Welcome to Heart Healthy Kids !
™
This program has been created to help elementary teachers
like you incorporate physical activity for your students into your
daily classroom schedule. Activity habits developed early in life
can carry over into adulthood and this program places emphasis
on reducing inactivity and increasing daily participation in moderate
physical activity.
Recent research has shown that health is improved by
engaging in as little as 20 to 30 minutes of moderate physical
activity 3 to 4 times per week. For youngsters, this can be achieved
by accumulating the required amount of activity through two,
10 minute bouts of moderate physical activity enjoyed on a daily
basis. This program’s goal is to engage students in a variety of
activities each day in order to raise heart rates and improve
health. And the best part of all is that these activities can be
easily incorporated to achieve the expectations set out in the
Ontario Ministry of Education Curriculum.
Included in this package are manuals for all the
teachers in your school plus one training video to provide a
visual understanding of the activities. Please share and circulate
the video to all of the teachers at your school but use the manuals
to guide your activities on a day to day basis (if required, the
manual may be photocopied). In order to help this program run
as smoothly as possible, templates of all the charts etc. that you
will need have been included in the manual.
We hope that you enjoy using this program and are excited
to get started.
Table of Contents
Heart Healthy Kids™
Overview
3
Key Features of
Heart Healthy Kids™
3
The Teaching /
Learning Progression
4
Warm Up and
Cool Down Routines
5
Monday Activity Word Power
6
Word Power Template
and Word Lists
7
TuesdayActivity Just Map It!
9
Just Map It! Templates
10
Wednesday Activity Cardio Funk
11
Cardio Funk Routine
12
Thursday Activity Deskercise
13
Deskercise Templates
14
Friday Activity Stop and Go
15
Stop and Go Activity cards 16
Companion
Discussion Worksheets
21
Feedback Welcome
26
Heart Healthy Kids
™
2 Older students can
take leadership roles.
Physical activity is linked directly to the health and educational
well being of children. Physically active children sleep better, eat
better and are less likely to smoke. Children who are physically active
on a regular basis tend to be more alert, happy and miss fewer days
of school due to illness. Vigorous bouts of physical activity enjoyed
on a regular basis by children may result in a more active adult
population.
3 All fitness components
are involved: flexibility,
endurance, strength, agility.
Heart Healthy Kids™ is a physical activity program designed to:
Key Features of
Heart Healthy Kids™
1 All of the activities can be
performed in the classroom.
4 Teachers and students
can adapt the activities
to suit their classroom
structure and individual
needs (add or reduce
intensity as desired).
•
5 Templates for all the
activities have been
provided.
•
6 To provide variety and
motivate interest there
is a different activity for
each day of the week.
Monday: Word Power
This activity uses action words to
describe a variety of movements
that students perform.
Tuesday: Just Map it!
This activity leads students through
various courses of activity that they
perform on the spot ( e.g., a triathlon).
Wednesday: Cardio-Funk
This easy to follow aerobics routine
contains a variety of movements
that students can perform at or
near their desks.
Thursday: Deskercise
This activity teaches simple
jumping and stepping combinations
using numbered squares to make
learning easy and fun.
Friday: Stop and Go
A circuit of activity from desk
to desk where students perform
different movements using activity
flash cards placed around the room.
3
Heart Healthy Kids ™
•
•
•
•
•
•
Engage all children in vigorous physical activity for two
10 minute periods before each recess or at other times
during the school day.
Encourage children to be active regularly.
Enhance children’s understanding of the
benefits of physical activity across the life-span.
Accommodate existing timetables.
Meet Ministry of Education and Training
expectations for Health and Physical Education.
Foster cross-curricular learning.
Allow for student input and adaptation.
Be fun!
The Teaching/Learning Progression
Getting Started
•
•
•
•
•
•
•
•
Watch the training video and read through this
manual to learn more about all the activities provided.
Use the video to learn the movements.
Perform the actions slowly to learn the correct form.
Make sure you have everything you need for each of the activities.
Introduce the program to your students and discuss the
importance of being physically active.
