Briana Potter

Professor Taylor
ENC 1102
18 March 2016
Annotated Sources involving Childhood Obesity and Physical Education in Minority Schools
1) Kulik, Noel L.1, et al. "Source and Type of Support for In-School Physical Activity:
Differential Patterns for Demographic Subgroups." American Journal of Health
Education 46.5 (2015): 301-309. Education Full Text (H.W. Wilson). Web. 21 Mar. 2016.
The purpose of the study in this article is to examine the different sources and
types of social support that aims for the expansion of knowledge of in school
physical activities to children. Researchers examined associated variables such as
weight, race/ethnicity, and sex and measured the physical activities of each of
these subgroups and if their sources and type of social support varies. The
researchers then explored the comparative contributions to the variance in
childrens in school physical activities of various sources and types of social
support.
Key Quotes:

Black and Hispanic adolescents also report lower level of physical activities
compared to their white counterparts

Children reported the highest level of overall support for PA from parents and
PE teachers and the least from principals

The most prominent theme across all analyses was a consistent association
between talking with children about PA and children engaging in more in school
PA

Findings suggest that principals, rather than parents are key for in- school PA
even though the total amount of support provided from other sources was
greater

few parents variables were associated with in- school PA

A critical implication of our findings is that the adults in childrens lives likely
need to be directly educated about the power of their potential influence and
exact methods for creating the ideal impact on childrens PA, and this may be the
focus of targeted interventions efforts

2) Kirk, David. "The Obesity Crisis and School Physical Education." Sport, Education &
Society 11.2 (2006): 121-133. SPORT Discus. Web. 21 Mar. 2016.
David Kirks purpose of this context was to build on recent critical reviews to
argue that claims made about experiencing an obesity crisis is without foundation
and the crisis is manufactured through a complex process of the social production
of knowledge. In regards to the obesity crisis he will then examine the
relationship of the crisis to school physical education. Kirk suggests that the
notion of obese children generates a powerful cultural symbolism. And believes
that if there was enough supporters including physical educators to interrogate the
importance of activity to our youth and society it will help reform public and
educational policies.
Key Quotes:

It has been widely reported in the media in several countries that levels of
fitness and physical activity among children are low and declining

Potent symbolic representation of the associations that are made between

increasing prevalence of fatness, declining fitness and activity, and increasing
sedentary behavior.

We present a pathetic picture of a nation unable to keep up with the speed of the
worlds political and economic trends

Physical educators have highlighted the difficulties of improving childrens

fitness, given class sizes of 30 or more, the need to apply the principle of
progressive overload within individualized exercise programmers and the efficacy
of fitness testing for monitoring and motivational purposes

Physical education has been largely ineffective in improving childrens fitness

and providing the appropriate frequency duration and intensity of activity
required to have a health effect

Physical educators understanding of the nature of this relation has shifted over
the past 150 years
The image of the obese child is a currently dominant representation of moral
and social decay

Given this powerful, visceral and emotive symbolism, a critical pedagogy in

physical education needs to work on and critique the embedding of social values
on and in the body:

3) Erfle, Stephen E., and Abigail Gamble. "Effects of Daily Physical Education on Physical
Fitness and Weight Status in Middle School Adolescents." Journal of School Health 85.1
(2015): 27-35 9p. CINAHL Plus with Full Text. Web. 21 Mar. 2016.
Erfle and Gamble stated that sedentary lifestyles and physical inactivity in youth
is a myriad contributor of the childhood obesity epidemic. According to the
National Association for Sport and Physical Education, the recommendation for
students to engage into daily PE is equivalent to 225minutes per week. Recent
studies show that about 7.9% of US middle schools provided daily PE of
225minutes per year. Erfle and Gamble purpose of their study was to evaluate the
Active School Program (ASP) and determine the effects of 30 minutes of daily PE
on weight status and physical fitness and make comparison to control schools
(nondaily PE)

Key Quotes:

Regular physical activity in youth reduces the risk for childhood and
adolescent obesity and reduces the risk for developing costly, debilitating, and
deadly obesity-related chronic disease.

Evidence suggests that regular physical activity and increased levels of

physical fitness attenuate the adverse health consequences of overweight and
obesity, yield health benefits in at-risk youth, and may be linked to reductions
in total body and visceral adiposity in adolescents

The overweight and obese students exposed to 30 minutes of daily PE

significantly improved BMI percentile relative to those not exposed to daily
PE

Understanding the opportunities for physical activity within the broader

community may clarify the role of schools in aiding youth to meet daily
recommendations and guide future in-school physical activity policy at the
local level
in-school physical activity also provides academic and behavioral benefits
that are congruent with students who are more active at school and more
physically fit are higher academic performers, report less absenteeism, and
have less behavior-related truancy

4) Brownson, RC, et al. "Translating Epidemiology Into Policy To Prevent Childhood

