TM
Eat Smart
Play Cool
A Nutritional and
Physical Activity
Guide for Boys
and Girls Club Staff
Leaders
What’s Inside
Introduction
Eat Smart
1 Drinking Water
2. How Advertisements Influence Consumers
3. Vitamins and Minerals – “Eat the Rainbow”
4. Reading Nutrition Facts Labels
5. Mindful Eating
6. The Four Food Groups
7. Processed vs. Whole foods
8. The Importance of Cooking
Play Cool
Quick Tips for Creating Teams, Groups, and Pairs
1. Tag and Running Games
2. Hopscotch Four Ways
3. “Snap, Crackle, Pop”
4. Mazeball
5. Pirate Ball
6. Exercise Detective
7. Fitness BINGO
8. Beginner Yoga
9. Dance Activities
10.Community Walks
EAT SMART
1
Introduction
Welcome to the Cool Moves Back Pocket Guide! In this guide, you’ll find a variety of activities
aimed at getting kids moving, thinking, and having fun. Cool Moves is Boys and Girls Clubs of
Canada’s national healthy eating and activity program.
Activities in the Eat Smart section help participants learn basic nutritional concepts, make healthy
choices, and think critically about the factors that influence their food consumption. Many
activities require a fair amount of preparation, but we at Boys and Girls Clubs of Canada believe
that a lesson as important as healthy eating deserves thought, planning, and effort. Talk to your
supervisor about scheduling your program, procuring materials, booking gym space, and going
off-site.
Activities in the Play Cool section provide a range of opportunities for participants to be active.
From classic games to community walks, activities are designed to include and engage large
numbers of participants. Feel free to modify activities as needed. This might mean changing
rules for younger children, using different equipment, or creating new activities inspired by the
ones in the guide.
As a facilitator of the Cool Moves program,
you play an important role in helping young
people understand how physical activity and
healthy eating affect their overall health and
happiness. Thank you for your participation,
dedication, and enthusiasm. Now take this
guide and go have some fun!
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BOYS AND GIRLS CLUBS OF CANADA
Eat Smart
EAT SMART
3
1.
Drinking
Water
1. Drinking
Water
Drinking plenty of water is an important part of being healthy. 50 – 70% of your body’s weight is made up
of water, and that water performs many important functions. These include cooling you off when you’re
hot, digesting the food you eat, carrying nutrients throughout your body, and removing waste. You should
aim to drink 4 – 6 glasses of water each day, and should be especially mindful of your water intake during
physical activities. Aim to drink ½ a cup of water for every 20 minutes you are being active. Remember:
the more water you sweat out, the more you need to take in!
Sometimes when you think you’re hungry, you’re actually just thirsty. Misinterpreting your body’s thirst can
lead to a lot of unnecessary snacking, so next time you think you’re hungry, drink a glass of water. If you’re
still hungry after ten minutes, have a healthy snack.
A good indicator of whether or not you’re drinking enough water is the colour of your pee. It should be a
very pale yellow. If it’s a dark yellow colour, it means you’re not getting enough!
Activity: Design-Your-Own Water Bottles
Materials needed:
• reusable steel or plastic water bottles
• white craft glue
• food colouring
• thin paint brushes
• transparency sheets
• picture and letter templates (optional)
1. Dye small containers of white glue using food colouring.
2. Tape transparency sheets onto tables. If desired, place traceable designs or letters underneath
transparencies. This will give participants a template to work from.
3. Have participants create designs on their transparencies with the coloured glue and paint brushes.
Make sure the layers of glue are thick, and allow each colour to dry a little before adding a new
one (this will prevent colours from bleeding into each other). Add glitter if desired.
4. Allow decals to dry overnight, and then peel them off of the transparencies. Participants can then
stick their personalized decals onto reusable steel or plastic water bottles!
Also try: creating a “Water Word” of the day! Every day, come up with a different Club “Water Word.”
Whenever this word is said, participants (and staff!) must all take a long drink of water from their personal
water bottles. The last person to drink has to take two swigs!
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BOYS AND GIRLS CLUBS OF CANADA
2.
HowAdvertisements
Advertisements
Influence
2. How
Influence
Consumers
Consumers
Studies show that kids between the ages of 8 and 12 watch about 21 food ads a day. That’s 7,000 a year,
or over 50 hours! And that doesn’t even count billboards or print ads, which are another common form of
advertising. Very few food ads are for healthy options; instead, most food ads kids see are for fast food,
processed snacks, and sugary cereals. Advertisers use a bunch of sneaky tactics to make kids want their
products:
• The bandwagon approach attempts to convince viewers that if they buy a certain product, they
will be “cool” and “fit in.” Ads show attractive people laughing with friends and having a great
time, sending the message that if you buy the product (and thus hop on the “bandwagon”), you
too will be happy and popular.
• Jingles and catch phrases get into viewers’ heads and keep them thinking about a product.
This increases the chance that people will buy that product over another.
• Food ads often use misleading language like “new and improved” or “low fat” to make people
think the product is better than it actually is. Upon closer inspection, many of these foods turn
out to contain lots of sugar and chemicals, and aren’t really good for you at all.
• The use of spokespeople – often famous actors, musicians, and athletes – is another popular
tactic advertisers use to sell food and drinks. Having famous people say great things about a
product convinces people to buy it, often because they admire that person and want to be like
them. Advertisers choose spokespeople based on who they think will appeal to groups based
on age, race, and gender.
• Cartoon characters are often used to sell food products to children. These characters appeal
to kids because they are fun, flashy, and very often familiar.
• Food stylists use non-edible materials like glue and paint to make products look perfect and
enticing. As a result, viewers retain a good mental image of the product, and are more likely to
want it.
Activity: “Ad Detectives”
1. Tape all the commercials that appear within a children’s television
show, or find examples of child-focused food ads online. If you don’t
have access to a VCR or computer, use print ads: flyers, newspaper ads, billboards, etc.
2. Watch the commercials as a group. At this point, be vague about why you’re doing the activity; this
initial viewing is simply meant to get the conversation started. After watching, discuss the advertising strategies outlined above, and have participants add any other strategies they saw to the list.
3. Have participants watch the commercials again, this time looking out for the advertising strategies
being used. What strategies do they see, and what are their intended purposes? Give them each
a copy of the chart on the next page to help them record their observations.