Be creative about classroom arrangements.
Ensure there is enough space to perform the activities safely.
Encourage focusing better on feeling the action rather
than on technical proficiency.
Within the first few sessions, all children
should be familiar with the activities.
Working Harder
•
•
•
•
•
Establish routine use of the program.
Help students stay focused on keeping up the new activities.
Focus the students’ attention on the present benefits they feel.
Record children’s responses to the activities.
Create progress charts and achievement
guides to monitor and reward gains.
Keep it Going
•
•
•
•
•
•
•
Use the motivational and adaptation strategies on the
activity description page to keep up the momentum.
Encourage physical activity as a normal and
enjoyable part of each day.
Think of different ways to encourage students
to be more active outside of school.
Concentrate on keeping the activities enjoyable.
Find a level of activity that works for each child.
Encourage student input.
Have students imagine how their bodies would
feel if they didn’t engage in daily physical activity.
Companion
Discussion Worksheets
In addition to participating
in the physical activities,
teachers and students can
describe the benefits of regular
physical activity, develop
activity profiles and identify
community resources. Students
can suggest other ways physical
activity could be offered at
school, at home and in the
community. Use the worksheets
at the end of this booklet to
discuss with your students the
benefits of physical activity.
Anticipated Rate
of Student Learning
Students will vary in the length
of time it takes to learn all the
movements. Some activities
will be easier for students to
follow than others. For
sequenced activities teachers
may need to teach and repeat
parts in the first few sessions.
When students can follow all
the movements, the activity can
be intensified (e.g. by
increasing the speed). When
students are able to perform
the intensified activity, the
next stage would be to keep
the intensity and modify/
personalize the movements
(e.g. by adding extra
movements). The most
important aspect for teachers
to keep in mind is to keep
the students active during
the sessions.
Each activity takes approximately 6-7 minutes to complete.
By adding in the 2 minute warm up and 1 minute cool down, you
will provide your students with a 10 minute bout of physical activity.
By using this program twice daily you will provide your students
with a minimum of 20 minutes of physical activity per day!
Heart Healthy Kids ™
4
Important preparation
for Physical Activity
The warm up and cool down
are very important parts to any
physical activity. The warm up
helps your body get ready for
exercise by stretching your
muscles and raising your heart
rate slightly. The cool down
is important because it helps
to stretch out your muscles
after an activity and to lower
your heart rate at a slow, gentle
pace. The routines on this
page should be done before
and after every activity
period each day.
The Warm Up Routine
This warm up should be used before each
of the activity periods every day.
Sitting on a Chair
Marching (8x)
Heel Taps (8x)
Stand Ups (4x)
• march around the chair and march on the spot
Standing behind the Chair
Marching (8x)
Heel Taps (8x)
Jump Ups (4x)
• march on the spot
Side lunges leading to the RIGHT (4x)
Lunges to the back leading with
the RIGHT and hold the last one (4x)
Heel Ups and hold the last one (4x)
Toe Taps and step together after the last one (8x)
• march on the spot and prepare to repeat leading to the LEFT
Side lunges leading to the LEFT (4x)
Lunges to the back leading with
the LEFT and hold the last one (4x)
Heel Ups and hold the last one (4x)
Toe Taps and step together after the last one (8x)
• march on the spot and prepare to move into the activity
The Cool Down Routine
This cool down should be used after each
of the activity periods every day.
Marching on the spot
Step Touch (4x)
Knees Up (8x)
Side Lunges (4x)
Back Lunges and hold the last one (4x)
Heel Ups then switch legs (4x)
5
Heart Healthy Kids ™
Monday Activity:Word Power
Step 1 Watch the video to learn what this activity looks like.
Lead the activity by pointing to the words displayed
on the chart that you create (see instructions below)
and by timing how long each movement is performed.
Step 2 From the word lists on the next two pages, select
10 words for each category: locomotion, stability
and manipulation (discuss what each term means).
Remember that all these movements are performed
on the spot.
Locomotion
movements used to move the
body from one point to another
(e.g., running, walking, swimming).
