DukeEngage Durham student's summer reflections published by Herald-Sun
Duke student Shelley Lanpher focused on a project that aimed to improve kids' appreciation of fitness. Below is her article that appeared in the Durham Herald Sun:
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Shelley Lanpher: Early fitness education has far-reaching benefits
Guest columnist : Aug 10, 2008
The Duke Engage program initiated and funded by the Bill & Melinda Gates Foundation has given the opportunity to students like myself to tackle real-life problems.
One of the major concerns of our society is the increased prevalence of childhood obesity. There is a heightened understanding that physical activity and proper nutrition are key elements in maintaining a healthy lifestyle.
Despite this awareness, budget and time constraints have resulted in school systems without adequate physical education and children with less-than-ideal eating habits. Meals are often either rushed or eaten in front of the television, snacks tend to be carb-heavy and lacking in nutritional value, and portion sizes are growing. Further, physical activity appears to be rapidly declining or at least not counter-balancing modern eating habits.
As a lifelong athlete -- a swimmer and ice hockey, baseball, basketball and soccer player -- I have experienced the rewards of fitness and the need for proper nutrition. When I learned that several elementary schools in my hometown no longer offered physical education, I knew at once the focus of my Duke Engage proposal. Like the rest of America, my hometown of York, Pa., has experienced an increase in both childhood and adult obesity. Last December I started tailoring my project around this critical health issue. I was fortunate enough to be awarded one of these grants.
My Duke Engage project was conducted this summer at the Crispus Attucks Community Center, a nationally recognized education and resource center in York. I taught two classes, first- through third-grade and fourth- and fifth-grade, with 12 students in each. Interested in hearing first-hand about their fitness habits, I learned that the amount of time they spend active each day is, on average, far lower than government minimum guidelines, let alone what I remember from my own childhood.
The staff at the center is concerned with improving the health of the children and ensuring that their summer programs are educational and fun. They accepted my project proposal with enormous interest.
During the daily sessions, topics of nutrition, emotions and wellness were discussed. I followed a program titled "Just for Kids!" and each morning the class read a motivational story from their workbooks, filled out activity sheets, and engaged in role-playing skits. Topics included: distinguishing between foods with high and low sugar; managing difficult feelings; liking your body; eating styles; becoming active; and eating on special occasions.
As a group exercise, the kids made healthy snacks and fruit kebabs, designed food pyramids for their classrooms and discussed healthy eating. In the afternoon, I provided a physical fitness component which was held in the gymnasium. We started off with group "warm-ups" -- leg and arm stretches, jumping jacks and two laps around the gym. Typically the kids then separated into three stations, varying from jump rope competitions and simple basketball drills to push-ups and sit-ups, to hula hoops and ball tosses. Through my grant, I was able to supply soccer goals and balls, exercise mats, weights and basketballs. Each child was provided with a water bottle, jump rope and food journal.
One of the best components of the project was the non-stop enthusiasm the kids displayed; hands were constantly waving to volunteer for the next reading lesson, all were eager to assist me, ready to do more exercises, and sad when I had to leave for the day.
At the graduation for my project, the children handed me thank-you notes with drawings of their favorite activities, smiley faces and many "we will miss you Miss Shelley" inscriptions.
My main objective was to see progress in the students' awareness of healthy eating and increased activity. Like most journeys, there were struggles and limitations along the way. However, I felt my program was a critical starting point for the kids to make real changes in their lives. Many learned about unfamiliar topics -- the divisions of the food pyramid, the meaning of cravings and cues, the correct way to stretch and do a sit-up, and how to record meals and snacks.
I have come to realize that sports can really be a uniting factor. The loner, the show-off, and the restless child all lose their limitations as soon as they step out on the court/field and form teams or work in pairs.
The result was that the new kid, for the first time, left the sideline and joined the others, and the "know-it-all" lent a helping hand. Underscored by the benefits of confidence-building and the opportunity to learn about perseverance and motivation, fitness is an often irreplaceable component in combating childhood obesity.
I was able to teach the kids about the consequences of over-eating and under-exercising at an age where they were open to learning. I wanted them to have the basic building blocks for a healthy lifestyle that I had when I was their age, so that they could be active participants in achieving this goal.
The writer is a Duke student, class of 2010.