EAT SMART
5
4. Have participants work in pairs or small groups to create an ad for their favourite healthy food or
drink. They should use some of the advertising strategies they previously discussed and analyzed.
Give children lots of time to brainstorm a concept, write a script, and stage their commercials. If
possible, film them! This will probably take several sessions to complete, so plan accordingly.
StrategyExamplesIntended purpose
The bandwagon approach
Jingles and catch phrases
Misleading language
Spokespeople
Cartoon characters
Food styling
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BOYS AND GIRLS CLUBS OF CANADA
3.Vitamins
Vitamins
Minerals
–
3.
andand
Minerals
–
“Eatthe
the
Rainbow”
“Eat
Rainbow”
The food we eat gives us the nutrients we need to keep the inner workings of our body running smoothly.
The main nutrients your body needs are carbohydrates, fats, and proteins (macronutrients), but your body
also needs small amounts of micronutrients called vitamins and minerals. Fruits and vegetables are a
great source of these.
You’ve probably heard that it’s important to eat 5 – 10 servings of fruit and vegetables a day. But did you
know that it’s just as important to eat fruits and vegetables of a variety of colours? Different-coloured
produce contains different vitamins and minerals, so “eating the rainbow” ensures that you get a balanced
variety of nutrients every day.
Activity: Vitamin Painting
Materials needed:
• newspaper
• white cotton t-shirts or thick white watercolour
paper
• cardboard
• pencils
• richly coloured fruits and vegetables: spinach,
beets, berries, kiwi, pomegranates, etc.
• waxed paper
• lemon-sized rocks (or other semi-heavy object to act as a crusher)
1. Fold the newspaper and place it inside the shirt/underneath the paper
2. Lay the shirt/paper on the cardboard face-up
3. Use a pencil to draw a design on the shirt/paper
4. Fill in your design by laying a piece of food over the desired area, covering it with waxed paper,
and crushing it with the rock. Repeat with another piece of the same food until desired colour is
achieved.
5. When the design is completely coloured, allow the shirt/paper to dry
Note: wash shirts separately in cold water to prevent bleeding and fading
(From Van Cleave, J. pg. 122)
EAT SMART
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Recipe: Vitamin Kebabs
Buy as many different coloured fruits and vegetables as possible, and help participants to wash, cut, and
peel them. Make “vitamin kebabs”, for example kebabs that contain all fruits that provide Vitamin C, or
all vegetables that are a good source of Vitamin A. Also try “colour kebabs” – i.e. as many red fruits and
vegetables as possible – and figure out the array of vitamins and minerals offered by each one. Or simply
make “rainbow kebabs” containing a beautiful and delicious variety of produce. Serve with sweet and
savoury dips to enjoy a nutritious and delicious snack!
Vitamin
Fruits
VegetablesOther
Vitamin A keeps eyes and
skin healthy, and makes
sure your bones develop
normally.
Apricots (fresh and
dried), Grapefruit,
Mangoes, Watermelon.
Bok choy, butternut squash,
cantaloupe, carrots, collard
greens, kale, lettuce (red
leaf, green leaf, romaine),
pumpkin (canned), spinach,
sweet potatoes, tomatoes
Tuna, cream cheese, milk,
eggs, sour cream, goat
cheese, pecan, pistachios
Vitamin B1 (thiamine) helps
release energy from the
food you eat, and keeps
your nervous system
healthy.
Avocados, dates,
grapes, mangos,
oranges, pineapple,
watermelon,
Asparagus, beans (fresh
and dried), Brussels sprouts,
corn, okra, peas (fresh and
dried), potatoes. sweet
potatoes
Beef, pork, catfish, salmon,
tuna, duck, cashews, flax
seed, oats, peanuts, rye,
wheat
Vitamin B2 (riboflavin)
promotes healthy skin
nails, and hair, and boosts
your immune system by
helping your body form
antibodies.
Avocados, bananas,
lychees, mangoes,
mulberries,
pomegranates,
Artichokes, asparagus,
beet greens, broccoli, lima
beans, mushrooms, peas,
pumpkins, spinach, swiss
chard
Beef, chicken, pork, lamb,
turkey, cheese, eggs,
almonds, oats, buckwheat
Vitamin B3 (niacin) keeps
both your nervous system
and digestive system
healthy.
Avocados,
boysenberries, dates,
loganberries, mangoes,
nectarines, passion
fruit, peaches
Butternut squash, corn,
mushrooms, potatoes,
peas, pumpkins, parsnips,
sweet potatoes
Beef, chicken, tuna, salmon,
turkey, lamb, pork, sardines,
herring, catfish, barley, rye,
sunflower seeds, wheat,
eggs, soy milk
Vitamin B9 (folic acid) helps
your body form red blood
cells and break down
proteins.
Avocados, bananas,
blackberries,
cantaloupe, grapefruit
juice, guava, oranges,
orange juice,
papayas, raspberries,
strawberries,
watermelon
Artichokes, asparagus,
beets, bell peppers,
broccoli, Brussels sprouts,
cabbage, cauliflower,
collard greens, corn, green
beans, lettuce (red leaf,
green leaf, romaine), okra,
parsnips, spinach, sweet
potatoes
Salmon, lamb, cheese,
eggs, soy beans, hazelnuts,
oats, rye, sunflower seeds
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BOYS AND GIRLS CLUBS OF CANADA
Vitamin
Vitamin C helps build
bones and cartilage,
keeping your body strong.
Fruits
Grapefruit, grapefruit
juice (unsweetened),
guava, honeydew,
kiwifruit, lemons,
limes, oranges,
orange juice, papayas,
pineapple, raspberries,
strawberries,
watermelon.
Vitamin D keeps bones
hard. Your body naturally
produces vitamin D when
you’re in the sun.
VegetablesOther
Red and yellow bell
peppers, broccoli,
Brussels sprouts,
butternut squash,
bok choy, cabbage,
cauliflower, chile peppers,
spinach, sweet potatoes,
tomatoes
Cod, perch, chestnuts, soy
beans, yogurt
Mushrooms
Beef, chicken, salmon,
mackerel, tuna. And, most
importantly, sunshine!
Vitamin E increases the
activity of antibodies, which
are special proteins that
help fight off infections.