Obesity: The Case For Promoting Physical Activity In School Settings." Annals of
Epidemiology 20.6 (2010): 436-444 9p. CINAHL Plus with Full Text. Web. 21 Mar.
2016.
This case study overviews the important policy approaches for promoting
physical activity in youth. A policy agenda which identifies an issue worth for
governmental attention links to physical activity because documenting the
prevalence of physical inactivity increases childhood obesity is worth attention by
state legislators. Policy formulation which is suggest alternative policies link to
physical activity because considering the data examined about the relationships
between physical inactivity and obesity, a new foundations of options/ proposals
should be considered. Policy adoption involves legislators to adopt a particular
course of action or solution, a state law should be adopted that encourages school

districts to devote a minimum of 50% of physical education class time. This law is
based on scientific evidence. Policy implementation which is the implementation
of the policy by executive branch agencies such as state and school districts; its
important that the school district implements physical activity laws. Lastly policy
evaluation which is the assessment of how the policy should be implemented and
whether its achieving its purpose. Data should be collected and examined to a
respond to legislative requirements of physical activy provided to students.
Key Quotes:

only 3% to 4% of students in a district with a policy that required a minimum

amount of time for PE that met the National Association for Sport and Physical
Education

only 18% of elementary students were enrolled in a school district that required
daily recess as part of their wellness policy, with an additional 22% in a district
that suggested but did not require daily recess for all elementary grade levels

if the current obesity epidemic is not reversed, the current generation of children
may be the first to have a shorter life expectancy than their parents

5) Johnson, Teresa, L. Diane Weed, and Riva Touger-Decker. "School-Based Interventions

Overweight and Obesity in Minority School Children." Journal Of School Nursing 28.2
(2012): 116-123. ERIC. Web. 21 Mar. 2016.
The purpose of this review is to explore multicomponent school-based
interventions for elementary minority school children. While these interventions
are being reviewed outcome variables are discussed such as the effectiveness of
the program in regards to slowing the increase of childhood overweight or obesity
epidemic. Also variables of anthropometrics and health behaviors are discussed.
School-based interventions reviewed and Outcomes:
The Coordinated Approach to Child Health (CATCH)

CATCH was conducted by Coleman and studied low-income Mexican children

living in El Paso, Texas. CATCH wanted to encourage nutrition education,

optimization of physical education and the school food environment.

Children in schools that were intervened by CATCH gained less weight than
controlled schools and finished the program with healthier weights compared to
all Hispanic children in the US

HEALTHY Study Group

Overall goal was to reduce risk of development of Type 2 diabetes by optimizing

physical activity and school food environment. Also education of nutrition to the

students and social marketing.

Participants in the HEALTHY Study Group schools demonstrated significant
decreases in prevalence of obesity, BMI z score, waist circumference and fasting
insulin levels compared to those in control schools

Healthier Options for Public School (HOPS) Children

Multicomponent school-based program (HOPS) included nutrition education,

optimization of time and intensity spent in PA (physical activity) and optimization

of school cafeteria foods in four Florida elementary schools

Menus from the schools were modified and included more whole grains and fiber

and reduced high-glycemic index foods and unhealthy fats

Compared to control school, children from the four intervention schools were
more likely to maintain desirable BMIs compared to the control school children

and have improved math scores

Key Quotes:
Interventions that include a PA component are more effective than those that
include only a dietary intervention

In poor communities, schools may be the single, most reliable source of

gymnasiums, playing fields and health education
School-based interventions that include a PA component serve to balance the
scales between academic and activity and create a pattern of physical fitness that
may track into adulthood

6) Beaulieu, Lisa, et al. "Physical Activity and U.S. Public Elementary Schools:
Implications for Our Profession." ICHPER-SD Journal of Research 7.1 (2012): 1216. ERIC. Web. 21 Mar. 2016.
The purpose of this study is to examine strategies by US public elementary
schools to increase childrens physical activity. The particular concern is how
physical activity strategies are influenced by minority status, geographic location
and socioeconomics. According to the study common strategies to encourage
physical activity in minority schools were to use nontraditional physical activities,
provide opportunities during the school day for organized physical activity,
participate in the Presidents Challenge Physical Activity and Fitness Award
Program, and to offer school sponsored before/after school activities.
Key Findings:

Western U.S schools provided more physical activity opportunities than all

other regions (Northeast, Central, Southeast) schools

Schools with large numbers of children receiving free or reduced price lunch
provided less opportunities and schools with low minority enrollment

provided more opportunities than schools with very high minority enrollments
Schools with high minority enrollment and those with higher rates of
free/reduced lunch participation were less likely to employ non-traditional

activities to encourage physical activity

Schools with low income and ethnic minority students were less likely to meet
recommendations for daily physical education

Major barriers to childrens physical activity include low income status,

distance from school, lack of facilities, traffic congestion, crime, bullying by
older children, and deterioration of local playgrounds.

