Child and Family Canada

The Evidence Behind QDPE

FACT 1

Daily physical activity improves children's skeletal health, thereby also reducing the risk of the future development of osteoporosis.

Evidence
  • Eighty percent of back pain is attributed to a lack of exercise and poor fitness levels.
    		•
    Chiropractic in Canada, 1988
  • Research shows that exercise may be more important to bone growth than milk.
    		•
    Houston, 1983
  • Physical activity in adolescence has an important role in reducing the risk of osteoporosis later in life by enhancing peak bone mass.
    		•
    Bailey & Martin, 1994
  • Active adolescents have better skeletal health than their less active peers.
    		•
    Sallis and Patrick, 1994
  • Daily weight-bearing activities, of even brief duration during adolescence, are critical for enhancing bone development that affects skeletal health throughout life.
    		•
    Sallis and Patrick, 1994

    FACT 2

    Recent research has indicated an increase in the prevalence of childhood obesity which is linked to a lack of physical activity. Both obesity and inactivity are modifiable risk factors of cardiovascular disease. Increasing participation in regular physical activity will consequently reduce the risk of this fatal disease.

    Evidence
  • In North America, 40% of five to eight year old children can be classified as obese.
    		•
    Fishburne & Harper-Tarr, 1992
  • In the past 15 years the prevalence of obesity has grown by more than 50% in Canadian children aged six to 11 years, and by 40% in those aged 12 to 17. Forty to 90% of overweight youngsters become obese adults who are at high risk of developing heart disease and diabetes. A major cause of obesity is sedentary lifestyles.
    		•
    Lechky, 1994
  • Forty percent of Canadian children already have at least one risk factor for heart disease-reduced fitness due to an inactive lifestyle.
    		•
    Fishburne & Harper-Tarr, 1992
  • The primary health benefits from childhood physical activity will most likely come in preventing or delaying morbidity and mortality from cardiovascular disease.
    		•
    Sallis & McKenzie, 1991
  • Inactive adults are at least twice as likely to die of cardiovascular disease as active adults. This relative risk is approximately the same as the relative risk of the other major cardiovascular disease risk factors: cigarette smoking, high blood pressure and high serum cholesterol.
    		•
    Berlin & Colditz, 1990; Powell, Thompson, Caspersen & Kendrick, 1987
  • Several modifiable risk factors for coronary heart disease begin early in childhood, such as obesity, increased blood lipid, hypertension and lack of exercise. In fact, coronary heart disease typically develops slowly as risk factors increase and combine.
    		•
    Leppo, 1993
  • Obesity and overweight conditions (in children) are associated with decreased levels of physical activity and overweight conditions (in children) are associated with decreased levels of physical activity. Exercise is one of the few factors correlated with long term body weight maintenance.
    		•
    King & Tribble, 1991

    Fact 3

    Regular physical activity improves children's mental health and contributes to their growth and development.

    Evidence
  • Physical activity is consistently related to improvements in self-esteem, self-concept, depressive symptoms and anxiety/stress.
    		•
    Calfas & Taylor, 1994
  • Exercise plays a role in reducing anxiety, depression and tension, and it has beneficial effects on the emotional status of both young and old persons. In children, physical training results in increased self-esteem and perceived physical competence which are necessary, interceding variables that enable children to cope with mental stress.
    		•
    DeMarco & Sidney, 1989
  • Moderate physical activity, on a regular basis, reduces the symptoms of mild or moderate depression and anxiety neuroses by improving self-image, social skills, mental health, perhaps cognitive function and total well-being.
    		•
    Katz, Adler, Mazzarella & Ince, 1985

    FACT 4

    Regular physical activity enhances academic performance.

    Evidence
  • An individual enjoys improved concentration, enhanced memory and learning, enhanced creativity, better problem-solving ability and improved mood state for up to two hours following exercise.
    		•
    Taylor & Taylor, 1989
  • Children's movement experiences are intimately connected with their intellectual, emotional, aesthetic, social, physical and motor development. In other words, physical education is necessary to ensure overall human development.
    		•
    Fishburne & Haslam, 1992
  • Improvements in discipline, academic performance and self-concept are benefits associated with regular physical activity.
    		•
    Fishburne & Boras, 1989
  • Moderate to vigorous physical activity favourably enhances skill performance in classroom functions such as arithmetic, reading, memorization and categorization.
    		•
    Keays, 1993
  • Even when more time is devoted to physical education, academic performance has been found not to suffer.
    		•
    Maynard, Coonan, Worsley, Dwyer & Baghurst, 1987

    FACT 5

    Habitual physical activity levels begin to decline dramatically during adolescence.

