Daily Physical Activity
Healthy Body…Healthy Mind…Healthy Students
Background & Overview of
Daily Physical Activity
for Principals
Focus of the Workshop
Participants will:
 Develop a greater understanding of the Ministry of Education
DPA policy (P/PM 138) and requirements;
 Examine the stages and strategies to implement DPA;
 Identify supports and resources currently available;
 Discuss and share strategies to implement DPA in their school.
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Background
October 2004 – Education Minister, Gerard Kennedy
announces the Healthy Eating/Vending Machine Policy
P/PM 135 and includes the implementation of 20
minutes of daily physical activity a the next step.
Early January 2005 – The Ministry of Education contracts
Ophea for investigation, research and resource
development on Daily Physical Activity (DPA).
June 28, 2005 – Memo addressed to directors,
superintendents and principal from Ben Levin, Deputy
Minister of Education with information for DPA
implementation for all school boards.
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DPA Announcement
October 6, 2005 Press Release
“Today the Ministry of Education has taken another
important step in supporting healthy schools. The
Ministry announced today that 20 minutes of sustained,
moderate to vigorous physical activity during
instructional time must become an essential part of the
school day for all elementary students.”
P/PM 138 - DAILY PHYSICAL ACTIVITY IN
ELEMENTARY SCHOOLS, GRADES 1–8
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The Ministry of Education supports and promotes the participation
of students in daily physical activity. Consequently, school boards
must ensure that all elementary students, including students with
special needs, have a minimum of twenty minutes of sustained,
moderate to vigorous physical activity each school day during
instructional time.
Funding
December 2005, Deputy Minister Memo
Deputy Minister Ben Levin sent a memorandum to the
Directors of Education announcing that the Ministry is
investing $10.7 million to support schools with the
implementation of Daily Physical Activity.
The one-time funding ($384,000) can be used for:
 Professional Development
 Teacher Release Time
 School Equipment
 Human Resources
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Present Health/Fitness of Youth
Obese Generation at Risk: OMA Report
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During the past twenty-five years, obesity rates among children
have increased substantially, with the result that a large number
of children face the risk of developing such serious illnesses as
heart disease, Type II Diabetes, hypertension, stroke, and
some cancers.
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Poor nutrition and a sedentary lifestyle have been the cause of
today’s present health crisis among our children. The result
being a larger number of children face the risks of:
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elevated blood pressure and cholesterol;
Type II Diabetes;
gall Bladder Disease;
asthma;
depression, anxiety, and isolation from peers.
Ontario Medical Association Report
Child Obesity, 2005
Child obesity is a public health problem as the number of overweight
children grow due to poor eating and lack of physical activity.
What parents can do:
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Limit screen time (tv, video games, computer) to one hour per day.
Eat balanced meals as a family.
Don’t skip meals (especially breakfast).
Set a good example.
What schools can do:
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Provide one hour of aerobic physical activity.
Restrict access to nutrient-poor foods.
What governments can do:
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Ban fatty food ads aimed at children under 13.
Create an annual report card on the status of childhood obesity in
Ontario.
EDU Response - Healthy Schools
Healthy Eating (P/PM 135)

Having standards for foods and beverages sold in elementary
school vending machines is an important first step in promoting a
healthy school community. It helps ensure that healthy food and
beverage choices are available for Ontario's students, and
reinforces the messages delivered to children through The
Ontario Curriculum, Grades 1 to 8: Health and Physical
Education, 1998.
Daily Physical Activity (P/PM 138)
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The goal of daily physical activity is to enable all elementary
students to improve or maintain their physical fitness and their
overall health and wellness, and to enhance their learning
opportunities.