Stability
movements in which the body remains
in place but moves around its horizontal
or vertical axis (e.g., stretching, twisting,
balancing).
Manipulation movements that involve giving force to
objects or receiving force from objects
(e.g., throwing, kicking, dribbling).
Step 3 Print the selected activity words onto an overhead,
bristol board or the chalkboard using the Word Power
chart template on page 7. Use different coloured markers
to note intensity (see template).
Step 4 Allow the children to find a space to move freely.
Step 5 After the 2 minute warm up, direct students to
engage in easy to moderate movements using some
of the low intensity words on the Word Power chart.
* All movements, even if they suggest travelling, are
performed ‘on the spot’ (e.g., running on the spot).
Step 6 Begin to select words that prompt more intense actions.
Step 7 Once the activity is complete, perform the cool down.
Intensification Tips
1 Start with words the children
recognize, then choose more
challenging examples.
2 Choose from the
categories that involve
vigorous movements.
3 Some of the word ‘zones’
involve more challenging
movements and combinations
(jump and tuck). At first,
choose one word from an
easy category, one from
a more difficult category
and then back to the easy
category. Later, choose one
from the easy and two from
the more difficult. Ratios of
easy to more difficult might
be: 1-2-2; 1-2-2-1; 1-2-2-2-1.
For example, 1-2-2-1 could
be: walk-run - skip - creep.
Cross Curricular Tips
1 Allow students to group
words together and display
them on a chart.
2 Encourage students to
use the movement words
to describe body actions
in physical education.
3 Write movement stories
that encourage listening and
action. For example: I was
walking down the street
when suddenly a gust of
wind gathered up a pile
of leaves and swirled them
around and around. One leaf
escaped and floated gently
to the ground under a tree.
4 Invite students to write
movement stories they
can read to each other
as a warm up in physical
education classes (the
students move to the verbs
as they are read aloud).
5 Make a collection of
movement stories for
students to use at home.
Heart Healthy Kids ™
6
Word Power Chart Template
Locomotion
Note
Primary level students may
have difficulty understanding
the titles of the columns and
trying to determine intensity
at the same time. At first,
teachers may want to sort
the words by category only.
Primary students can then try
out each activity listed in a
column before they have any
input as to the intensity level
of the activity. The chart can
then be reprinted in the various
colours. Another option would
be to select a few words for
each column. Students can
try out the activities and, as
a class they can discuss the
intensity level.
•
•
Stability
Manipulation
Fill in the chart using the words on the following pages
Use different coloured markers to note the intensity of each movement
i.e. green = low intensity
blue = moderate intensity
black = high intensity
Primary Word Power
LOCOMOTION
walk
run
hop
skip
gallop
bicycle
jump
creep
climb
swim
spring
leap
slide
fly
dash
bear walk
tip toe
stroll
crawl
sneak
dance
7
Heart Healthy Kids™
shake
pop
zig zag
march
slither
STABILITY
MANIPULATION
ready
crouch
stretch
run
twist
tuck
statue
freeze
stork stand
reach
point
flex
tighten
bend
sit
brake
balance
rattle
hide
crunch
hug
skip rope
build
swing a bat
juggle
bounce a ball
balloon
kick
paint
lasso
dip
sweep
dress up
catch
use a hoola hoop
bowl
roll
throw a snowball
toss a frisbee
pull
Junior Word Power
LOCOMOTION
walk
run
hop
skip
gallop
bicycle
jump
flee
climb
swim
dodge
side step
toe tap
fly
dash
pump
hurdle
shuffle
scurry
sneak
stutter step
high step
spin
blading
WATER SPORT
LOCOMOTION
flutter kick
front stroke
back stroke
row
water ski
hang ten
surf
kneel
pose
grip
carry your
surf board
toss the life saver
wax up your
surf board
paddle
STABILITY
MANIPULATION
lunge
pivot
stretch
turn
twist
tuck
statue
freeze
sink
reach
point
curl
rise
straddle
inflate
deflate
balance
