Proposed Program Description - Essay Example

Program Need Of children ages six to eleven, approximately 30.3 percent are overweight, while 15.3 percent are obese. In adolescents, the percentage of overweight individuals is 30.4. 15.5 percent of adolescents are considered obese (Obesity in Youth, 2005). In addition, hospital costs due to childhood obesity rose from $35 million in 1979 to $127 million in 1999. Childhood obesity is a factor in eight to forty-five percent of newly diagnosed type II diabetes cases and has caused sixty percent of children to have risk factors for heart disease (Childhood Obesity, 2003). The effects caused by childhood obesity include both health difficulties and psychosocial problems. Of those children who have asthma, a large proportion of them are considered overweight when compared with peer groups. Type II diabetes has become more prevalent in children, mostly due to the obesity epidemic in America. Prior to 1992, childhood obesity contributed to only two to four percent. In 1994, that number had risen to sixteen percent. Obese children have a 12.6 times greater risk of having a high fasting blood insulin level, which is a factor for type II diabetes. High blood pressure, called hypertension, is also on the rise in children. There is a nine times greater risk of elevated blood pressure occurring persistently in obese children than in non-obese children. In addition, obese children and adolescents are 2.4 times more likely to have a high diastolic blood pressure reading and 4.5 times more likely to have an elevated systolic blood pressure reading than non-obese children. Orthopedic complications are another negative aspect of childhood obesity. These complications are due to the fact that the growing bones and cartilage of growing children are not yet strong enough to support excess weight (Obesity in Youth, 2005). The psychosocial effects are just as important as the physical consequences of obesity. White girls, who are more likely to develop a negative body image, are greatly impacted by childhood obesity. These girls are then at a greater risk for the development of eating disorders later in life. Adolescent females report stigmatizing consequences of being obese. These include weight-related teasing by peers, name calling, and harmful comments by family members, coworkers, peers, and friends. Children and adolescents also report that others make negative assumptions about them due to their weight. These assumptions include that they are lazy, inactive, tough, and unclean (Collins, 2005). After-school exercise programs are becoming more popular throughout America. These programs are an excellent way for children to become more active and learn lifetime fitness skills. At one school in Virginia, students not only exercise and eat healthy snacks, they learn lifetime fitness skills such as calculating heart rate and using a pedometer to track their daily steps. Staff members are also involved in the program. Since the implementation of the program, one hundred students have become involved and staff members have lost a total of five hundred pounds (Glod, 2005). These positive results, combined with the growing prevalence of childhood obesity, clearly indicate the need for an after-school program in this district. Proposed Program Description The proposed program will have several components related to exercise participation, healthy eating, health education, and family and staff participation. The exercise component of the program will focus on cardiovascular wellness and incorporate aerobic exercises as well as strength-training activities. These activities can include walking, jogging, working with an exercise ball, using a rock climbing wall, calisthenics, isometric exercises, and working with free weights. Healthy eating will also play an important role in the after-school exercise program. The snacks that are provided will be low in sugar, fat, cholesterol, and sodium and will be of good nutritional value for the participants. These snacks can include fresh fruits, vegetables, unsweetened fruit juices, low-fat milk, and other nutritional items. Bottled water will be provided for all participants so that proper hydration can be maintained. The health education component of this program will focus on both eating and activity habits. Educational topics will include calculating heart rate, warming up for exercise, healthy eating, the physical and psychosocial benefits of exercise, obesity-related disease prevention, the importance of vitamins, and proper exercise positioning. Staff and family participation will be an extremely important component of this program. Because children often imitate the behavior observed in their natural environment, the staff and family members that participate will be demonstrating a commitment to healthy eating, exercise, and overall good health. Staff members will participate at each session of the program and family members will be invited to do so as well. Because of work and family commitments, two family exercise nights will be offered each term. These family nights