will also tell you everything you need to do to paint a playground for movement, They are not limited to preschool playgrounds. They can be used at parks, churches, schools, etc.

If you weren’t aware of this resource, we will include this list in our follow up email after this training.

Say: These stencils include the following: Tracks can be created in various ways, but they are typically used for wheeled toys. Our research to evaluate the impact of the stencils determined that playgrounds that were painted intentionally for movement did create higher levels of PA. The track was the component that created the most movement.

Say: You can create a space by painting circles, shapes, numbers or letters. Having places for children to stand, helps teachers manage a large group of children,

Read slide

Read slide

Say: When planning to paint a play space, talk to the teachers. They can tell you what the children are learning and come up with ideas to integrate learning concepts.

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Title Wrap Up

Time 10-15

Facilitator

Materials and Preparation Scavenger Hunt Handout

Left side Right SideSay: Well we have one last activity for you all today and that is a fun Scavenger Hunt!Do: Pass out Scavenger Hunt Face Down. Today’s Scavenger Hunt is an overview of all the tools you’ve learned today. We want you to take time to complete the form. This will help remind you of what you may implement when you return to work. The first person to complete the survey needs to high five me and share what they wrote with the class. That person will be a BIG winner!Say: What questions do you have if any?

Say: Thank you for joining us today. We hope you all enjoyed yourselves. Have cards available for participants to contact you.

Suggested Ways to Evaluate

1. Please respond to the questions below with the appropriate answer:

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As a result of attending this training session I am better able to:

a. Objective #1

Strongly Agree ☐ Agree ☐ Disagree ☐ Strongly Disagree ☐ N.A. ☐

b. Objective #2


c. Objective #3


Please check ALL of the training activities below that were EFFECTIVE in meeting the course objectives.

This activity effectively contributed to the course objectives:

a. Activity #1 ☐

b. Activity #2 ☐

c. Activity #3 ☐

2. How likely are you to recommend this training session to someone else?

Very likely ☐

Somewhat likely ☐

Not very likely ☐

Does not apply ☐

3. What about this training session did you especially like?

4. What do you think would make this training session better?

5. Any other comments?

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stas-d-155 - cdph.ca.gov · web viewflip chart pad and easel. markers. posters. dvds. index...

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