Nutrition and fitness

Diet and exercise have become popular topics in the media due to America’s obesity epidemic, which is affecting adolescents dramatically. For example, according to the Centers for Disease Control and Prevention, between 1976–80 and 1999–2002, the prevalence of overweight children six to eleven years of age more than doubled from 7 to 16 percent, and the prevalence of overweight adolescents twelve to nineteen years of age more than tripled from 5 to 16 percent.1 As a result, the Child Nutrition and WIC Reauthorization Act of 2004 (PDF; Outside Source) requires school districts receiving federal funding for child nutrition programs (including lunch and breakfast) to establish local school wellness policies beginning in the 2006-2007 school year.2

Middle grades teachers can help raise awareness about healthy eating habits by choosing healthful snacks if snacks are part of rewards or a celebration. For example, pizza parties might be replaced by light popcorn, fruit popsicles, pretzels, or award certificates.

National recommendations call for adolescents to engage in at least 60 minutes of physical activity on most days of the week. To meet that objective, both the President’s Challenge program and the California Superintendent’s Challenge engage students in at least 60 minutes of physical activity that contributes to fitness. In addition, California requires Physical Fitness Testing (PFT) in grades five, seven, and nine. However, in 2005, only 25 percent of the students in grade five, 29 percent in grade seven, and 27 percent in grade nine performed within the healthy fitness ranges for all six areas of the test.

Studies link nutrition and fitness to higher academic achievement, but they do not tell why school test scores and health resilience are related. For example, API scores increase substantially as the percentage of students who report that they eat breakfast increases.3 As a result, middle schools with large populations of socioeconomically disadvantaged students need to provide breakfast programs. “Missing breakfast is associated with reduced cognitive performance among nutritionally at-risk children . . . as well as among otherwise well-nourished, middle-class children.”4

Although fitness falls under the subject area of physical education (PDF; 2MB; 74pp.) and nutrition is part of a comprehensive health education program as outlined in the Health Framework (PDF; 2MB; 263pp.), the two naturally complement one another in an effective school curriculum. Standard 4 of the Physical Education Model Content Standards for California Public Schools for Kindergarten Through Grade Twelve (PDF; 2.27MB; 72pp.) states, “Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance.” The Health Framework (PDF; 2MB; 264pp.) states:

Students learn that food choices are intimately linked with physical, mental, emotional, and social health; energy level; self-image; and physical fitness. This content area provides students with the knowledge, skills, and motivation needed to make wise food choices throughout their lives. Ideally, nutrition education uses the school’s child nutrition programs as an essential part of the educational process. Food-tasting and preparation experiences at all grade levels can provide an excellent opportunity for classroom teachers to work cooperatively with school nutrition personnel and use the cafeteria as a learning laboratory for classroom lessons as required by federal and state legislation. (Public Law 95-166 provides funds to states for the development of comprehensive nutrition education programs that make full use of the school cafeteria.)5

School Nutrition . . . By Design! (PDF; 721KB; 45pp.) is a tool that provides the design principles for developing a healthy school nutrition program. It provides quality indicators within each design principle and recommends strategies that support the development of healthy lifestyles during and after school. The report includes practical steps schools can take, including scheduling lunch times when students are more likely to eat healthy food, how to create a school health council, and ways to enlist students in planning healthful and student-friendly menus. The report contains resources and examples from school districts and organizations that have already implemented successful strategies to improve the school nutrition environment.

Healthy Children Ready to Learn, Facilities Best Practices PowerPoint, is another resource developed by the California Department of Education. It includes information about design of school food services facilities and facilities for physical education programs.

In the Spotlight

Cesar Chavez Middle School, San Bernardino City Unified School District
Students at Chavez Middle School were introduced to a wide variety of foods and nutritional information as a part of the school district's Steps to Healthy Living campaign. For example, they learned that one Big N' Tasty burger contained 470 calories, and one large order of fries contained 370 calories. The district campaign is designed to span a two-week period. One goal is for each student to walk 10,000 steps a day. Each student receives a pedometer to track progress.

Cesar Chavez DataQuest School Profile
Cesar Chavez Middle School (Outside Source)
San Bernardino City Unified School District (Outside Source)

The CDE publication Taking Action for Healthy School Environments (PDF; Outside Source) illustrates promising practices in nutrition and physical activity policy development and implementation that have been field-tested and found successful in over 18 California middle and high schools. It also provides recommendations for leaders at every level—school, district, community, and state—to take action toward ensuring school environments support health for students of all ages.

Many before or after school programs promote health and fitness. The After School Education & Safety Program provides grants to schools and districts that collaborate with community partners to provide safe and educationally enriching alternatives for children and youths during non-school hours.

To promote healthy eating, the California Department of Education initiated the California School Garden Network (Outside Source). Gardens on school campuses help students learn about healthy food choices and how to become more physically active. Children who grow and harvest their own fruits and vegetables are more likely to eat those fruits and vegetables. School gardens also provide an opportunity for agricultural literacy and bridge the connection between food production and food choices. In a garden, children and youths learn in a social and physical environment.

In the Spotlight

Richard Henry Dana Middle School, Wiseburn Elementary School District (PDF; Outside Source), a Schools to Watch™-Taking Center Stage 2006 model. Students work with a community volunteer to plan, build, and tend the school’s gardens. “Farmer Ed” not only helps guide the effort but also serves as a caring mentor for the students.