Fuel Up to Play 60
Making Eating Right and Physical Activity Fun for Students
About Dairy MAX
History
What we do
Our role with dairy farmers
Relationship to Got Milk?
Our goal with Fuel Up to Play 60
What is Fuel Up to Play 60?
In-school nutrition and physical activity program
launched in 2009 by National Dairy Council and
NFL with support from USDA
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What is Fuel Up to Play 60?
The program makes healthy
eating and physical activity
fun for students by:
 Supporting studentcreated ideas and plans
 Providing prizes,
promotional materials,
rewards
 Utilizing the NFL football
players as role models
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What is Fuel Up to Play 60?
 Students create ideas and implement plans or
“plays” to increase physical activity and healthy
eating in their schools
 Adults support students by:
– Helping students form teams
– Coordinating efforts
– Completing the “6 Steps”
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VIDEO
Fueled Up and Ready!
Granbury, TX
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In Action!
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Walk to School Wednesdays
Before School Friday Track Days
Marathon Kids Participation
Elementary Fun Run
Daily Fitness and Nutrition Log
Bike to School Days
Pep Rally
Student Posters
Austin Independent School District
District – Wide Implementation
By teaming up with Fuel Up to Play 60, all of our
elementary schools are addressing Coordinated School
Health requirements and expanding on the Active Play
Project. It is exciting to see how our principals, PE
teachers, students and community will work together to
make physical activity and healthy eating a part of the
school culture.
--Michele Rusnak
AISD’s Supervisor for Physical Education
Coordinated School Health
Health
Education
Healthy
School
Environment
Counseling,
Psychological
and Social
Services
Physical
Education
CSH
Staff Health
Community
and Parent
Involvement
Health
Services
Nutrition
Education
Goals and Objectives
• Achieve Coordinated School Health Components
• Create Awareness About Nutrition
• Increase Physical Activity for Students
• Engage Students by Making It Fun
• Change School Environment
• Create an Active Learning Environment for Teachers
Grant Components
• Nutrition Toolkits
• Yogurt Parfait Student Promotion
• Student Teams – Game Ideas, Promotion
• Stencils- Active Play Project
Coordinated School Health
Model
Family &
Community
Involvement
Health Education
Physical
Education/Activity
School-site
Health Promotion
for Staff
Healthy
School
Environment
School Health
Services
School Nutrition
Services
School
Counseling &
Social Services
CSH Team
Fine Arts Dept.
NFL
Meria
Carstarphen
MMS EducationTech Support
Management
and
Construction
Michele
Dept.
Rusnak
Elementary
Associate
Superintendents
Lisa Losasso
PTA
Elementary
Principals
APIE
Volunteers
June
Hayman
Pat
Werner
Communications
Dept
Juliana
Tran
Elementary
PE Teachers
University of Texas
Public Health
Dairy MAX
Elementary Art
Teachers
No Place for Hate
Chris CarilloSpano
Andrew
Springer
Griffon
Ramsey
AISD Food
Services Staff
Grants
Office
AISD
Cafeteria
Supervisors
Michael and Susan
Dell
Foundation
National Dairy
Council
Purchasing
Finance
Curriculum
Dept.
Playground Markings
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•
•
•
Why?
When?
How?
Next Steps…
Playground Markings:
¿Por Qué?
Andrew Springer, DrPH
Univ. of Texas School of Public Health
Active Play Project
“Daily physical activity is
that magic pill” –Wargo & Pate
• Chronic disease prevention • Mental health,
psychological and
 Hypertension, type 2
diabetes, obesity, CVD.
emotional well-being
 Improves overall health and
adult health status
• Cardiovascular system
• Musculoskeletal system
Institute of Medicine, 2005
 Reduces stress, symptoms
of depression and anxiety
 Improves self-esteem
Stanford Achievement
Test & Physical Fitness
5th grade students, CA
80
Fitness
& Academic
Achievement
•California
•Texas
•New York
•Louisiana (‘10)
SAT 9 Percentile
70
60
50
40
30
20
10
0
1
2
3
4
5
No. Fitness Standards Achieved
Reading
CA Dept. of Education, 2002;
Grissom, 2005
Math
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Academic Achievement &
Behavioral Benefits of PA
– “Substantial evidence that physical activity can
improve academic achievement” (CDC, 2010, Review of 50
studies)
– Recess period of >15 minutes/1 or more times/day:
improved class behavior scores, focus, & time on task
(Barros et al ’09; CDC 2010).