Comprehensive Approach
H&PE Curriculum
– Active Living
Intramurals,
School Teams,
Clubs, Walk to
School Days
Curriculum
School Environment
(Health Action Teams)
Home
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Community
Spending time
with family
participating in
Physical Activity
Community Sports
and Clubs, Recreation
Facilities
Requirements
Daily physical activity should meet the following requirements:
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include all students from grades 1 – 8;
be scheduled for a minimum of 20 minutes each school day (may
consist of two 10 minute sessions to begin);
be scheduled during instructional time each school day;
considered only one component of H&PE and must not replace the
teaching of the H&PE curriculum;
consist of a warm-up, moderate to vigorous physical activity and a
cool-down;
provide students the opportunity to sustain moderate to vigorous
activity;
all safety considerations for the participants, activity and location must
be taken into consideration;
take place in a variety of locations;
be implemented by end of 2005/2006 school year.
All Students Grades 1 – 8
Participation of All Students
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All activities must be adapted, as appropriate, to ensure that students
with special needs can participate in them. Such adaptations must be
consistent with the accommodations and/or modifications that are
typically found in a student's Individual Education Plan.
Kindergarten Students
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Although the P/PM is only applicable to elementary students’ in grades
1-8, schools boards and principals should also ensure opportunities
are provided for Kindergarten students to be physically active each
day. The Kindergarten program will be revised soon to include
information on daily physical activity.
Scheduling 20 Minutes of DPA
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During Physical Education (30 – 60 minutes)
Warm-up:
Skill development/application:
Physical activity:
Cool-down:
3–5 minutes
10–20 minutes
15–30 minutes
3–5 minutes
Daily Physical Activity
Warm-up:
Physical Activity:
Cool-down:
(20 minutes)
2–3 minutes
15–16 minutes
2–3 minutes
Daily Physical Activity
Warm-up
Physical activity
Cool Down
(2 x 10 minutes)
2 minutes
6 minutes
2 minutes
An opportunity
for 20 minutes of
sustained
physical activity
may be available
during the
skill
application/
physical
activity
component of
the lesson.
Samples of Scheduling 20 Minutes
Sample Scenario 1 - During Physical Education
If physical education is daily and includes 20 minutes of moderate to
vigorous activity then no other time is needed.
On days when no physical education classes are scheduled the
classroom teacher allocates time for DPA.
Sample Scenario 2 - School Wide
The whole school participates at the same time (e.g., music played over
the PA, everyone in one area). The whole school participates at the
same time but the activity is left up to the teacher.
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Samples of Scheduling 20 Minutes
Sample Scenario 3 – Teacher Planned
The classroom teacher allocate DPA time on their schedule by: rotating it
so it occurs during different subject areas or integrating it during times
when it natural fits (e.g., orienteering in social studies).
Sample Scenario 4 – Combination of All
The whole school participates at the same time (e.g., music played over
the P.A.) for 10 minutes every morning and the teacher allocates 10
minutes every afternoon on days when no Physical Education classes
take place.
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During the Instructional Day
Daily physical activity must be:
 scheduled within the 300 minutes of instructional time;
 connected to the Health and Physical Education Curriculum;
Note: DPA may not occur before school, during recess, lunch,
nutrition breaks, or after school
The curriculum requires that students participate in sustained
moderate to vigorous physical activity for a minimum of twenty minutes
each day. This requirement can be met in a variety of ways, using
school and community indoor and outdoor facilities (p. 5).
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Active Participation – Physical Fitness (Sample Grade 2)
– participate in sustained moderate to vigorous physical activity (e.g.,
an aerobics routine) for a minimum of twenty minutes each day,
including appropriate warm-up and cool-down procedures
DPA – Lesson Content
Warm-up
 To warm-up, students should participate in some low-intensity
aerobic activity (e.g., brisk walking). Using the large muscles
with a gradual increase in speed and intensity will gradually
increases the heart rate and blood flow to the muscles. During
the warm-up, it is important to follow up with stretches that
move the joints through their full range of motion.
Moderate to Vigorous Physical Activity
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It is important to ensure that students participate in the activities
in an appropriate manner working towards participation for a
sustained period of time.