Avocados, blueberries,
blackberries,
cranberries, kiwifruit,
mangoes, nectarines,
peaches, papaya,
prunes
Asparagus, corn, dark
green leafy vegetables,
pumpkins, parsnips,
soybeans, spinach, sweet
potatoes, taro
Herring, sardines. almonds,
hazelnuts, pine nuts,
sunflower seeds
Vitamin K helps the blood
to clot, which is very
important when you cut
yourself.
Avocados, blackberries,
cranberries, kiwis, pears,
plums, pomegranates,
mangoes
Alfalfa sprouts,
asparagus, broccoli,
cabbage, carrots,
cauliflower, celery, dark
green leafy vegetables,
leeks, soybeans, spinach,
tomatoes
Beef, lamb, turkey, anchovies,
eggs, cheese, cashews, pine
nuts, rye
Calcium creates strong
bones and teeth, helps
your body heal when
you get cuts, and keeps
muscles moving.
Cherries, figs, kiwifruit,
oranges, plums
Broccoli, legumes,
spinach
Milk and dairy products, tofu,
almonds, sesame seeds.
Often added to “fortified”
products, i.e. orange juice
Iron carries oxygen to cells
all over your body, thus
making sure your body
gets the oxygen it needs.
Dried apricots, raisins
Broccoli, dried beans
(cooked), lentils, lima
beans, spinach
In protein like meat, chicken,
fish, tofu, beans, and
lentils. Can also be found in
“fortified” cereals and breads.
Fiber helps your body
digest food and reduces
the risk of heart disease.
Apples, Asian pears,
bananas, blackberries,
blueberries,
boysenberries, dates,
figs, kiwifruit, oranges,
pears, persimmons,
raspberries
Acorn squash, artichokes,
brussels sprouts,
chickpeas, green beans,
green cabbage, lima
beans, onions, peas,
pumpkin (canned),
spinach, sweet potatoes
vitamin
Fruits
Vegetables
Other
Oats, barley, wheat bran,
whole grains, pasta
(From Cohen, M. p 45)
EAT SMART
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4.
Reading
Nutrition
Facts
4. Reading
Nutrition
Facts
LabelsLabels
All packaged foods are required to display nutritional information on their labels. Learning how to read
the nutritional facts on food labels is an important skill that will help you make healthy food choices as you
plan meals and snacks. It’s important to remember that many healthy, “whole” foods are unpackaged,
which means they don’t usually come with Nutrition Facts labels. Use the website http://nutritiondata.
self.com to find nutritional information for unlabeled foods. This site is particularly good because it lists
nutritional information using the Nutrition Facts label template, making the data easy to understand and
compare.
Here are some of the most important things to look for on a food label:
1) Information about servings:
Serving Size: the amount of a particular food that a person should eat at one meal or snack. The nutrients
listed on food labels are for one serving only, so it is extremely important to be aware of the serving size.
A lot of food companies will make their food servings small, and then put two or three of these single
servings in a package. So at quick glance, it looks like the food is healthier than it really is.
Servings Per Container: the number of individual servings in the total package. Careful! Packaged foods
usually contain more than one serving, and so it’s easy to overeat without realizing it. Remember that if you
eat more than one serving, you are getting more than what is listed on the Nutrition Facts label.
2) General information:
Calories: amount of energy a food contains. In order to stay healthy, you must balance the energy going
into your body (via food) with the energy going out (via physical activity). Kids between the ages of 8 and
13 need between 1,600 and 2,000 calories per day (Kalnins, p 103); talk to a doctor to find out how many
calories per day is right for you.
Fat: one of the three macronutrients, fat is a power-packed, concentrated source of energy. Fat also
makes it possible for all of the other nutrients to do their jobs properly.
Carbohydrates: one of the three “big” nutrients (macronutrients) the human body needs to function
properly. Carbohydrates are the body’s main source of energy.
Protein: one of the three macronutrients, used by the body to build and repair cells. Protein is a major
component of all muscles, tissues and organs, and is vital for practically every process that occurs within
the body.
3) Information about good nutrients:
% Daily Value: the percentage of the recommended daily intake of a particular nutrient you will get from
a serving of food. Percentages are usually based on a 2,000 calorie-per-day diet, even though you may
require more or less calories per day. So although the percentages written on labels won’t work for
everyone, they can help give you a quick idea of how nutritious a food is. In general, a food that contains
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BOYS AND GIRLS CLUBS OF CANADA
5% or less of the daily value of a nutrient is a poor source, 10 – 20% of the daily value is a good source, and
20% or more is high source (Burstein, 2008).
Fiber: a mineral whose main function is to keep the digestive system functioning properly.
Vitamins and minerals: micronutrients that keep your body functioning properly. See the chart on pages
8-9 for specific information on different vitamins and minerals.
4) Information about bad nutrients:
Saturated fats: these kinds of fats, which are solid at room temperature (i.e. butter, chicken fat, coconut
oil), should be eaten in limited amounts. They are considered “bad fats” because they can lead to health
problems like heart disease and cancer.
Trans fat: another kind of “bad fat” found in food, especially foods that are deep-fried or heavily processed.
Trans fat is often added to processed foods because it can improve taste and texture, and helps the food
stay fresh longer. Trans fats are completely unnecessary for a healthy diet, and should be avoided as
much as possible.
Cholesterol: is a type of fat found in your blood. You need some cholesterol to help keep your help your
brain, skin, and other organs healthy, but eating too much of it can be detrimental to your health. Excess
cholesterol clogs up blood vessels and arteries, keeping your blood from flowing as it’s supposed to. If the
clogging gets worse over the years, it can lead to strokes and heart attacks.
Sodium: a mineral that helps to regulate fluids and blood pressure, and keep muscles and nerves running
smoothly. The most common source of sodium in our diet is salt. While a small amount of salt is a good
source of sodium, eating too much can have extremely negative effects on the body. A diet high in sodium
is associated with an increased risk of high blood pressure, which is a major risk factor for stroke, heart
disease and kidney disease. Choose foods whose labels show a low percentage (5% or less) of the daily
recommended value for sodium.