    Evidence
  • Children's habitual physical activity levels are low and more important, these levels decline dramatically from childhood through adolescence.
    		•
    Weiss, 1993; Rowland, 1990; Sallis, Buono, Roby, Micale & Nelson, 1991
  • When physical education is no longer required, many children diminish their habitual activity. The number of students opting to take physical education classes also declines with particular interest focused on the increasing trend of girls' non-participation in physical activity.
    		•
    DeMarco & Sidney, 1989
  • During adolescence, time spent by both girls and boys in physical activity declines, and the decline continues into adulthood. Because of this downward trend, even those adolescents currently meeting the physical activity guidelines are at risk for becoming sedentary adults.
    		•
    Sallis & Patrick, 1994
  • Several studies from Europe suggest that habitual activity levels decline dramatically from age six to 18.
    		•
    Freedson & Rowland, 1992

    FACT 6

    It is important to educate, encourage and motivate children to participate in regular physical activity because the habits they establish in childhood carry over to adulthood.

    Evidence
  • One of the rationales for promoting physical activity in youth is to enhance their future health by increasing the probability that they will remain active as adults. It is believed that adolescents who develop a habit of participating in activities that can be carried over into adulthood will be more likely to remain active.
    		•
    Sallis & Patrick, 1994
  • Regular physical activity must be encouraged for the younger population so that they will develop the habit of regular physical activity and carry it into their adult years.
    		•
    Freedson, 1992
  • Activity and fitness levels in childhood tend to continue into adulthood, when sedentary habits have their impact.
    		•
    Blair, 1992; Freedson & Roland, 1992
  • It is generally accepted, but not presently proven, that participation patterns, quality of physical activity and perception of physical activity formed during childhood will determine whether a habit of daily activity will persist into adulthood.
    		•
    Weiss & Petlichkoff, 1989

    FACT 7

    Participation in regular physical activity has a positive impact on behaviour and healthy lifestyles in youth.

    Evidence
  • Physical activity participation throughout the school years has a strong positive association with good outcomes and a negative association with delinquent and criminal behaviour.
    		•
    Marsh, 1990
  • Children and youth who are physically active report lower levels of smoking and alcohol consumption than their less active counterparts.
    		•
    Campbell, 1988
  • Among young people, high levels of fitness are associated with a decline in smoking and drinking behaviour, healthier eating habits and with increased self-esteem.
    		•
    Guzman, 1992
  • Programs involving physical activity for youth can deter costly, negative social behaviour. In a pilot project in remote northern Manitoba communities, there was a 17% reduction in crime in communities participating in the program as opposed to a more than 10% increase in communities without the program.
    		•
    Winther & Currie, 1987
  • Recreation (including physical activity) can be a way out of the monotonous and often destructive life of non-work and non-school that is the situation facing so many Aboriginal youth. It can be an effective context in which to develop physical, social and emotional skills and confidence. Both Aboriginal leaders and members of the professional community of educators and criminologists have expressed the belief that the lack of recreational activity in most Aboriginal communities is linked to complaints of boredom, episodes of drug and alcohol experimentation and other forms of self-destructive behaviour.
    		•
    Government of Canada, 1994

    FACT 8

    Physical education is not being perceived in the school system as an essential and unique part of a child's learning, which it truly represents. Many authors support the need for quality, daily physical education in the school curriculum.