Cool-down
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After physical activity, a cool-down period involving a more
gentle activity helps the heart and body to return to their normal
state. Slow-moving activities and stretches also help normalize
the blood flow to the muscles and improve flexibility.
Moderate to Vigorous
Physical Activity
Sustained moderate to vigorous physical activities should:
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be aerobic in nature and enhance the health of the heart and lungs
(e.g., active games, fitness movements, brisk walking, active sports,
etc.); and
Make the heart beat faster and breathe deeper.
CAUTION!
The focus of DPA is to provide students with the opportunity to
participate in physical activity in a supportive and fun environment. It is
important for them to develop the commitment, capacity and
comprehension associated with physical activity in order to make good
choices and receive the benefit associated with being physically active.
It is not to lose weight.
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Activity Intensity –
Moderate to Vigorous
Very Light
Effort
•Strolling
Dusting
Light Effort
Moderate Effort
Vigorous Effort
60 minutes
30-60 minutes
20-30 minutes
•Light walking
Volleyball
Easy gardening
Stretching
•Brisk walking
Biking
Raking leaves
Swimming
Dancing
Water aerobics
•Aerobics
Jogging
Hockey
Basketball
Fast swimming
Fast dancing
Maximum
Effort
•Sprinting
Racing
How does it feel? How warm am I? What is my breathing like?
•No change
from rest state
Normal
breathing
•Starting to feel
warm
Slight increase in
breathing rate
•Warmer
Greater increase in
breathing rate
•Quite warm
More out of breath
•Very hot/perspiring
heavily
Completely out of
breath
Range needed to stay healthy
Less than is
required
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Where you want to be
More than is
required
Source: Canadian Health Network
Moderate to Vigorous Activity
Moderate Physical Activity
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Moderate physical activity
causes some increase in
breathing and/or heart rate, but
not enough to prevent an
individual from carrying on a
conversation comfortably during
the activity.
Examples of moderate physical
activity are:
– brisk walking;
– recreational dancing.
Vigorous Physical Activity
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Vigorous physical activity is aerobic
activity, which increases the breathing
and heart rates enough for cardio
respiratory conditioning. This type of
activity may, depending on fitness level,
cause puffing, so that talking is possible
but the ability to carry on a conversation
is limited.
The amount of time required for a
vigorous activity is dependent on age and
stage of development.
Examples of vigorous physical activity
are:
– Jogging;
– aerobic dancing.
Areas for DPA
Daily physical activity can be scheduled in a variety of
locations such as the:
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gymnasium
fitness room
multipurpose room
hallway /atria
outside
classroom
off site
Safety
Role of the Principal is to support teachers in their duty of care. Duty
of Teachers (Regulation 298, S20, g) ensure that all reasonable
safety procedures are carried out in courses and activities for
which the teacher is responsible for.
Safety Support Documents:
 DPA - Generic Safety Guidelines
 DPA - Activity - Specific Safety Guidelines
 DPA - Facility - Specific Safety Guidelines
 Ophea - Ontario Physical Education Safety Guidelines
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“Schools must develop procedures to ensure the highest level of safety,
while allowing students to engage in a broad range of challenging
activities. Safety Guidelines should outline the practices to be followed
for each activity, addressing questions related to equipment, clothing,
facilities, special rules and instructions, and supervision” (p. 3).
Why Implement DPA?
IT IS MINISTRY POLICY
A. Ministry of Education P/PM 138 - DAILY PHYSICAL ACTIVITY IN
ELEMENTARY SCHOOLS, GRADES 1–8
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Helping young people lead healthy active lives is a shared responsibility in which
schools play a critical role.
The school setting is a great equalizer providing all students and families –
regardless of ethnicity, socio-economic status or level of education – the same
access to good nutrition and physical activity.
Schools can be a powerful catalyst for change when it comes to addressing poor
nutrition and sedentary lifestyle.