A good model that can help you understand Nutrition Facts labels and make healthy food choices is the
“Go, Slow, and Woah!” system:
Go Foods
(Eat these foods often)
Slow Foods (Eat these foods sometimes )
Woah! Foods
(Avoid these foods)
0 – 100 calories per serving
100 – 400 calories per serving
400 calories or more per serving
5% or less of bad nutrients such
as fat, sodium, and cholesterol
5 - 20% of bad nutrients such as fat,
sodium, and cholesterol
20% or more of bad nutrients such as
fat, sodium, and cholesterol
20% or more of good nutrients
such as vitamins, minerals, and
fiber
5 - 20% or more of good nutrients
such as vitamins, minerals, and fiber
5% or less of good nutrients such as
vitamins, minerals, and fiber
(From Burstein, J. Snack Attack: Unhealthy Treats, p 11)
EAT SMART
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Activity: Go, Slow, and Woah! Relay Race
To prep:
1. Ask participants to collect nutritional labels from foods they eat often. Make sure they write what
food the label came from on the back. Give them a few days to complete this task.
2. Print out Nutrition Facts labels for a variety of non-packaged foods using the website http://
nutritiondata.self.com. Make sure to print out a variety of Go, Slow, and Woah! foods, including
some common fast food items.
3. Get participants into small groups, and provide each group with a variety of Nutrition Facts
labels. Using the chart above (make sure to post a large version somewhere in the room), have
participants work in small groups to categorize their labels into groups of Go, Slow, and Woah!
foods. Discuss choices as a whole group.
4. Once you have had a chance to correct any miscategorized labels, have participants create game
cards by gluing each nutrition label onto an index card or small piece of construction paper. On
the back of the card, write the name of the food and its “Go,” “Slow,” or “Woah!” rating.
To play:
1. Divide participants into teams. There should be at least two teams, and each team should have at
least five members.
2. Have each team line up single file behind a starting line. This activity can be done in a gym or in
a well-marked outdoor area; figure out what will work best for the number of participants you are
working with.
3. Give each team one or two cards per team member (one card each = every team member runs
once; two cards each = every team member runs twice). Make sure each team has the same
number of “Go,” “Slow,” and “Woah!” cards, but shuffle them so the order is different for each team.
4. Hand a game card (label-side up) to the first runner on each team. With the help of the next
person in line, he or she must decide whether the food is a Go, Slow, or Woah! food. Once a
decision has been made, the runner flips the card over to see if he or she is right. If so, the runner
proceeds to the end of the course and back. If not, he or she must go to the back of the line until
his or her next turn. If the food on the game card is a Go food, the player may run through the
course. If the food is a Slow food, the player must hop on one foot. If the food is a Woah!
food, he or she must walk backwards.
* This can be a straight running relay, or a small obstacle course can be set up. Remember, though, that some players will be
hopping or walking backwards, so keep this in mind when planning the course
5. Each team must run all their players once or twice (depending on how many rounds you decided
on at the beginning). Thus players who lose their turns are not out. They must keep playing until
they have completed the prescribed number of runs.
Also try: Having participants create their own Go, Slow, and Woah! games. These could take the form of
traditional board games (a great artistic project!), or be created with sidewalk chalk to make a “life sized”
game. Even better, use a tarp of large piece of fabric to make a large-scale board game that can be reused.
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BOYS AND GIRLS CLUBS OF CANADA
5.
Mindful
Eating
5. Mindful
Eating
Very often, we eat without really thinking about or experiencing our food. We gobble things up while
watching TV, talking on the phone, or walking down the street; often we hardly notice what we’re putting
into our bodies! As a result, many people today are eating too much, choosing unhealthy fast foods, and
becoming seriously disconnected from the food they put in their bodies.
One way to rediscover the pleasure and power of eating is through “mindfulness” exercises. Being
“mindful” means being fully aware of your self and your experiences in order to appreciate and
understand them. Eating is an extremely important part of human life, and the following exercise aims to
bring a sense of mindful appreciation to the process.
*This is a silent individual exercise. Save discussions and comments until the end.
1. Take one slice of apple. Look closely at it, noticing every visual detail.
2. Touch the apple, noticing all its different textures.
3. Smell the apple, noting the many descriptive words and memories that come to mind as you
inhale.
4. Take one bite of the apple slice and close your eyes. Do not begin chewing yet.
5. Try not to pay attention to the ideas running through your mind; just focus on the apple. Notice
anything that comes to mind about the taste, texture, temperature and sensation going on in your
mouth.
6. Begin chewing now. Chew slowly, just noticing what it feels like. Notice each tiny movement of your
jaw; how the apple breaks; where the juices flow, etc. In these moments you may find yourself
wanting to swallow the apple. See if you can stay present and notice the subtle transition from
chewing to swallowing.
7. As you prepare to swallow the apple, try to follow
the apple moving toward the back of your tongue
and into your throat. Swallow the apple, following it
until you can no longer feel any sensation of the food
remaining.
8. Take a deep breath and exhale.
EAT SMART
13
After this initial mindfulness exercise, talk as a group about how it felt to eat mindfully. What did you
notice? How did it feel? Were you bored? Feel free to try the exercise again, this time writing down the
different adjectives that come to mind through each sense. Try recording the mindful eating experience
with a shape poem: a poem in the shape of whatever you are writing about (in this case, an apple). Also
try doing a mindful eating exercise with a different food each week.
(Adapted from Vangsness, S.)
Other ways to eat more mindfully:
• Eat with chopsticks. This slows down the eating process considerably, and is a great life lesson
for young people to learn! Find participants who already know how to use chopstick, and have
them help teach. For younger participants, try tying an elastic band around two chopsticks.
• Eat with your non-dominant hand
•
14
Chew your food 30 – 50 times per bite
BOYS AND GIRLS CLUBS OF CANADA
6.
6. The
The Four
Four Food
Food Groups
Groups
Canada’s Food Guide gives us the information we need to make healthy
food choices. It gives us examples of healthy foods from each of the
four food groups, and tells us how much of each type of food we should
eat every day. Most of us know about the four food groups – fruit and
vegetables, grain products, meat and alternatives, milk and alternatives
– but it can be a challenge to discover the full range of healthy options in
each group, and to figure out exactly how much of them we should eat.
Thus it is important to find examples of foods from each of the four food
groups, as well as figure out the correct portions we should be eating.
To download or order physical copies of Canada’s Food Guide, go to
http://www.hc-sc.gc.ca/fn-an/food-guide-aliment/index-eng.php.