rock
squeeze
squat
duck
pounce
drop
flex
pretzel
throw
catch
dribble
swing a bat
juggle
play tennis
ring toss
kick
tug of rope
paddle
dig
slapshot
hackey-sac
row
ski
baton twirl
spike
volley
bump
volley-serve
block
toss a frisbee
ride horseback
wheelie
Intermediate Word Power
LOCOMOTION
STABILITY
MANIPULATION
propel
dodge
walk
rim
heel-toe
toe taps
rollerblade
skateboard
bicycle
swim
hop
flee
jaunt
waddle
waggle
strut
creep
sneak
scurry
shuffle
jump
fly
gallop
dash
skip
swim
jog
wiggle
squirm
bending
thinking man
disco pose
baywatch
ready
CN Tower
Statue of Liberty
Heiseman
Trophy
pose
vogue
rapper
sink
flex
pretzel
inflate
rebound
freeze
squat
hang ten
surf
steer
bow
pivot
lunge
twist
balance
squeeze
still
punt
dribble
slalom ski
juggle
swing a bat
forehand
backhand
spike
strike
shoot
paddle
box
kick
iron
mow the lawn
wash the car
wax the car
paint
wash windows
chop wood
video games
cricket
field hockey
lacrosse
wash the dishes
hang the clothes
make the bed
swing a hammer
Tuesday Activity:Just Map it!
Cross Curricular Tips
1. Arrange the terrain
challenges to represent
travel from, for example,
Toronto to Thunder Bay:
run along the Niagara
escarpment, through the
trees and over the lakes
of northern Ontario, and
down the highland slopes
toward Lake Superior.
2. After going through the
process with the given maps,
students may wish to create
their own movement maps
to share with the class.
They should be reminded
that they need to create a
movement legend. It may
be helpful for the class to
first select the symbols to
be used for the different
movements. Students can
then design maps, using
the template as a guide.
Students could create
maps of how to get to
their school, house or
backyard, or to a country
they are studying.
3. Have the students
research activity oriented
vacations and adventures.
For example, canoeing
through a series of
lakes in Algonquin Park;
horseback riding in
the Rockies.
4. Invite guest speakers to
present travelogues that
have included physical
activity. For example,
whitewater rafting, cycling,
snowshoeing, kayaking.
9
Heart Healthy Kids ™
Step 1 Watch the video to learn what this activity looks like.
Step 2 Transfer one of the sample maps provided onto an
overhead, the chalkboard or bristol board using the
black masters on page 10.
Step 3 Display the map in an area where all can see.
Introduce the students to the map and the movements.
Step 4 Allow students to find enough space for free movement.
Step 5 Start the 2 minute warm up.
Step 6 Begin the Just Map It! activity. Maintain a dialogue
(or ask a student to provide this), describing where the
class is travelling and what they are doing. The students act
out the movements on the spot. When naming the activity,
be sure to announce the movements, intensity level* and
duration. Add breaks or rest periods as needed.
* Use different coloured markers to note the intensity of each
movement (ie green = low intensity; blue = moderate intensity;
black = high intensity)
Step 7 Having finished the course, start the cool down.
Intensification Tips:
1. Increase the length of time students are continuously active.
2. Encourage children to jump higher, swim faster and reach
further over obstacles.
3. Change the means of travel to more difficult movements.
4. More advanced and experienced students may wish to simulate
skiing and snowboard challenges or skateboard adventures.
5. Encourage students to invent interesting and safe activity challenges.
Theme: Triathalon
walking
jogging
sprinting
flutter kick
front crawl
back crawl
forward pedaling
backwards
pedaling
downhill coast
Intensity
Low
Theme: Hiking Trip
Medium
High
walking
crouching
(low stepping)
high stepping
jumping
leaping
hurdling
climbing
front crawl
Intensity
Low
Theme: Backyard Adventures
Medium
High
running
kicking
throwing
hoola-hooping
skipping
slap shot
batting
skateboarding
roller blading
tennis
climbing
Intensity
Low
Medium
High
Wednesday Activity:Cardio Funk
Cross Curricular Tips
1. In physical education classes
try other video routines.