B. Curriculum Policy
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It is one part of the Health and Physical Education Curriculum.
“This curriculum requires that students participate in sustained moderate to
vigorous physical activity for a minimum of twenty minutes each day” (page 5).
“Because active learning is so important for all students, the provincial curriculum
requires a minimum of twenty minutes of sustained moderate to vigorous physical
activity each day” (page 5).
Why Implement DPA?
IT IS GOOD FOR STUDENTS!
Studies show daily physical activity can provide the following
benefits for students:
A. Physical Health Benefits
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Builds strong bones and muscles
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Promotes good posture and balance
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Strengthens heart and lungs and improves/maintains fitness
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Lower risk of chronic disease – type II diabetes, high blood pressure.
B. Mental Health Benefits
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Positive social interaction and improved self image
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Improved interpersonal behaviour
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Willingness to meet and deal with the challenges of daily life
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Improved behaviour, engagement, leadership
C. Learning Ability
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Improved academic achievement
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Improved memory, observation and problem solving
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Improved time on task and productivity
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Overview –
Board Implementation Plans
1. The Board Implementation Plan is…
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Large scale regional sessions
Followed up by local school sessions
Support documents/resources/equipment
www.tcdsb.org/physicaleducation
2. Parameters around School Implementation is…
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Local school conditions, including staff, facility, community support, etc
3. Supports Available for Staff include….
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On Your Way With DPA
MOE teacher and principal resources
Healthy Active Living and Learning Centres
Equipment resources (2004/5)
Additional resources with DPA funds
Health Action Team initiative
Sample
Framework for School Implementation
Steps for implementing DPA in the school:
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be aware of board plans for DPA implementation;
identify school key teacher(s) and implementation team;
identify community partners;
communicate with staff, students, school council, parents (e.g., survey);
complete a needs assessment of physical activity opportunities in the
school – support and provide staff with in-service and training
complete an Equipment Audit;
identify activity area available for DPA;
ensure all activities and facilities are inclusive;
ensure safety considerations are identified;
explore a variety of ways to implement DPA during the school day;
communicate DPA information to all stakeholders;
monitor implementation;
develop strategies to sustain DPA in the school.
Identify Key Teachers and an
Implementation Committee (Health Action Team)
The Implementation Committee may start by:
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examining the board’s DPA implementation plans;
preparing/developing/implementing/reviewing your school’s DPA action
plan;
identifying community partners who can assist with implementation
(e.g., Public Health and Parks and Recreation).
Key Teacher Criteria
•Curriculum leader(s) in healthy active living;
•Able to commitment the time required to attend
board sponsored in-service sessions;
•Advocate for personal fitness/improvement.
Note: it should not always be the school’s coach.
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Communicate with Staff
Communicate with staff the following:
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overview of the background information, requirements and the benefits
to students from the Ministry initiative for DPA – P/PM 138;
outline of the school board implementation plan;
the school’s key teachers and implementation team;
ongoing opportunities to celebrate successes, identify challenges and
provide input into the plans.
Provide staff an opportunity to provide on-going feedback to:
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provide opportunities for input on barriers, possible solutions, and their
comfort level implementing DPA at the school/classroom level.
acknowledge there will be challenges to overcome (especially in the
initial stages) and work together to identify and overcome them;
inform the decisions around in-service that will be provided/required.
Communicate with Students
Research shows that following these 5 steps works to change
behaviours and establish new lifestyles:
a.
b.
c.
d.
e.
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Involve students in the process – more motivated if they play a role
in the decision making process.
Set goals – goal setting helps children check and monitor their own
progress (encourage smalls steps).
Give ongoing feedback and praise.
Encourage students to be leaders for the class and school.
Recognize accomplishments – celebrate successes.