Activity: Fruit and Vegetable Art
Show participants examples of paintings by Giuseppe Arcimboldo. This 16th century Italian painter was
known for creating portraits made entirely of fruits, vegetables, and plants. Give participants examples of
Arcimboldo’s paintings, and help them label all the produce they see. Then have them create their own
portraits made of fruit and vegetables! Google “Arcimboldo” to find images of his paintings, as well as
examples of do-it-yourself portraits.
Provide participants with a variety of colourful produce (make sure to include lesser-known and culturally
diverse options), and help them cut and peel items as needed. Take photos of the portraits, and then eat
them!
This activity can also be a great way to talk about serving sizes. For fruit and vegetables, a serving is one
medium-sized item, or ½ a cup. For dried fruits, the serving size is ¼ cup. Show participants examples of
serving sizes, and provide them with measuring cups so they can count how many servings of fruit and
vegetables are in their portraits.
Also try: having students create still life paintings. Buy a variety of fruit and vegetables (make sure to
include lesser-known and culturally diverse options) and arrange them artfully. Have children draw the
fruits and vegetables in front of them using watercolours, pencil crayons, or crayons. When everyone is
finished, create a gallery display, and celebrate by eating the food that was just painted! Google “still life”
for examples of images by a variety of artists.
EAT SMART
15
Activity: “Steal the Food Groups”
In this game, teams must collect the daily recommended servings of each food group as outlined in
Canada’s Food Guide. For 9 – 13 year olds, the daily recommended servings of each food group are:
Fruit and vegetables: 6 servings/day
Grain products: 6 servings/day
Milk and alternatives: 3 – 4 servings/day
Meat and alternatives: 1 -2 servings/day
To prepare:
1. Gather a large number of bean bags, balls, or any other small object than can be grabbed easily. These will represent servings of food from each of the four food groups. You will need 24 “fruits
and vegetables,” 24 “grain products,” 16 “milk and alternatives,” and 8 “meat and alternatives.”
2. Use tape and permanent marker to label the bean bags/balls with names of foods from each of
the four food groups. For example, bean bags in the meat and alternatives group could be labeled “Tofu,” “Chicken,” “Legumes,” etc. Make sure to include lesser-known and culturally inclusive
examples.
3. Place four hula hoops somewhere in the middle of a gym or other large space (there should be
access from all sides, so do not put hula hoops in corners). Each hula hoop represents one food
group. Place 24 labeled grain products in one hula hoop, 24 labeled fruit and vegetables in
another, 16 labeled milk and alternative products in a third, and 8 labeled meat and alternatives in
the final hula hoop. Write the name of each food group on a piece of paper and post above the
corresponding hula hoop.
To play:
1. Choose four “guards” – one per food group. Guards must stay at least one meter away from their
hula hoops at all times.
2. Choose one “jail guard” and designate a jail space. This is Jumping Jack Jail!
3. Divide the rest of the players into four teams, and designate four “home bases” in the four corners
of the playing space.
4. Each team must “steal” the recommended number of servings from each food group: 6 fruit and
vegetables, 6 grain products, 4 milk and alternatives, and 2 meat and alternatives. This will take
some planning and strategizing, so give each team a bit of “huddle time” before playing starts, and
encourage them to continue assessing their strategy throughout the game.
5. If a player is tagged by a guard, he or she must go to Jumping Jack Jail and do 30 jumping jacks.
After “jail time” has been served, players rejoin their teams and continue to play.
6. The first team to get the correct number of servings back to their home base wins!
Also try: having teams create a one-day meal plan using the food items they collected.
16
BOYS AND GIRLS CLUBS OF CANADA
7.
Processed
Whole
7. Processed
vs.vs.
Whole
foodsfoods
Many young people today are overweight because they eat so many pre-packaged and processed
foods. Just think of the things kids commonly snack on: chips, soda, crackers, juice boxes… Even so-called
“healthy” options like granola bars and fruit snacks are highly processed and full of unnatural additives to
make them taste better and last longer.
Basically, there are two types of foods: whole foods and processed foods. One of the
simplest and most effective things you can do to stay healthy is to choose whole foods
as much as possible, and limit your consumption of processed foods. Whole foods
include fruit, vegetables, whole grains, nuts, seeds, and responsibly farmed meats and
fish. Whole foods are eaten in their natural form, and have not been altered in any way.
On the other hand, processed foods are usually made in large factories that use
machines and man-made chemicals to transform raw ingredients into neatly packaged
goods with unnaturally long shelf lives. Processed food and drinks are often high
in calories, low in important vitamins and nutrients, and loaded with man-made
chemicals, additives, and artificial sweeteners. In other words, things our bodies were
not designed to ingest in large quantities.
So how can you tell if you’re eating processed food? If it’s wrapped in several layers of plastic, cardboard,
or foil, and it didn’t exist until after 1903 (when the hydrogenation process was invented), it’s most likely
processed. If the list of ingredients is a mile long, and full of strange words that are hard to pronounce, it’s
probably processed. There’s also a good chance it’s processed if you’re buying it from a fast food chain, so
ask to see the list of ingredients. And if you’ve seen an ad for the food on TV, chances are it’s processed.
Advertisements for processed foods are much more common than those for whole foods, which helps
explain their widespread popularity.
(From Bolen, D.)
Activity: Whole/Processed Food Scavenger Hunt
In a grocery or convenience store, or using website like grocerygateway.com, have participants find and
write down as many examples of whole and processed foods as they can find. Use a two-columned chart
for the purpose of clarity. Afterwards, compare the two lists and discuss the differences between them.
If you do this activity in a grocery store, ask participants if they noticed any pattern in where the processed
and whole foods were found. Generally speaking, the healthy, whole food is usually found around the
perimeter of the store, with most of the processed stuff being found in the aisles in the middle of the store.
This is a good rule of thumb kids can easily remember as they shop with their families.
As an extension activity, try having participants map out all the whole and processed food options within a
few blocks of the Club. This is a good way to start a conversation about our “culture of convenience,” and
to begin understanding the obstacles to healthy eating many communities face.