2. Invite guests to join in
For example athletes,
minister or priest,
recreation director.
3. Ask students to work in
groups to design their own
cardio routine, incorporating
movements introduced in
class and others they’ve
developed. Let students
choose the music to
match their routine.
Step 1 Watch the video to learn what this activity looks like.
Bring in appropriate music to accompany the routine
(you may want to ask your students to bring in music
they like once the routine has been mastered).
Step 2 Perform the warm up.
Step 3 Teach the class the routine by breaking it down
into smaller chunks until each is mastered.
Step 4 Once mastered, add arm actions,
bounce and/or new movements.
Step 5 Invite students to lead the class.
Step 6 Once complete, perform the cool down.
Intensification Tips:
1. Encourage students to accentuate
the movements to add vigor.
2. Allow students to add bounce and create
gestures (e.g., hand claps) if appropriate.
3. Have students work in pairs for support and motivation.
11
Heart Healthy Kids™
Cardio Funk Routines
Combination #1
• marching on the spot
Grapevine (step right, step behind,
step right, step together) leading to the RIGHT (8x)
Forward Grapevine (step forward,
step forward, step forward, step together) (4x)
Jumping Jacks (8x)
• back
to the beginning THEN ADD
Knee Ups (8x)
Note
This page provides the Cardio
Funk Routine in written form,
showing the two combinations
that make up the activity. You
can use this page to help you
when leading the class or it
can be transferred onto large
chart paper to be displayed as
a guide for the students when
performing the routines.
• back
to the beginning THEN ADD
Toe Touches (8x)
• back
to the beginning LAST TIME
THROUGH then march on the spot
Combination #2
• marching on the spot
Grapevine leading to the RIGHT (4x)
Forwards Grapevine (4x)
Double Ski Jumps (jumping from
side-side bouncing twice on each side) (8x)
• back
to the beginning THEN ADD
Step turn (step in a box formation) (2x)
• back
to the beginning THEN ADD
Double time Running Man (jump and
extend your leg back, bounce twice, switch legs) (8x)
• back
to the beginning LAST TIME THROUGH
then MARCH on the spot and prepare or cool down
Heart Healthy Kids ™
12
Thursday Activity: Deskercise
Intensification Tips
Step 1 Watch the video to learn what this activity looks like.
Step 2 Practice the different movement patterns.
1. Add arm actions and
bounce where appropriate.
2. Remove the numbered
squares and ask students
to perform the patterns
from memory.
3. Create a movement routine
which incorporates all of the
learned patterns without the
use of the numbered squares.
Cross Curricular Tips
1. Manipulate or create
new numbered squares
to develop number sense.
For example, let’s count
by 2’s, order decimals and
fractions from lowest to
highest. Introduce operational
cards (+, -, x, /, =) to formulate
numerical equations.
2. Substitute numbers with
letters to spell words or
to create sounds.
3. Use this activity
to teach dance steps.
Step 3 Using the provided movement patterns on page 14.
Choose 3 patterns to be performed for each session.
Step 4 Before you begin the activity, have your students create
8 small squares of construction paper numbered from 1-8.
Students will be able to learn the routine easily by using
the numbered squares placed on the floor to show them
where to step (affix with tape, if necessary).
Step 5 Perform the warm up.
Step 6 Use the numbered squares (prepared by the students)
to introduce and teach the patterns to be performed.
Create a visual display, as shown in the video, to support
your instructions.
Step 7 Work toward mastery of the patterns.
Step 8 Increase speed and add changes in direction.
Step 9 Once completed, perform the cool down.