Communicate to School Council
Provide members of the school council with:
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an overview of the background, information, requirements, and
benefits of the Ministry initiative DPA – P/PM 138;
the school board implementation plan;
the school implementation plan; and
information regarding the school implementation team with an
invitation to be a part of the team.
Survey parents to get information on:
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the parent’s attitudes regarding physical activity;
their child’s current level of participation and attitude regarding
physical activity;
their interest in being involved or supporting the school’s
implementation plan.
Ensure all Activities and Facilities are
Inclusive
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Work closely with your school and board special education
departments, parents and organizations that support special
needs students.
Access resources that provide staff with ideas and directions for
supporting special needs students.
Resource Support
Moving to Inclusion (Active Living Alliance for Canadians with
Disabilities www.ala.ca)
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Safety Considerations
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Emphasize with staff the importance and requirement of
implementing a safe DPA initiative.
Provide teachers with safety in-service sessions.
Provide teachers with the following safety resources:
 DPA Ministry Resource: Generic Safety Guidelines
 DPA Ministry Resource: Activity - Specific Guidelines
 DPA Ministry Resource: Location - Specific Guidelines
 Board Specific Safety Guidelines
Implementing the 20 Minutes
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1. Start Small
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Pilot with keen/champion teachers by grade/division (this is the group that
will work through the barriers and roadblocks).
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Share successes with staff.
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Continue adding grades/divisions until the whole school is active.
2. Finding time during the instructional day
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Use the 20 minutes of activity in the physical education lesson
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Take 3 – 4 minutes off each period and use the 20 minutes for physical
activity
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Use the 20 minutes as a natural break during the literacy and numeracy
block
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Integrate expectations from other curriculum areas with physical activity
(e.g., language arts, science, social studies, math)
3. Progress to 20 minutes of sustained moderate to vigorous physical
activity
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Begin with 2x10 minute sessions
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Begin with 5-10 minutes then move to 10-15 minutes then to 15 -20 minutes
Monitoring Implementation
Indicators of Success
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DPA is on the teacher’s class schedule during instructional time.
Students participating in moderate to vigorous physical activity each
school day for a minimum of 20 minutes.
The facilities students participate in are regularly checked for safety.
Teachers are aware of safe practices and use safety guidelines.
The selected activities and facilities chosen are appropriate for every
student.
Students enjoy participating in DPA.
There is a logical sequence during DPA instruction (i.e. proper warm
up/cool down).
Student participation time is maximized and instructions are concise and
effective.
DPA time is not used as reward or punishment.
Sustainability
In order to sustain implementation of DPA in the school you
can:
 Utilize an implementation team with a key teacher providing
leadership.
 Build on existing partnerships and explore opportunities to
establish new ones.
 Develop a culture in the school to support DPA.
 Document the DPA action plan for reference.
 Provide on-going communication to students and parents.
 Conduct a needs assessment at the end of the year.
 Frequently celebrate successes.
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Establish a Health Action Team
Provincial Resources to Support
DPA Implementation
Ministry of Education Resources
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Teacher’s Guides (Primary/Junior/Intermediate)
Principal’s Guide
School Board Guide
Health and Physical Education Curriculum, Grades 1-8
Ophea Resources
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Ophea (H&PE Binders, activ8, PlaySport, etc.)
Ophea Master Trainer Workshops
Board Resources to Support
DPA Implementation
TCDSB Resources
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On Your Way With DPA
OPHEA binders (H&PE curriculum document)
PLCentres, lead teachers and learning sessions
Health Action Team initiative
Website (www.tcdsb.org/physicaleducation)
Resource staff (Brian Armstrong/Nelli Domingues)
Program Coordinator
Summary and Questions
Ontario’s Chief Medical Officer, Dr. Sheela Basrur, has
called on "all levels of government, the health sector, the
food industries, workplaces, schools, families and
individuals to become part of a comprehensive provincewide effort to change all the factors that contribute to
unhealthy weight. We must act now to create
communities that promote healthy eating and regular
physical activity."
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