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17
Activity: Assessing Our Intake
Have kids (and staff!) collect all the packages from all the processed foods they eat for one week. Working
in small groups, make a list of all the ingredients. This information can be found on each product’s Nutrition
Facts label. If possible, create a master list of every ingredient in every food eaten by every participant; you
will be amazed to see just how many chemicals and artificial ingredients are on this list! Try researching
a few of these ingredients to see how they’re made, what they do, and what side effects they may have.
Also try weighing how much garbage the processed food creates.
Activity: Whole vs. Processed Foods Cook Off!!!
Help kids make their own healthy, whole versions of popular processed snacks. One great resource is the
website http://outoftheboxfood.com. This site offers recipes for homemade versions of popular packaged
foods, along with side-by-side nutritional comparisons of the whole and processed versions.
Try this recipe to make your own fruit roll-up snacks!
Serves: Makes 12 14″ roll ups
Time: Prep – 10 min
Drying time – 6 1/2 hours w/ convection oven; 10-12 hours with standard
oven
Supplies: Blender, 2 12”x17” jelly roll pans (cookie sheets w/ raised edges),
parchment paper
Ingredients:
• 4 baskets of strawberries (or the
berry of your choice)
• 1/2 C agave nectar
• butter for greasing
Directions:
• cut parchment paper to fit and lay into jelly roll pans
• grease parchment with butter
• hull strawberries (remove the stem) and place in blender
18
BOYS AND GIRLS CLUBS OF CANADA
• add agave nectar to strawberries and blend until well pureed
• divide the strawberry mixture evenly between the two jelly roll pans and spread thin with a
rubber spatula
• heat oven to 150 degrees (do not heat higher than this or you may cook the fruit as opposed to
drying) If you have a convection oven, use this setting to speed up drying process.
• place jelly roll pans in 150 degree oven with oven door cracked open slightly
• when fruit is dry and no longer sticky to the touch (6 1/2-7 1/2 hours for convection oven or 1012 hours standard oven), remove from oven and cut fruit with parchment still attached into 2″
strips. Roll each strip around a pencil and place in airtight container.
(From http://outoftheboxfood.com/2010/09/12/corn-syrup-roll-up-wheres-the-fruit)
Also try: watching Food Inc., described by IMDB as “an unflattering look inside America’s corporate
controlled food industry” (http://www.imdb.com/title/tt1286537). Watch a trailer and find educational
materials at http://www.foodincmovie.com.
PLAYSMART
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19
8.
TheImportance
Importance
of Cooking
8. The
of Cooking
Cooking is an extremely important life skill, and learning how to plan and prepare healthy meals provides
countless benefits and learning opportunities. In today’s fast-paced world, pre-packaged, processed
foods often seem like the best and most cost-effective option. But making your own food provides much
more nutritional value, and a few simple ingredients can go a surprisingly long way!
Helping children learn how to buy, prepare, and cook food at an early age is one of the best things
educators can do to promote a healthy lifestyle. There are certainly many practical considerations involved
– i.e. budgetary limitations, or figuring out how to teach knife skills in a safe way – but it is well worth rising
to the challenge. When people come together to create and enjoy wholesome home-cooked food, good
things happen. They eat a wider variety of foods, take in fewer chemicals and additives, save money, and
– most importantly – develop a sense of connection to the food going into their bodies.
The aim of this guide is to teach children about nutrition and healthy eating in a variety of engaging ways.
The most meaningful way to teach kids about healthy eating, however, is by actually doing it. So talk to
your supervisor about starting a Cooking Club as part of the Cool Moves program. Find simple, healthy
recipes that are easy to make in large batches (soups, stews, pastas, salads), and involve participants in
as much of the process as possible, including finding recipes, creating a grocery list, shopping, washing,
peeling, cutting, measuring, stirring, serving, and cleaning.
Project: Create a Cookbook
Keep a copy of all the recipes your Cooking Club makes, and take photographs of your club in action.
Have participants write or type out recipes in fun fonts, and create drawings or collages to illustrate
recipes. Consider including quotes from club members about their favourite meals and/or lessons
learned, information about ingredients, surveys of food preferences, and anything else that makes sense.
Gather pages, create a cover page and an index, and collate with staples or duotangs to create a
bonafide cookbook! Photocopy and distribute to Club members, or use the cookbook as a fundraiser.
Bibliography
Bolen, D. “Processed vs. Whole Foods.” www.naturalnews.com, October 29, 2007.
Burstein, J. Big Fat Lies: Advertising Tricks. St Catherines, ON: Crabtree, 2008.
Burstein, J. Looking at Labels: The Inside Story. St Catherines, ON: Crabtree, 2008.
From Burstein, J. Snack Attack: Unhealthy Treats. St Catherines, ON: Crabtree, 2008.
Cohen, M. Why We Need Vitamins. St Catherines, ON: Crabtree, 2011.
Kalnins, D. YUM: Your Ultimate Manual for Good Nutrition. Montreal: Lobster Press, 2008.
Van Cleave, J. Food and Nutrition for Every Kid. New York: John Wiley & Sons, 1999.
Vangsness, S. “Mastering the Mindful Eating,” http://www.brighamandwomens.org, April 22, 2005
www.kidshealth.org
http://outoftheboxfood.com/
20
BOYS AND GIRLS CLUBS OF CANADA
Play Cool
PLAY COOL
21
Quick
Tips
Creating
Teams,
Quick Tips
forfor
Creating
Teams,
Groups,
and
Pairs
Groups, and
Pairs
Throughout your Cool Moves program, find fun ways to get children into pairs and groups. Not only
will it add interest and excitement to activities, but it will ensure that children work with a variety of group
members. When children choose their own partners and teams, fear, exclusion, and hurt feelings can
result. So try these techniques instead:
• Have children line up in a certain order, for example by birth date or height. For an extra
challenge, see if they can do it without talking! When they’re in this line, number them off to
create teams.
• Cut a shape or picture into a certain number of pieces and distribute them to children. They
must find the other people whose pieces fit with theirs to become a group.
• Have children choose the name of a song from a hat. Everyone walks around the room singing
their song, and singers of the same song come together to become a group.
• Have students pair up, and ask one partner to sit and the other to stand. You now have two
teams, the standers and the sitters! Also try getting one person to do jumping jacks and the
other to do high knees (or any other exercise). Again: two teams!