    Evidence
  • Only 847 out of more than 15,000 Canadian schools have physical education programs formally recognized by CAHPERD as QDPE programs.
    		•
    CAHPERD a, 1995
  • Evidence clearly indicates the link between body and mind in learning and development, yet educators are slow to respond to this research evidence and continue to shy away from a curriculum that emphasizes a balance in subject areas.
    		•
    Fishburne & Harper-Tarr, 1992; Fishburne & Haslam, 1992
  • Physical and health education can be considered a powerful immunizing agent against heart disease and other lifestyle related diseases. The lack of daily physical education in the school curriculum is similar to public health authorities withholding or sporadically applying an immunizing agent that could act against a variety of degenerative diseases. In the latter case, public outrage would be widespread and justifiable. So should it be for the former case.
    		•
    Pipe, 1992
  • The large number of children who can be reached through the schools and the importance of the development of early patterns for diet and exercise make a compelling case for schools as a major focal point for reaching the national objectives for health promotion and disease prevention.
    		•
    Simons-McKenzie, 1991; McGinnis, Kanner & DeGraw, 1991
  • School physical education programs provide the only major setting in which virtually all children can be taught the health-related physical activities necessary for lifetime physical fitness, as well as the skills necessary to enjoy sport-related physical activities into adulthood.
    		•
    Sallis & McKenzie, 1991; McGinnis, Kanner & DeGraw, 1991
  • Because school physical education is the logical setting for promoting sport-related and health-related physical activities, it remains imperative that curriculum developers, department heads and physical education teachers address the issues of children and youth fitness as they plan, develop and implement curricula.
    		•
    Quinn & Stand, 1993
  • All adolescents should be physically active daily, or nearly every day, as part of play, games, sports, work, transportation, recreation, physical education, or planned exercise, in the context of family, school and community activities.
    		•
    Sallis & Patrick, 1994

    FACT 9

    There has been a significant decline of qualified physical education specialists and consultants nation-wide.

    Evidence
  • Between 1982 and 1994, physical education consultant positions in British Columbia were reduced from 33 to 12.
    		•
    CAHPERD d, 1994
  • Consultant positions are often renewed for only a one to two year term rather than being permanent positions. This results in a lack of continuity.
    		•
    CAHPERD d, 1994
  • Less than half of all physical education teachers have a degree in physical education or the equivalent.
    		•
    Cross-Canada Survey on Mainstreaming Students with Physical Disabilities, 1986
  • Nineteen percent of physical education teachers have taken no physical education courses whatsoever.
    		•
    Cross-Canada Survey on Mainstreaming Students with Physical Disabilities, 1986

    FACT 10

    Considerable inconsistencies and inequities exist in physical education programs across the country: QDPE programs could help eliminate these unfortunate situations.

    Evidence
  • Girls prefer fitness and aerobic activities and skill training, but these activities usually are not available to them on a year-round basis; schools often lack adequate athletic facilities for both genders, with girls receiving less than equal treatment in allocation of facilities; more sport programs are available in schools for boys than girls; boys' activities generally receive more funding than girls' activities; and a lack of coaches exist for intramural sports, as well as an insufficient number of female coaches and role models.
    		•
    DeMarco & Sidney, 1989
  • The time recommended for physical education by provincial ministries of education varies greatly throughout the country:
      • - No fixed time requirement in Nova Scotia;
      - 150 minutes per week in Saskatchewan and Manitoba;
      - 10% of curriculum time in British Columbia;
      - Various school boards only offer a single physical education class each week!
    CAHPERD b, 1994
  • The evaluation process for physical education discourages many students from including this subject in their timetables; it is easier to achieve a 90% average in high school math than a 70% in physical education.
    		•
    CAHPERD b, 1994
  • More than 20% of mainstreamed students with physical disabilities are attending academic classes or other activities in place of physical education.
    		•
    Cross-Canada Survey on Mainstreaming Students with Physical Disabilities, 1986
  • The QDPE concept stresses daily physical education for ALL Canadian youth.
    		•
    CAHPERD a, 1994
  • QDPE promotes a minimum time allotment of 150 minutes per week throughout all provinces.
    		•
    CAHPERD b, 1994
  • QDPE programs promote equal opportunities for learning and participation.
    		•
    CAHPERD a, 1994

    FACT 11

    An increase of youth participation in physical activity will provide significant reductions in health care costs by decreasing their future risk related to a variety of diseases.

