I Move We Move - Good For Kids - NSW Government

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2.19 What can I do to help my children be active? • Be an active role model and have a positive attitude to being active. If your children see you enjoying physical activity and having fun it can encourage them to participate • Encourage active play in the backyard, going for a fast walk, dancing to music, riding a bike or more vigorous activities like running and swimming • Make time to be active as a family – walk with your children to a local park, go bike riding or walk the dog • Help your children ‘play active’ by buying gifts that encourage physical activity such as balls, bats, skipping ropes and other equipment. This will be a fun way to help your children develop and practice their skills • Park further away from your destination, whether it’s childcare, sport or the shops and walk the rest of the way • Keep it interesting. If you can, let your child try a variety of activities so that they can find one or more of these that they enjoy and want to continue with • The benefits of physical activity for young children build up over time. Start slowly and increase the amount of activity your children do over time, particularly if they are not currently active • Limit the amount of small screen recreation time (time spent in front of the TV or computer for fun, not education) your children are allowed and encourage active alternatives DON’T FORGET... • Children should wear appropriate footwear such as well-fitted and supportive sandals or joggers. Thongs are not suitable for active play as they do not give the foot any support • Hats and SPF 30+ sunscreen help protect skin of all ages from sunburn and skin cancer • Encourage children to drink plenty of water when they are being active or playing outdoors • Match an active lifestyle for your child with a healthy diet – remembering to limit foods that are high in saturated fat, sugar or salt I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE
Young children and TV Did you know? • Small screen recreation time (time spent sitting still in front of the television or computer for fun, not education) is linked to becoming overweight or obese • Children who watch TV (and the large number of ads for ‘sometimes’ foods) for more than two hours each day are more likely to have an unhealthy diet, less likely to eat fruit and less likely to participate in physical activity • 89% of four to five year olds spend more than two hours watching television, videos or DVD’s each day • It is more likely that children will snack on foods that are high in sugar, salt or saturated fat when watching television • Children that spend more time watching television in their first two years of life have poorer brain development including language skills and short-term memory skills • Violence on television or in movies can impact on children’s behaviour and self-esteem, as they can not distinguish between fantasy and reality I Move We Move, The Guide Edition 1 August 2009 AREA HEALTH SERVICE 2.20
Page 1 and 2: I Move We Move The Guide www.goodfo
Page 3 and 4: Section Four: I Move, We Move Every
Page 5 and 6: Acknowledgements I Move We Move has
Page 7 and 8: Section One Introduction I Move We
Page 9 and 10: Benefits of physical activity and m
Page 11 and 12: Physical activity for young childre
Page 13 and 14: Section Two Whole of Service Approa
Page 15 and 16: What should we include in the polic
Page 17 and 18: Staff development and training It i
Page 19 and 20: The types of information you commun
Page 21 and 22: Evaluation Evaluating your polices
Page 23 and 24: Building on strengths, how it might
Page 25 and 26: Resource 2: Sample physical activit
Page 27 and 28: Resource 3: Further information on
Page 29 and 30: Why is physical activity important
Page 31: How much physical activity do young
Page 35 and 36: Section Three Physical Activity in
Page 37 and 38: Developmental appropriateness To en
Page 39: Culturally appropriate Physical act
Page 42 and 43: 4.1 Promoting physical activity thr
Page 44 and 45: 4.3 Water play Children often have
Page 46 and 47: 4.5 Physical activity no matter the
Page 49 and 50: Section Five Learning How to Move I
Page 51 and 52: Stages of fundamental movement skil
Page 53 and 54: A description of the three developm
Page 55 and 56: Adult guided fundamental movement s
Page 57 and 58: Essential components of a fundament
Page 59 and 60: Putting together a fundamental move
Page 61 and 62: Stability skills (continued) The or
Page 63 and 64: Locomotor skills (continued) The or
Page 65 and 66: Locomotor skills (continued) The or
Page 67 and 68: Manipulative skills (continued) The
Page 69: Monitoring progress Recording child
Page 72 and 73: 6.1 Active early childhood environm
Page 74 and 75: 6.3 Equipment to encourage fundamen
Page 76 and 77: 6.5 Sand pit Why not use the sand p
Page 78 and 79: 6.7 Sun protection Exposure to UV r
Page 81 and 82: Section Seven I Move We Move Away f
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Think carefully about the amount of
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3. Record children’s responses to
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Scenario Two - Television or play o
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18. Sport and Recreation New Zealan
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I Move We Move - Good For Kids - NSW Government

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