will be later in the evening so more parents and siblings are able to attend and will incorporate competitive exercise, health education, and free health-related merchandise. Positive reinforcement will be an important aspect of this after-school exercise program. While good health is a reward in its own right, children can also be offered incentives to participate in the activities in this program. These incentives should reward the children but should also focus on contributing to their fitness and health goals. Examples of appropriate rewards are exercise balls, jump ropes, sporting equipment, athletic clothing items, and books and videos that give information on exercise and healthy eating. Finally, tracking students' progress in the program will be important in assessing its success. At the final family night, students will have the opportunity to win higher-ticket items to complement the knowledge they gained and progress they made during the course of the program. All students who were present at ninety-five percent of the program sessions will be eligible for the prize drawings. This method of prize distribution rewards participation, but does not base winning on losing a certain amount of weight or performing at a certain level. Prizes for this drawing can include a year-long gym membership, a complete athletic outfit, a gift certificate to an athletic footwear store, and sporting equipment such as tennis rackets, soccer balls, basketballs, and other similar items. Schedule of Proposed Program This program will take place from 3:30 to 5:00 on Monday and Wednesday afternoons, excluding school holidays and teacher in-service days. The program planning will take place from January 2006 to August 2006 so that the program may be implemented during the first week of school. Regular program sessions for the first term will take place on September 6, 11, 13, 18, 20, 25, and 27; October 9, 11, 23, 25, and 30; November 6, 8, 13, 15, 20, 22, and 29; and December 4, 6, 11, 13, and 18. Family nights for the first term will take place on October 13 and December 20. Regular program sessions for the second term will take place on January 8, 10, 15, 17, 22, 24, 29, and 31; February 5, 7, 12, 14, 21, 26, and 28; March 5, 7, 12, 14, 21, 26, and 28; April 2, 4, 9, 11, 16, 18, 23, 25, and 30; and May 2, 7, 9, 14, 16, and 21. Family nights for the second term will take place on March 19 and May 23. Budget Allocation Activity/Personnel Need Unit Cost Total Cost Nurse or health professional for injury treatment/consultation 97.5 hours @ $27/hr. $2,632.50 Guest speaker/educator honorariums 65 sessions @ $50/honorarium $3,250.00 Physical education instructor 97.5 hours @ $20/hr. $1, 950.00 Additional physical education equipment Exercise balls, rock climbing equipment, jump ropes, sports balls, pedometers $5,000.00 Snacks and beverages 65 sessions @ $75-100 per session $4,875.00 - $6,500.00 Grant writer $2000 flat fee offered $2,000.00 Total: $19,707.50 - $21,332.50 Allocation of Human Capital In addition to the paid personnel in the table above, this after-school program will rely heavily on volunteer help from the local community. These volunteers will be recruited through advertisements in local newspapers, communities bulletin boards, and volunteerism web sites. Volunteer personnel will include a development assistant, public relations assistant program assistants, and an administrative assistant. The development assistant will be responsible for soliciting prize donations from local companies, producing and mailing acknowledgment letters, inviting donors to attend events, and maintaining an overall positive relationship with donors. The public relations assistant will prepare press releases, work with media contacts to raise program awareness, and answer questions related to the program from community members. The program assistants will provide direct supervision to the children participating in the exercise program as well as work to demonstrate activities and disseminate information during educational sessions. Finally, the administrative assistant will work to complete any clerical work related to the program including preparing mailings, answering telephone calls, ordering supplies, and performing other administrative tasks. In addition, college students majoring in elementary education, secondary education, exercise physiology, public relations, management, and other related majors can be recruited for the program. This would result in a mutually beneficial relationship between the student and the program. References American Obesity Association (2005). Obesity in Youth. Retrieved December 8, 2005, from http://www.obesity.org/subs/fastfacts/obesity_youth.shtml Collins, A. (2005). Depression and Morbid Obesity. Retrieved December 8, 2005, from http://www.annecollins.com/weight_health/depression-morbid-obesity.htm Glod, M. (2005). A Hop, Sprint, and Jump Beyond PE. Washington Post, October 17, A01. National Institute for Diabetes & Digestive & Kidney Diseases. (2003). Childhood Obesity. Retrieved December 8, 2005, from www.niddk.nih.org Read More