    Evidence
  • Young women who increase their level of physical activity and calcium intake by a modest amount can reduce the risk of osteoporosis at age 70 by almost one third. The resulting reduction in hip fractures due to osteoporosis through increased physical activity and calcium supplementation could result in substantial savings.
    		•
    Osteoporosis Society of Canada, 1992
  • Physical activity can reduce the risk of developing colon cancer by 50%.
    		•
    Lee, Paffenbarger & Hsieh, 1991
  • Primarily because of the prevalence of inactive lifestyles, it appears more lives could be saved by changing physical activity habits of the population than by changing any other major cardiovascular disease risk factor.
    		•
    Sallis & McKenzie, 1991
  • Physical activity performed regularly can reduce the relative risk of non-insulin dependent diabetes by 50%.
    		•
    Manson, J.E., Natham & Krolewski, 1992
  • Regular physical activity, when properly undertaken, can be effective in preventing and limiting the disabling effects of heart disease and stroke.
    		•
    Kuntzleman, Reiff, 1992; Heart and Stroke Foundation of Canada, 1993 References

    References


    Bailey, D.A., Martin, A.D. (1994). Physical activity and skeletal health in adolescents. Pediatric Exercise Science, 6, 330 - 347.

    Berlin, J.A. & Colditz, G.A. (1990). A meta-analysis of physical activity in the prevention of coronary heart disease. American Journal of Epidemiology, 132, 253-287.

    Blair, S.N. (1992). Are American children and youth fit? The need for better data. Research Quarterly for Exercise and Sport, 63(2), 120-123.

    Calfas, K.J. & Taylor, W.C. (1994). Effects of physical activity on psychological variables in adolescents. Pediatric Exercise Science, 6, 406-423.

    Campbell (1988). Campbell's survey on well-being. In Fitness Directorate (Ed.). Active living and health benefits and opportunities. Ottawa: CAHPERD.

    Canadian Association for Health, Physical Education, Recreation and Dance (1994a). QDPE position statement. Unpublished Report, Ottawa: CAHPERD.

    Canadian Association for Health, Physical Education, Recreation and Dance (1994b). Recognition award program (RAP) criteria. Unpublished Report, Ottawa: CAHPERD.

    Canadian Association for Health, Physical Education, Recreation and Dance (1994c). Summary of RAP winners. Unpublished Report, Ottawa: CAHPERD.

    Canadian Association for Health, Physical Education, Recreation and Dance (1994d). Provincial/Territorial Physical Education Profile. Unpublished Report, Ottawa: CAHPERD.

    Canadian Association for Health, Physical Education, Recreation and Dance (1995a). Summary of RAP winners. Unpublished Report, Ottawa: CAHPERD.

    Chiropractic in Canada (1988). A dictionary of facts. Ottawa: Canadian Chiropractic Association.

    Cross-Canada Survey on Mainstreaming Students with Physical Disabilities (1986). Ottawa: CAHPERD.

    DeMarco, T. & Sidney, K. (1989). Enhancing children's participation in physical activity. Journal of School Health, 59(8), 337-340.

    Fishburne, C.J. & Boras, C.M. (1989). An integrated approach to learning. Issues in teacher education. Proceeding of the 1989 Alberta Teacher Educators in Physical Education Annual Meeting, Edmonton, Alberta.

    Fishburne, G.J. & Harper-Tarr (1992). An analysis of the typical elementary school timetable: A concern for health and fitness. In T. Williams, L. Almond & A. Sparkes (Eds.), Sport and physical activity: Moving toward excellence (pp. 362-375). London: E & FN Spon.

    Fishburne, G.J. & Haslam, I.R. (1992). Critical issues in elementary school education: Integration and the curriculum. In T. Williams, L. Almond & A. Sparkes (Eds.), Sport and physical activity: Moving toward excellence (pp. 132-137). London: E & FN Spon.

    Freedson, P.S. & Rowland, T.W. (1992). Youth activity versus youth fitness: Let's redirect our efforts. Research Quarterly for Exercise and Sport, 63(2), 133-136.

    Freedson, P.S. (1992). Physical activity among children and youth. Canadian Journal of Sport Sciences. 17(4), 280-282.

    Gortmaker, S.L., Dietz, W.H. Sobol, A.N. & Wehler, C.S. (1987). Increasing pediatric obesity in the U.S. American Journal of Diseases in Children, 14, 535-540.

    Government of Canada (1994). Active living and health benefits and opportunities. Unpublished Study Commissioned by the Government of Canada. In Fitness Directorate (Ed.) Ottawa: CAHPERD.

    Guzman, C.A. (1192). Related benefits from physical activity program interventions. In Fitness Directorate (Ed.). Active living and health benefits and opportunities. Ottawa: CAHPERD.

    Heart and Stroke Foundation of Canada (1993). Position Statement on Physical Activity. Unpublished Report, Ottawa.