Ecological Model of Active Living:
Multiple Environments Shape
Behavior
Policy
Social
Culture
Information
Natural/Built
Environment
Sallis et al., 2006
Built Environment
“We shape our buildings, and thereafter
they shape us.” -Winston Churchill
IOM (2012): Physical activity is encouraged or
discouraged by characteristics of the physical & built
environment.
Playground markings
increase children’s activity
• Stratton (2000): UK Children 5-7 yrs
MVPA increased during school day by 18 mins/d.
• Stratton & Mullan (2005): 4-11 yrs:
MVPA increased from 37% to 50%.
• Ridgers et al. (2007): UK elementary school boys
& girls (n=26 schools): increased MVPA and VPA
at 6 months (accelerometer).
• Loucaides et al. (2009): Cyprus. Children in
markings & games equipment condition had
increased mean steps (pedometer).
• Springer et al. “Active Play Project”: Texas: 3rd
grade students in markings schools (n=4) >MPVA
vs. “usual” schools (n=4) (p<.05) (SOFIT observation)
Active Play Project
2011-12
Del Valle ISD & Bastrop ISD
• St. David’s Foundation
• 10 schools: markings
Pueblo, Colorado
• Colorado Health Foundation
• 12 schools, Pueblo, Co;
pretest-posttest design
• Markings, activity breaks,
peer-led games approach.
Thank you for helping
children in Austin be active!
Active Play Project Team
UTSPH
• Courtney Byrd-Williams
• Katie Case
• Mark Chow
• Steve Kelder
• Chad Misner
• Nalini Ranjit
• Yasas Tanguturi
• Joey Walker
Community Partners
• Griffon Ramsey (Artist)
• Pat Werner (AISD)
• Michele Rusnak (AISD)
• Theatre Action Project
• Del Valle & Bastrop ISDs
• Miranda Stovall (Pueblo
County Health Dept)
• Pueblo District 70
Playground Markings:
When?
• During WOW time to increase MVPA
Playground Markings:
When?
• During the day to increase CLASSROOM
“Active Learning” time
Playground Markings:
When?
• During RECESS to increase MVPA
Playground Markings:
When?
• During
TRANSITIONS
between
various
locations
around the
school
Playground Markings:
When?
• During AFTER SCHOOL PROGRAMS to
increase total Physical Activity time of
students (NASPE: 60 minutes per day)
Playground Markings:
• Art Teacher Involvement Is a Necessity
 Our surroundings affect us
 Aesthetic ability is valuable
 Playground art is a dynamic way to teach through
interaction
 It inspires activity in the body and the mind
 Not only do we need your skills, we need your eye
 We need your enthusiasm and leadership to
motivate emerging artists!
Playground Markings:
The Process
• Paint Quality
– Water Based
– Research on high traffic (cars) areas= 18 months
– PE teacher experience = 2-3 years
• Stencil Quality
– LLDPE (Linear Low Density Polyethylene)
– 1/16” thick
– Sheds paint with ease
– Won’t crack, break, tear
Playground Markings:
The Process
• Stencil Storage (What the package looks like)
– Flat storage (under mats)
– Separated by butcher paper
– Wrapped together
• Stencil Sharing
– Coordinate paint days
– Decide on stencil transfer
– Wrap up for ease of transfer
Playground Markings:
How?
•Organize for the paint day
• Decide on markings
 100’s Chart
 Multiplication Chart
 Ruler
 Alphabet Centipede
 Bones Dude
 Fuel Up to Play 60
Logo
• Decide on markings
 MyPlate and Foods
 Locomotor Foot
Patterns (10)
 Jump Rope Foot
Patterns (6)
 U.S. Map
Playground Markings:
How?
• Organize for the paint day
– Decide on placement of markings
 Avoid areas that hold water
 Avoid areas that stay dirty/muddy
– Create a campus stencil map
 Start today
 Complete after receiving principal approval
Playground Markings:
How?
• Organize for the paint day
– Set a Date (Deadline September 1, 2012)
 Set an alternate date!!
 Coordinate with paired school
– Recruit a project leader/co-leaders from each
campus
 Identify leaders on painting day (red hat, blue t-shirt, etc.)
– Solicit volunteers (parents, teachers, community
members, APIE, PTO)
 15-20 at all times (more for AM if painting a U.S. Map)
 2-3 hour shifts
Playground Markings:
How?
• Organize for the paint day
– Advertise the Event (Make it like a block party!)
 Fliers home with students
 What to wear (paint clothes)
 What to bring (sunscreen, sun glasses, etc.)
 Painting duties (may want to have a mini training)
 Fliers handed out at student pick up
 Signs around campus
 Announcements
 Marquee
Playground Markings:
How?
