| Hold the turkey, Batman. And the gravy, wine, beer and buttered buns, too.
I'm sticking with plain potatoes, brussels sprouts and non-candied yams. Mention dessert and this'll get ugly. Judging by the news the last few weeks, we should all hang our heads in collective shame.
Severak media outlets recently ran media stories lamenting the poor health of our nation's kids and/or the adult segment of the population. One Human Resources Development Canada (HRDC) and Statistics Canada study showed 37 per cent of children age two to 11 were overweight in 1998-99, up three per cent from five years earlier. A HRDC-Statistics Canada study conducted in 2000-2001 found that 32 per cent of adults were obese. Another study of kids in Nova Scotia showed that those in high school don't get enough exercise to be healthy – chances are the numbers are similar across the country.
But if the results are a surprise, doesn't that spell a further "crisis" ahead?
The simple fact that physical education programs in schools were reduced or cut due to budget constraints only proves to kids that activity isn't important. Why would a child believe that something is important if it doesn't receive appropriate support? Chopping or reducing phys ed only shows them that being active holds little merit.
Adding more phys ed time, or more time for active events in schools, would be a good start to help offset future health risks developed from being overweight and non-active.
But what about the curriculum? A quick look at what it holds for Alberta students may reveal even more about why the tough task of encouraging active living hasn't taken root. Here's the main objective for phys ed in schools, according to the curriculum: "The aim of the Alberta Learning Kindergarten to Grade 12 Physical Education Program is to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle."
That's great in theory. But poking through the curriculum documents shows that there's one key word missing: fun. (For those who like to bash teachers, there's no support for ya here. Phys-ed teachers are typically some of the hardest working bunch around, they just need better tools to work with.)
To meet provincial "outcomes," phys ed programs are geared to see students progress along the seven stages of skill development: patterning; achieving; repeating; refining; varying; improvising; and choreography. General skills end around the varying stage, by Grade 12.
While it's important for students to develop some kind of hand-eye co-ordination and an awareness of their bodies and space and movement, does that teach them how to incorporate activity into their everyday lives? No – even though that, too, is a desired curriculum outcome.
The simple fact is that being active on a regular basis takes two things: an internal desire to do so, and the conviction to continue. Those are things learned at home.
Parents and future parents, if you're listening, take a look at yourself. Are you active on a regular basis? Do you actually get exercise – do something that gets your heart rate pumping near capacity for 20 minutes or so at least three times a week? Or are you the ones who continually buy your kids the latest video games and would rather have them sit in front of a computer for hours on end? If so, this health problem is yours.
Getting kids more active in school is one thing. Having activity reinforced, or enforced, at home by encouraging kids to play street hockey or tag, climb trees, ride a bike – whatever – is the best way to help make sure potential lard asses grow up with buns of steel. Regardless of what they eat at Thanksgiving. |
