Physical activity for primary school pupils
Encouraging Kiwi kids to be more physically active is the aim of a groundbreaking new initiative for primary schools
announced today by Education Minister Trevor Mallard.
"I have been concerned to see physical activity levels among young Kiwi kids on the slide, and obesity on the rise (see
below). It is critical we start taking action to get our children back on the right track. "We all know - and research
is showing us - how important physical activity is for a child's health and wellbeing.
"It's also important for their education. Research suggests that physical activity enhances brain function, the learning
process and kids' academic performance across all curriculum areas.
"What I am proposing is to change education regulations from the beginning of 2006 as a signal to schools that physical
activity should be given priority.
"Schools will be supported to do this, through a range of extra resources and professional development provided by the
Ministry of Education and Sport and Recreation New Zealand (SPARC).
"I envisage that as a result of this initiative, each child will participate in at least one hour of meaningful and high
quality physical activity a week, facilitated by a physical activity education specialist or teacher with extra
training. This will be in addition to the regular health and physical education curriculum requirements.
"Over time the extra physical activity could be provided utilising the extra staffing that schools will receive as a
result of the classroom release time guaranteed to teachers in the latest Primary Teachers’ Collective Agreement.
"Options in smaller schools include collaboration and clustering between schools to enable the extra physical activity
to take place, or further professional development so that current staff can be released to fulfil the new
requirements."
Trevor Mallard made the announcement during a visit to Randwick School in Lower Hutt where he participated in a physical
activity class with world champion ironman Cory Hutchings and Silver Ferns netballer Anna Rowberry, both keen supporters
of encouraging physical activity in schools.
"It’s important that young people understand the benefits of regular physical activity and develop their skills if we
are to have a healthier and more active society," Trevor Mallard said.
"Research indicates that early participation in quality physical activity not only increases health and wellbeing in the
short term, it increases the likelihood of children leading active lifestyles and reaching their sporting potential, as
they grow into adulthood.
"It's also important that young children are given the skills and confidence so they can actually enjoy taking part in
physical activity, rather than trying to avoid it at every opportunity."
The Ministry of Education and SPARC will consult with key sector groups over the next few months about the
implementation of this initiative. It will require amendments to the National Education Goals and the National
Administration Guidelines for all schools.
This new initiative will be supported by SPARC's Active Schools strategy which is planned for implementation in 2005.
A summary of key facts, questions and answers, and relevant research are attached.
Announcement Summary: Physical Activity Initiative
New Zealand children are less physically active In 2001, 13 per cent of young people aged between five and 17 years of
age were sedentary, compared to 8 per cent in 1997.
Only 62 per cent of those between 13 and 15 years of age reported being active in 2001,that is doing more than two and a
half hours of physical activity a week, compared to 74 per cent in 1997. Physical activity rates for young Maori are
also down, from 75 per cent in 1997 to 66 per cent in 2001. Pacific youth are among the most inactive, with only 52 per
cent being active on a regular basis.
There is a high prevalence of obesity amongst young children The Ministry of Health’s latest research indicates 31 per
cent of children were either overweight or obese.
(from the NZ Food NZ Children: Key results of the 2002 National Children's Nutrition Survey at www.moh.govt.nz/phi)
This is having a negative impact on their health The potential health risks of obesity are extensively documented.
Childhood obesity can lead to lifelong illness for people, including adult obesity, diabetes, high blood pressure, heart
conditions and a range of other health disorders that can shorten a person’s life expectancy.
Activities that help children be physically coordinated also help brain development and learning. A child is born with
billions of neurons which need sensory stimulation in order to link together to form neural pathways. The development of
these neural connections is vital for memory, sensory development, communication between the two sides of the brain,
processing of information, participation in the arts and the later formal learning of reading, writing and mathematics.
Physical activity strengthens these neural pathways or connections within the brain.
The new physical activity initiative: - Primary teachers will receive 10 hours classroom release time from next
September. - This provides an opportunity to put in properly trained people to increase the amount, and to lift the
quality of physical activity that children receive. - Regulations will change to enable schools to do this. - The
government will provide professional development and support.
Questions and answers: Physical Activity Initiative
How will the regulations change? The regulations will be amended to give priority to raising levels of physical
activity.
The National Education Guidelines (comprised of the National Education Goals [goals], the National Administration
Guidelines [NAGs] and the National Curriculum Statements) significantly influence schools’ areas of focus.
