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About this site
Canada's Physical Activity Guide
Background Information
Sources/References
Canadian Association
for School
Health
Canadian Association of Health, Physical Education, Recreation and Dance
Health Canada (Fitness & Active Living Program)
User Survey
Submit a Lesson Plan
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Sedentary lifestyles are reaching epidemic
levels in Canadian children and youth. Advocates of physical education
and activity programs must have the latest research as well as
evidence-based health messages for youth. These messages should form the
basis of school programs.
This section provides links to several key documents and presentations
that teachers can use to persuade others of the need for taking action
now.
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Ongoing surveys (Physical Activity Monitor,
2000,
2001,
Canada Fitness Survey III) have been supplemented by more recent
concerns about childhood obesity (Canada
Health Network, 2001;
National Longitudinal Survey of Children and Youth;
Childhood Obesity,
2002).
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Powerpoint presentations made to a National Roundtable on
Active
School Communities, held in Charlottetown, PE, in October 2002,
offer excellent summaries for teachers to use in staff or parent
meetings. These presentations describe the
physical
inactivity epidemic, the
risks to
Canadian children and the
economic burden
of physical inactivity in Canada.
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The evidence showing that vigorous physical activity has
health,
academic,
economic,
social and
psychological benefits is well established. A policy paper (Schooler,
1995) has summarized much of the research as has the Centre for
Active Living (Spence
et al, 2001). Another paper prepared for Health Canada and the
provincial/territorial sports and recreation ministries (CPRA,
nd; CFLRI,
nd) has summarized the impact on children living with poverty or
other forms of risk.
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School-based and other programs need to be based on a solid
understanding of the
influences on children's activity and how
youth are physically
active (or not!). Researchers have noted that successful
programs focus on
developing self-confidence, offering
diverse and immediate activities in programs and ensuring that
students are
motivated to participate. A key issue for PE advocates is the
relationship between physical activity at a young age and how that
activity tracks into
adulthood. A landmark study done (Trudeau,
et al, 1998) done in Trois Rivières, Québec, has reported that
an expanded, high-quality PE program was able to influence women to
be more active 20 years later. However, these researchers (Shephard
& Trudeau, 2000) have also noted that this study was one of very
few that have done such tracking in an effective, scientific manner.
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More recently, researchers have tried to describe the
environmental, social and practical barriers to people being active
more often. An example of this can be found in a study done by
The Canadian Diabetes Association, 2002.
The Centre for Active Living (1999) has show how behavioural
theories (stages of change) can help us to understand how we move
from or stay in the pre-contemplation stage.
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Fortunately, Canada has clearly described the optimum and
minimum levels of physical activity that should be promoted for
children and
youth. These two physical activity guides should form the basis
for physical activity programs. Nancy Dubois writing for the Active
Living Community Action Project, has clearly articulated
the role that
schools can play in promoting and using these physical activity
guides.
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