Key Quotes:

interventions to increase physical activity must be multifaceted and

repetitive; and that parental participation in the intervention increases the
probability of success

convincing school authorities to implement such a target has often met with
resistance (recommendation of PE for minority schools) many schools have
reduced physical education to allow more time for academics

7) Hoxie-Setterstrom, Gail, and Barbara Hoglund. "School Wellness Policies: Opportunities

for Change." Journal of School Nursing 27.5 (2011): 330-339. ERIC. Web. 21 Mar. 2016.
Schools districts are required to comply with a 2004 federal mandate to guide
nutrition and physical activity environments of schools by developing and
implementing wellness policies. The article discussed the implications of the
federal mandate and analyze policies from nine school districts in Minnesota to
asses for compliance, comprehension, and strength. Implications of the federal
mandate include nutrition education, assure USDA guidelines for school meals,
apply nutrition guidelines for all foods available on the school campus, physical
education, communication and promotion between parents, students and
representatives of the school board, and addressing a plan for policy
implementations. Based on the research only one of nine districts compliant with
all requirements of the federal mandate. In regards to physical education all
districts demonstrated vague physical activity goals for students. The policies in

all the districts did not address frequency, quality of physical activity at recess, or
promoted use of or created safe routes for children to bike or walk to school.
Key Quotes:

federal law does not require that public schools offer physical education and as a
result, the American educational system consistently reflects a lack of physical

education programming
It would be beneficial if requirements and financial incentives for physical
education were part of federal state policy. These types of policy initiatives could
better position schools to address the obesity challenge from a multifaceted

prevention approach
Schools are ideal settings for conducting population-based interventions that
promote healthy eating and physical activity in order to prevent and decrease

obesity.
8) Kahan, David, and Thomas L. McKenzie. "The Potential And Reality Of Physical
Education In Controlling Overweight And Obesity. The American Journal of Public
Health 4 (2015): 653. Academic OneFile. Web. 19 Mar. 2016.
Purpose of the article was to examine energy expenditure (EE) from the 19 US
states with PE duration guidelines from the National Association for Sport and
Physical Education (NASPE). Overall findings concludes that overall mean of
state guidelines for PE minutes per day were substantially less then NASPE
recommendations from elementary (69.8%; by 10.8 min) middle (60.9%; by 17.6)
and high (72.2% by 12.5 min) schools.
Key Quotes:

Many barriers interfere with the realization of this potential, however, the
most prominent is the lack of strong policies at state and district levels and

the lack of accountability imposed on schools.

It is important that states and districts implement ongoing surveillance
systems to ensure that PE is being conducted as recommended. Such
strategies could help ensure that children receive sufficient amounts of both
PE and PA, which will improve their health, including helping to control

overweight and obesity.

9) Prusak, Keven, et al. "A Critical Look At Physical Education And What Must Be Done To
Address Obesity Issues." JOPERD: The Journal of Physical Education, Recreation &
Dance 82.4 (2011): 39-46. SPORTDiscus. Web. 21 Mar. 2016.
This article discusses the need reform in physical education; the past and present
failings of physical education and the implications of those failures are
mentioned. Researchers stated many recommended solutions associated with
viewing PE as a public health tool, preparing new and continuing physical
education teachers to teach with a new focus and developing an accountability
system to ensure quality teaching, learning, and behavioral outcomes.
Key Quotes:

Monica Lounsbery (personal communication, September 2007) insists that PE

will become obsolete and irrelevant unless it is viewed as a public health tool that
focuses on health promotion, preventative health behaviors, and health

intervention.
There is just not enough money, support, or respect for our field to make a
significant impact on American lifestyle decisions. We have become beggars,

content with educational crumbs tossed our way, while billions of dollars are

spent remediating the problems that we were unable to prevent.

We recommend that PETE programs offer training in HALM (Pennington 2009).
Such an undergraduate course would teach new teachers to manage their own
healthy and active lifestyles, and it would provide the pedagogical skills for
delivering a HALM curriculum in the public schools. To provide guidance in
HALM to school children and adolescents, todays PE teachers must become
more human-behavior experts than sport-skill specialists. What we are

recommending, and what kids need is a lifestyle coach.

10) Cadzow, Renee B., Meghan K. Chambers, and Angela M. D. Sandell. "School-Based
Obesity Intervention Associated With Three Year Decrease In Student Weight Status In A
Low-Income School District." Journal of Community Health 4 (2015): 709.Academic
OneFile. Web. 21 Mar. 2016.
This case study overviews how school-based interventions can decrease
overweight and obesity in minority school particularly in a low-income district.
The location of the study school district reported that 21.4% of students were
obese. Between 2007 and 2010 the district used U.S Department of Education
Carol M. White Physical Education Program Grant (PEP) fund to implement
changes to physical education equipment and activities outside of school hours
such as a rock climbing wall in the community. Twice yearly students height and
weight were measured including their BMI percentile. Over the 3 year
intervention the percent of children categorized as overweight or obesity
decreased from 18.7% - 22.0% to 16.7% - 18.3% respectively. The significance of
this study suggest that after 3 years a multifaceted intervention of school activity
and nutrition, reduction in BMI percentile in school children will occur.