A change to the NAGs and goals to explicitly include physical activity education as a focus will result in the Education
Review Office asking schools specifically about physical activity education as part of their regular reviews, and is
likely to increase schools’ focus on physical activity education through their planning and reporting processes.
How much physical activity do schools currently have to do? There are no minimum requirements and it depends on the
teacher and the school. The practice varies considerably from school to school.
How will schools provide this extra time for physical activity? Extra staffing will be generated by the classroom
release time provision for teachers that is a part of the primary teachers employment agreement. Schools can use this
extra staffing to employ physical activity education specialists. The costs of this will be funded by the government.
Schools may collaborate or form clusters and share the physical activity education specialists, or they may employ
part-time specialists.
Where will the physical education specialists come from? Teachers who are new graduates with specialisation in this
field and current teachers who go through additional professional development to raise their knowledge and skills in
physical activity education could take this role.
How will this initiative affect other curriculum requirements? It will not affect other curriculum requirements.
What other help will schools receive? Guidelines for physical education/ physical activity/ sport/ recreation/ fitness.
Guidelines for food and nutrition education MoE/SPARC/MoH). Curriculum in Action – a series of books (MoE). Development
of an Active Schools Teaching Resource (SPARC) Additional professional development and training services around physical
activity for educators (MoE/SPARC).
How much will the initiative cost? This initiative is part of the Active Schools strategy, currently funded at $6.6
million for the next four years, but expected to increase. The classroom release time is estimated to cost about $158
million over four years.
OBESITY RESEARCH - NZ FINDINGS World wide research indicates childhood obesity is on the rise This research indicates
that low levels of physical activity is a critical factor in the rise of obesity
The prevalence of obesity has increased rapidly over the past two decades in the developed world. For example New
Zealand data indicates that between 1989 and 1997 the prevalence of adult obesity increased by 55 percent (Ministry of
Health, Healthy Eating Healthy Action- A strategic Framework: 10).
The potential health risks of obesity are extensively documented. Childhood obesity can lead to lifelong illness for
people, including adult obesity, diabetes, high blood pressure, heart conditions and a range of other health disorders
that can shorten a person’s life expectancy.
The Ministry of Health’s latest research indicates: 31% of children were either overweight or obese. Pacific children's
levels of overweight/obesity were 62%, Maori 41% and New Zealand European and Others 24%. One third of Pacific boys and
girls were overweight and a further 26% of boys and 31% of girls were obese. The rates were highest for 11–14 year-old
girls where a total of 71% were overweight or obese. 41% of Maori children were either overweight or obese, and this was
a particular concern among girls (47%).
New Zealand research suggests that physical activity levels decline amongst children aged 5-17 years at the same time as
television watching increases with age. This is of serious concern given the incontrovertible link between sedentary
behaviour and obesity.
More detailed results can be found in NZ Food NZ Children: Key results of the 2002 National Children's Nutrition Survey
on www.moh.govt.nz/phi
PHYSICAL ACTIVITY AND HOW IT IMPACTS ON LEARNING, BRAIN DEVELOPMENT
A child is born with billions of neurons which need sensory stimulation in order to link together to form neural
pathways. Every movement made, makes connections in the mind/body system. The development of these neural connections is
vital for memory, sensory development, communication between the two sides of the brain,
processing of information, participation in the arts and the later formal learning of reading, writing and mathematics.
Physical activity not only strengthens the connections within the brain, children also have an opportunity to understand
concepts by exploring them physically. By experiencing concepts physically, children are empowered to understand them
cognitively.
Physical activity: increases relaxation that allows the brain to process more efficiently and assists retention and
learning. Assists the brain to continue to grow and develop brain cells (neurons) and connecting pathways. Neural
pathways are increased and strengthened with each new movement experience. The more connections, the more ways
information can be processed. The environment and exploratory movement experiences influence how the brain wires itself
up after birth. Physical activity increases oxygen and glucose (the fuels) to the brain. Quality childhood movement
experiences prepare the brain for language, art, maths, science, movement, group abilities and intelligences. Physical
activity triggers a transmitter that enhances learning by boosting the ability of the brain cells to communicate with
each other.
"Fundamental movement skills" establish and strengthen neural pathways. Learning the fundamental movement skills
involves trying out new things, thinking, making decisions, evaluating and persisting. Children who have competent
physical skills are more likely to have self confidence and self esteem. This can flow on into their approach to other
aspects of their lives and also have a positive impact on their relationships with their peers.
For more information, see the Active Movement booklet at www.sparc.org.nz