Teaching Tips:
1. Use the visual display as shown in the video to facilitate teaching.
2. When introducing a pattern, the learning progression
should proceed as follows:
• tap the pattern with each foot
• step the pattern in both directions
(leading right; leading left)
• perform the whole pattern in half time
• perform the whole pattern in normal time
13 Heart Healthy Kids™
Around the World
• moving in a diamond pattern
• tap 1, 2, 3, 4, (with one foot)
• step 1 together, step 2
together and so on
• 2-foot jump 1, 2, 3, 4
Straddle V-Step
• the movement is: out - out - in - in
• right tap 1, left tap 2,
right tap 3, left tap 4
2-Foot Jumping Straddle V-Step
• same pattern as straddle v-step
except that were jumping
with 2 feet
• jump and straddle 1-2,
jump back 3-4,
jump and straddle 5-6,
jump back 3-4
Top to Bottom
• both feet move at the same time
• jumping pattern
• jump to the top 1-2, back 3-4,
back 5-6, together 7-8
W-Step
• moving in a W pattern
• tap 1, 2, 3, 4, 5 (with one foot)
• step 1 together, step 2
together and so on
• 2-foot jump 1, 2, 3, 4, 5
Hopscotch
• pattern simulates hopscotch
• 1 foot, 2 foot, 1 foot
• hop 1, jump 2-3, hop 4 and back
Friday Activity:Stop and Go
Intensification Tips
1. Add lively music.
2. Allow students to create
other movements/activities
as STOP and GO challenges.
3. Increase the number of
repetitions or length of
time for the activity.
4. Incorporate arm or
leg movements where
applicable.
Cross Curricular Tips
1. Investigate vacation sites
across the province or other
parts of Canada and the
world. Allow the students
to choose the destinations
and develop activities that
relate to each site.
2. Create a circuit in
preparation for the
Olympics.
3. Incorporate numerical
questions at each station
to determine the number of
repetitions or length of time
for the activity. Students
can record their answers
to facilitate assessment. For
example, 2x5 Jumping Jacks.
4. Scramble the letters of
the name of the activity
to be performed.
5. Set up stations where
students record the number
of jumping jacks, push ups,
tuck jumps, etc. performed
during the allotted time.
Performance can be noted
over a series of sessions.
Students can use this data
to create Personal Fitness
Portfolios, or the data can
be used to teach grade
level, data management
expectations. (i.e., students
can plot the data and
analyze their performances
over time).
15
Heart Healthy Kids™
Step 1 Watch the video to learn what this activity looks like.
Step 2 Photocopy and cut out the STOP and GO activity cards
provided (you may want to laminate the cards and keep
them as a class set for future sessions).
STOP activities are more static in motion, like bicep curls.
GO activities are more active like jogging on the spot.
Step 3 Distribute the activity cards throughout the classroom at each
student’s seat (one card per student). Remember to alternate
STOP and GO cards. (Depending on the number of students
you may use more than one of the same card or create
additional movement cards.)
Step 4 Introduce the activity and the movements to be performed.
Provide instructions as to how students will be moving
through the circuit, for example, follow the person in
front of you in a clockwise direction.
Step 5 Select the number of repetitions or length of time for the
activity (e.g., 10 jumping jacks or hold the stretch for 10
seconds). Create a signal to cue movement from one station
to the next.
Step 6 After the warm-up start the circuit and
continue the activity for 8 minutes then cool down.
✃
STOP
STOP
Ski sit or downhill coast
Shoulder raises with book
✃
✃
STOP
STOP
Push ups against desk
Bicep curls with book
✃
✃
STOP
STOP
Calf raises (heel lifts)
Leg raises
✃
✃
STOP
STOP
Rear support with book
Lunges
✃
✃
GO
GO
Jumping jacks
Knee ups
✃
✃
GO
GO
Skipping
Jogging on the spot
✃
✃
GO
GO
Marching
Flutter kick
✃
✃
GO
GO
Toe taps on chair
Tuck jumps
✃
✃
STOP
STOP
March on the spot
March on the spot
✃
✃
GO
GO
March on the spot
March on the spot
✃
Companion Discussion Worksheets
List or draw the good things that happen because you are physically active.
Physically active people...
Do
Don’t
List ways to become involved in physical activity in the community.
List ways to become physically active in your community for less than $5.00 a month.
21
Heart Healthy Kids™
How can I be more involved in physical activities at home? List ways children and parents
and relatives can be physically active together.