• A good way to get kids thinking creatively and interacting with each other is to have them find a
partner (or partners) with whom they have something in common. For example: find a partner
whose fingers are the same length as yours, or whose shirt has something in common with
yours. Take some time after everyone has partnered up to let a few pairs explain what they
found in common. If some participants are having trouble finding a partner, let the group help
look for commonalities.
When facilitating activities with children, deciding who goes first or who will be “it” can cause a lot of
drama. Having a fun and random way to decide who will have the first turn in a game or perform a certain
role in a group activity will minimize complaints of unfairness and increase participation. Try these:
• The person with the longest name goes first
• Whoever’s birthday is closest to today will be “it”
• Whichever team can most quickly line themselves up in order of height goes first
• Whoever can name the 18th letter of the alphabet the fastest goes first
Be creative, and try to find other unique, fun, and fair ways to organize your Cool Moves participants!
22
BOYS AND GIRLS CLUBS OF CANADA
1.
Tagand
and
Running
Games
1. Tag
Running
Games
Catch Your Tail
Materials needed: handkerchiefs, socks, or ribbons (one for every two players)
Find a creative way to get participants into partners. Tuck a handkerchief, ribbon, or sock into the back
of one partner’s waistband. The partner with the handkerchief stands behind the other partner, holding
his or her waist. Pairs chase other pairs without letting go of each other, and try to steal other pairs’
handkerchiefs (or “tails”). Stolen tails are added to the back partner’s waistband, and become up for grabs
by other pairs! Players may only steal one tail at a time, however. The winner is the pair with the most
handkerchiefs at the end of a set time. Rotate partners every round.
Note: have belts or pantyhose waistbands on hand for participants who are wearing dresses or long
tunics.
Zombie Tag
Designate one person to be the Zombie, and one person to be the Doctor. All the other players are
Humans. When a human is tagged by a zombie, he or she becomes a zombie too. At this point it is
imperative to act like a zombie: running with your arms out, crying “Braaaaaains!,” groaning, etc. The only
way for a zombie to become human again is if the doctor injects him or her with “human serum;” this is
represented by a pat on the head or an “x” drawn on the back of a zombie before that zombie tags the
doctor. The doctor must be extra careful. If he or she is tagged by a zombie, there is no way for zombies
to be turned back into humans, and it’s only a matter of time before humans become extinct! The game
ends when all players (except the doctor) are either zombies or humans.
Bottle Battle
Materials needed: about 60 recycled plastic bottles (30 of one colour, 30 of another)
Note: if different-coloured bottles are too hard to collect, use clear bottles filled with two different colours of
water. Use a small amount of food colouring, and make sure caps are screwed on tightly. You could also
use different-coloured beads or sand.
Find a creative way to divide the group into two teams, and assign a bottle colour to each one. Have each
team place about 30 bottles around the playing space. Within a set amount of time (try three minutes to
start), teams must knock over as many of the other team’s bottles as possible. Teams can raise bottles that
have been knocked, and players can’t kick or raise the same bottle twice in a row. The team with the most
bottles left standing at the end of a set playing time wins. Try adding a new challenge each round. For
example, players can only knock bottles over with their elbows or knees, players must crab walk or hop on
one foot, etc.
PLAY COOL
23
2.
2. Hopscotch
Hopscotch Four
Four Ways
Ways
1
2
3
4
5
6
7
General Rules:
1 Each player successively throws a marker (e.g.
stone, coin, beanbag) into each numbered
box. He or she must then hop to the end of the
board, turn around, and hop back again. On
the way back, the player must pick up his or her
marker. Players must also hop over the square
in which their marker lies.
2 Each player must complete as many rounds as
spaces on the board. For example, if using the
diagram to the left, players would each play
8 rounds. They would start by throwing their
marker onto the square marked “1,” hopping to
the end of the course and back (avoiding square
1, where the marker is), and picking up the
marker on the way back. They would then throw
their marker onto the square marked “2,” and
complete the same process, etc.
3 Players must hop on one foot, except when they
come to side-by-side squares: here they may
land on both feet. In any one round, the same
foot must be used the whole time.
4 Players and markers may not touch any line on
the board. If they do, they are out.
8
24
5 The player who completes the highest number
of rounds wins!
BOYS AND GIRLS CLUBS OF CANADA
Snail Hopscotch
In this version of the game, the hopscotch court is drawn in a spiral shape (like a
snail’s shell), and this spiral is broken into about 30 squares. Each player hops
on one foot from the outside to the inside of the spiral (which is marked “Rest” –
here players can stand on two feet) and back. When one circuit is successfully
completed, that player can mark any one square with his or her initials, and on
the next turn can put two feet in that square. The other players, however, may not
touch that square. The winner is the player with the most squares marked at the
end of the game.
Racing Hopscotch
Draw two hopscotch boards beside each other. The boards (and the individual squares within them)
should be exactly the same size, so have participants use rulers or meter sticks to measure them if
necessary. Two players go head-to-head in a race to complete a certain number of rounds on their
respective boards. Make sure both players are using the same type of marker, and assign one referee
to each board to ensure fair play. You might also try organizing a tournament to find your Club’s fastest
hopscotcher!
French Hopscotch
Instead of throwing the marker, players hop through the course with the marker on their head, right or left
foot, or other body part. If the marker falls, that player is out. Choose a marker that won’t be too hard to
balance, for example a beanbag or a flat object. Make this version more challenging by allowing players
who successfully complete a round to write their initials in one space of the board. The player who initials
a space may rest there, while all other players must hop over it. The player with the most initialed spaces
at the end of the game wins!
Also try: having participants create their own versions of hopscotch. They will need to consider board
layout, rules, and flow of play. Consider promoting options in which landing in an initialed space means
doing a certain exercise or challenge!
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25
3.
Snap,Crackle,
Crackle,
Pop
3. “Snap,
Pop”
In this game, players work in teams to dislodge or break balloons taped to a wall (or fence)
by throwing a ball from behind a goal line. This game is played like basketball in terms of rules,
flow of action, and use of dribbling, although teams do not change ends of court after halftime.
Teams receive 3 points for dislodged balloons and 5 points for popped balloons.
Materials needed: one basketball or small hand ball, pinnies, 30 balloons (9- to 12-inches when
inflated) masking tape, 8 pylons
To prepare:
Use masking tap to position balloons on two opposing walls or fences at each end of the court.