    Houston, C.S. (1983, June). More important than milk. Paper presented at the Western Canada Conference (Fitness Roundup), Banff.

    Katz, J.F., Alder, J.C., Mazzarella, N.J. & Ince, L.P. (1985). Psychological Consequences of an Exercise Training Program for a Paraplegic Man: A Case Study. Rehabilitation Psychology, 30(1), 53-58.

    Keays, J. (1993). The effects of regular (moderate to vigorous) physical activity in the school setting on students' health, fitness, cognition, psychological development, academic performance and classroom behaviour. North York: North York Community Health Promotion Research Unit.

    King, A.C. & Tribble, D.L. (1991). The role of exercise in weight regulation in nonathletes. Sports Medicine, 11(5). 331-349.

    Kuntzleman, C.T. & Reiff G.G. (1992). The decline in American childrens fitness levels. Research Quarterly for Exercise and Sport, 63(2), 107-111.

    Lechky, O. (1994). Epidemic of childhood obesity may cause major public health problems, doctor warns. Canadian Medical Association Journal, 150(1). 78-81.

    Lee, I.M., Paffenbarger, R.S., Hsieh, C.C. (1991). Physical activity and the risk of developing colorectal cancer among college alumni. Journal of the National Cancer Institute, 83, 1324-1329.

    Leppo, M.J. (1993). Healthy from the start: New perspectives on childhood fitness. Washington, DC: ERIC Clearing House on Teacher Education.

    Manson, J.E., Natham, D.M. & Krolewski, A.S. (1992). A prospective study of exercise and incidence of diabetes among U.S. male physicians. Journal of the American Medical Association, 268, 63-67.

    Marsh, H. (1990). The effects of participation in sport during the last two years of high school. Sociology of Sport Journal, 10, 18-43.

    Maynard, E.J., Coonan, W.E., Worsely, A., Dwyer, T. & Baghurst, P.A. (1987). The development of the lifestyle education program in Australia. In B.S. Hetzel & G.S. Berenson (Eds.). Cardiovascular risk factors in children. Epidemiology and Prevention, 123-142.

    McGinnis, J.M., Kanner, L. & DeGraw, C. (1991). Physical education's role in achieving national health objectives. Research Quarterly for Exercise and Sport, 62, 138-142.

    Osteoporosis Society of Canada (1992). Bulletin for Physicians, Issue 6.

    Pipe, A. (1992). In S. Robbins (Ed.). Canadian Medical Association Journal, 146(5), 763-765.

    Powell, E.E., Thompson, P.D., Caspersen, D.J. & Kendrick, J.S. (1987). Physical activity and coronary heart disease. Annual Review of Public Health, 8, 253-287.

    Quinn, P.B. & Strand, B. (1993). Children and youth fitness: Where are we and where are we going? CAHPERD Journal Times, 56(2), 9-12.

    Rowland, T.W. (1990). Exercise and Children's Health. Champaign, IL: Human Kinetics.

    Sallis J.F. & McKenzie, T.L. (1991). Physical education's role in public health. Research Quarterly for Exercise and Sport, 62(2), 124-137.

    Sallis, J.F. & Patrick, K. (1994). Physical activity guidelines for adolescents: Consensus statement. Pediatric Exercise Science, 6, 302-314.

    Sallis, J.F., Buono, M.J., Roby, J.J., Micale, F.G., & Nelson, J.A. (1991). 7-day recall and other physical activity self-reports in children and adolescents. In J.F. Sallis & T.L. McKenzie (Eds.) Physical education's role in public health. Research Quarterly for Exercise and Sport, 62(2), 124-137.

    Simons-Morton, B.G., Parcel, G.S. & O'Hara, N.M. (1988). Implementing organizational changes to promote healthful diet and physical activity at school. Health Education Quarterly, 15, 115-130.

    Taylor, C.E. & Taylor, C.E. (1989, February). Fitness in the classroom. The Canadian School Executive, 33-34.

    Weiss, M.R. & Petlichkoff, L.M. (1989). Children's motivation for participation in and withdrawal from sport: Identifying the missing links. Pediatric Exercise Science, 1, 195-211.

    Weiss, M.R. & Currie, P. (1987). Northern fly-in camps: A joint sport development/Crime prevention project. In Fitness Directorate (Ed.) Active living and health benefits and opportunities. Ottawa: CAHPERD.


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