1.
2.
3.
4.
5.
Coming Events: List events that are happening in your community this month, this
week, that involve physical activity (e.g., Heart and Stroke Foundation’s Ride for
Heart; folk dance festival; seniors walk-a-thon). Hint: You may want to examine
local newspapers.
List ways you can be physically active at recess with your friends or by yourself.
1.
2.
3.
4.
5.
Heart Healthy Kids ™
22
Create a graph displaying the number of students who participate in physical activities:
a) at recess or lunch time
b) on the weekend
c) after school
You may wish to conduct a survey of the activities students participate
in at your school and then tally the results and plot on the graph.
23
Heart Healthy Kids™
What can teachers do to encourage children to be more active on a regular basis?
Suggestion
Looks like
Sounds like
1. Join in with them
Invite your students to
walk with you at recess
“Lets walk around the whole
school during recess.”
2. Value physical
and health education
Never cancel physical
education classes
“Physical education is an
important part of your
education.”
3. Model the importance
of regular physical activity
Take a walk during lunch
“I enjoy noon-hour walking,
it restores my energy!”
4. Devote time for programs
such as Heart Healthy Kids™
Incorporate regular physical
activity breaks during the day
“The Heart Healthy Kids ™
program improves health
and learning.”
5. Involve students in the
decision-making process
Invite students to make
suggestions for improvement
“How can we make this
game more active?”
“How could we play this at
home with only 3 people?”
What can schools do to promote active living?
1. Provide quality physical and health education programs.
Create balanced programs that prepare students for life-long
participation in a variety of health-enhancing physical pursuits.
2. Ensure that programs are taught by qualified and committed educators.
Qualified educators organize and deliver high quality,
safe programs that meet the needs of all students.
3. Ensure equipment and facilities meet program needs.
4. Support professional development activities.
5. Establish quality intramural programs.
6. Establish quality athletic programs.
7. Work with community partners to provide opportunities
for students to be involved in after-school programs.
8. Work with parents to ensure all students have equal and ample opportunities
to be involved in curricular and extracurricular programs at school and beyond.
9. Allow students to be active participants in the decision-making process
(e.g., finding ways to encourage both girls and boys to be more active;
deciding what equipment should be available for use during recess).
10. Develop a culture that supports regular physical activity.
Engage the entire student body in health-related ventures such as
Heart Healthy Kids™, Jump Rope for Heart and “Healthy Snacks” campaigns).
Heart Healthy Kids ™
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What can parents do to promote their child’s involvement in physical activity?
Suggestion
Looks like
Sounds like
1. Join in with them
Inviting your child to play catch
“Come on, let’s go outside
and play a game of catch.”
2. Encourage your child
Pats on the back, high five’s
“It’s great fun playing
catch with you.”
3. Encourage your child
to play with others
Taking your child and his or her
friends to the park to play
“Why don’t you invite a
friend to play catch?”
4. Buy or make equipment
Making a road-hockey net
out of plastic piping
“Let’s go to the skateswap at the YMCA.”
5. Value their achievements
Taking pictures
“I am proud of the way you
have worked to improve.”
6. Encourage involvement
in community programs
Signing up for
recreation programs
(Community Centres, YMCA)
“Would you like to join
a sport team or club or
take (judo) lessons?”
We’d like to hear from you!
Thank you for choosing to participate in the Heart Healthy Kids™ program.
Our hope is that physical activity will become a normal and enjoyable
part of each day.
If you would like to share a success story, a new activity for Heart Healthy Kids™
that you and your students have created, or would like more information about
this program, please send an email to: Carol.Scaini@attcanada.net
This resource was created by:
Marni Goldberg, Heart and Stroke Foundation of Ontario
Andy Anderson, Ph.D.
Carol Scaini, Teacher
Joanne Indovina, Teacher
James Wright, Teacher
Elspeth Hannan, Centre for Education and Training
Call your local Heart and Stroke
Foundation office at 1-888-HSF-INFO
for the chapter nearest you. Or visit
us on the web at www.hsf.on.ca
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