• Organize for the paint day
– Prepare to feed and water the volunteers
 Consider volunteers for the H2O/Food station (possibly
HS/MS students, pregnant moms)
 Get donations from community agencies
– Prepare to care for small children
 Plan activities in the gym
 Show movies in the gym
 Use High School/Middle School volunteers for service
hours
Playground Markings:
How?
• Organize for the paint day
– Prepare to engage Elementary students
 Use as models for foot pattern placement
 Use to clean brushes
– Prepare to engage MS/HS students
 Paint US Map
 Use to clean brushes
 Use to monitor the sign in table
 Use to monitor the food table
 Use to babysit young children
Playground Markings:
How?
• Prepare the area to be painted
– Sweep a couple of days before
– Power wash the day before
– Sweep or blow the day of (brooms need to be
available)
• Identify a paint station location (Consult
the principal/custodian)
– Near or at the water source (water key, faucet with a hose!)
– Where to wash paint brushes
Playground Markings:
How?
• Organize the day of the Event
– Set up a check in table
 Sign in sheet for volunteers
 Stencil Binder
 Stencil Guide packets (prioritized)
 Assign volunteers to the stencils
– Set up the paint station
 Drop cloth
 Turn on water (key) (hose with a spray nozzle is best)
 Organize paint containers
Playground Markings:
How?
• Organize the day of the Event
– Stencil Care after painting
 After use, gently wipe off excess paint
 Allow to thoroughly dry in the sun
 Once dry, stack by the stencil label and number
 Avoid folding or rolling stencils
 Wrap up for storage at the end of the day
 Contact 2nd campus for transfer
 Decide which campus will store permanently
Playground Markings:
How?
• Organize the day of the Event
– Paint Protocols
 Paint spills
 Brush care
 Paint containers
– Stencil Painting Technique
 How to hold the brush
 How much paint to put on brushes
(See handout for details)
Playground Markings:
How?
• Organize during the Event
– What to do if…
 volunteers are too chatty:
 too many people are on one stencil:
 not enough people are on a stencil:
– Record the event
 Video the process
 Take pictures for the newsletters
Playground Markings:
Next Steps
• Let’s Plan
 Get out your map
 Get out your design page
 Cut out your designs and decide where they will
go on your slab
 Draw/sketch the smaller stencils in other areas of
your campus
Let’s Practice Stenciling!
Playground Markings:
Next Steps
• Set a meeting with your principals this week
– Present project details
– Commit to a paint day by April 5th (Michele will
request this from your principal)
Playground Markings:
Future Steps
After the markings are down…
• Train teachers
– How to use the markings
– When to use the markings
• Train students
– How to use the markings
– How to create games
Playground Markings:
Future Steps
All information will be available on the website
– PowerPoint can be used for Volunteer training
– All handouts will be available for copying
– Stencil PDFs will be available
Playground Markings
Q and A
References
Barros RM, Silver EJ, Stein REK. School recess and group classroom behavior. Pediatrics 2009;123:431–436.
Centers for Disease Control and Prevention. The association between school based physical activity, including
physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services;
2010.
Grissom JB. Physical fitness and academic achievement. Journal of Exercise Physiology 2005; 8(1).
http://www.asep.org/files/Grissom.pdf
Institute of Medicine. Koplan, J., Liverman, C. T., & Kraak, V. I. eds. Preventing childhood
obesity: Health in the balance . 2005. Washington, DC: National Academies Press.
Loucaides CA, Jago R, Charaalambous I. Promoting physical activity during school break times: piloting a simple,
low cost intervention. Prev Med 2009; 48(4): 332-4.
Ridgers ND, Stratton G, Fairclough SJ, Twisk JWR. Long-term effects of a playground markings and physical
structures on children’s recess physical activity levels. Prev Med. 2007;44(5):393-7.
Sallis, J. F., Cervero, R. B., Ascher, W., Henderson, K. A., Kraft, M. K., & Kerr, J. (2006). An
ecological approach to creating active living communities. Annual Review of Public Health,
27(1), 297-322. doi:10.1146/annurev.publhealth.27.021405.102100
Springer AE, Kelder SH, Tanguturi Y, Ranjit N, Walker J. Promoting children’s physical activity via low cost
strategies in Texas. (In process).
Stratton G, Mullan E. The effect of multicolor playground markings on children’s physical activity level during
recess. Prev Med. 2005;41:828-833.
Stratton G. Promoting children’s physical activity in primary school: an intervention study using playground
markings. Ergonomics. 2000;43(10):1538-1546.
USDHHS. 2008 Physical Activity Guidelines for Americans. www.health.gov/paguidelines/pdf/paguide.pdf.