There should be a minimum of 3 ft (about 1 m) between balloons, with the highest balloon being 6
to 7 ft (1 – 2 m) above the ground and the lowest balloon being about 2 ft (about 0.5 m) from the ground.
On each side of the court, define a rectangular goal area (the area into which no player may go, and from
behind which players must throw) by placing cones 7 to 12 ft (2 -3 m) in front of the surface on which the
balloons are taped.
To play:
Players must score from behind the rectangular goal area marked by four pylons. After a score, the ball
is put into play by a member of the opposing team from behind the goal line. This is the only time anyone
may enter the goal area. If a ball doesn’t rebound out of the goal area after a missed shot, a player from
the team that did not touch the ball last plays the ball from the sideline closest to where the ball is located.
At halftime, any dislodged but intact balloons should be repositioned on the wall by a referee. The game
ends when all of one team’s balloons have been popped, or at the end of a set time.
Penalty throws are given when:
1. an offensive player is fouled in the act of shooting
2. a player enters the goal area for defensive purposes. Incidental transgressions are not called if
they have no effect on the play.
During penalty throws, all players must be within 10 ft of the mid-court line, except for the shooter, who
stands at the goal line. The ball is dead after the shot.
Have extra balloons on hand to replace ones broken during violations.
Also try: assigning different point values to different-coloured balloons. Balloons worth more points should
be positioned at the extremes of the target area to be more difficult to hit. When playing with younger
children, you may consider eliminating dribbling, using larger and more balloons, and awarding 1 point for
hitting a balloon without breaking or dislodging it.
(From Lichtman, B. Innovative Games. Champaign, IL: Human Kinetics, 1993)
26
BOYS AND GIRLS CLUBS OF CANADA
4.
Mazeball
4. “Mazeball”
This game combines a running relay with dodgeball. Players score points for their team by weaving
through a maze of stationary opponents to a designated safe area and back again without being hit by a
ball.
Materials needed: 2 – 4 dodgeballs, 4 pylons to define
boundaries, and an additional 4 – 10 plylons to designate
start of running lines
To play:
Find a creative way to form two equal teams. The offensive
(running) team members form 2 – 4 lines of four to five
players behind each one of the cones on an end line. The
defense spreads out over the court.
The first person in each line kicks or throws a ball forward to put it into play. Each ball must be passed at
least once by the defensive team before it can be thrown at a runner – this gives the runners a chance to
think about which way they will run. The first person in each line must then weave through the defensive
players in order to get to the opposite end line and back again. Once a runner has returned to the start
line, the next person in line goes.
A point scores each time a player makes it back without being hit, and play is continuous until 3 players
are out. If a player is hit, he or she goes to the back of his or her line, and the next person in that line goes.
At this point, one ball must be returned to this player so he or she may kick it into play. A game usually
consists of 6 – 8 innings, and the team that scores the most runs is the winner.
Rules:
A defensive player may take only one step on the court – except to chase an out-of-bounds ball. When a
ball goes out of bounds, the player closest to it retrieves it, but must run back to his or her position before
throwing it.
The area behind the end line is a safe zone. Players cannot be hit when they are in the safe zone, but they
may only stay in the zone for a maximum of 20 seconds before heading back to the start line.
Catching a fly ball has no bearing on the game, and above-waist hits do not count.
If an offensive player goes out-of-bounds, he or she is out, and must go to the back of his or her line.
A runner who purposefully shoves or pushes a defensive player to avoid being hit is automatically out.
(From Lichtman, B. Innovative Games. Champaign, IL: Human Kinetics, 1993.)
EAT SMART
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5.
PirateBall”
Ball
5. “Pirate
The object of the game is for each team to collect four pieces of their designated “treasure” from the
opposing teams’ vaults. Treasure consists of a designated type of ball (soccer, basketball, etc.) or a
designated colour of beanbag. The first team to gather all four pieces of their treasure wins the round!
Materials Needed: 4 each of 4 types of balls (e.g. soccer balls, basketballs, volleyballs, and footballs), 4
mats, pieces of fabric (in 4 different colours – one colour per team), masking tape. Note: if you do not have
enough balls, use different-coloured bean bags or other objects instead.
To prepare:
Divide the playing area into four equal quadrants (or “pirate ships”) using masking tape and/or existing
floor lines. In the far corner of each quadrant, build a base. Each base consists of a mat (or “dungeon”)
placed diagonally across the back corner. Behind the mat (inside the small triangle created by the mat
placement) place one of each type of ball/beanbag/other object being used as “treasure.” This is the
“vault.”
Find a fun way to divide participants into four equal teams,
and assign each team a type of treasure (e.g. basketballs
or green bean bags) and a colour. Each team’s members
will tuck a correspondingly-coloured piece of fabric into their
waistbands. These are team member’s “flags,” and once
players enter any opposing team’s quadrant (pirate ship),
they are susceptible to having their flags removed by a player
from any team. If a player’s flag is torn off while in another
team’s territory, he or she must retrieve the flag and go to that
team’s dungeon (mat). When inside the dungeon, players
kneel and wave their flags overhead until they are rescued
by another member of their team.
Note: have belts or pantyhose waistbands on hand for
participants who may be wearing dresses or long tunics.
28
BOYS AND GIRLS CLUBS OF CANADA
Rules:
1. If a player successfully makes it into an opposing team’s vault (the triangle of floor behind the mat)
and there are no prisoners from his or her team in the dungeon, he or she may take a piece of
treasure. If there are fellow team members in the dungeon, however, the player must rescue one.
To rescue, players must escort their teammate all the way back to their own quadrant while holding
hands. Players cannot be tagged while walking back to their ships. Try creating your own rescue
rules, for example players must hop back to their ship on one foot!
2. Only one team member may be rescued at a time
3. Players cannot have their flag removed when they are in their own quadrant.
4. Players are not allowed inside their own vault or dungeon unless they are returning with a piece of
treasure.
5. Players who are returning to their ships with a piece of stolen treasure may not be tagged. You
may modify this rule depending on the age and skill level of your players.
6. The first team to gather all four pieces of their designated treasure wins the round!
(From www.mrgym.com)
EAT
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29
6.
ExerciseDetective”
Detective
6. “Exercise
Materials needed: none!
Have all participants stand in a large circle with 1 to 2 meters between each person. Find a creative way
to designate one player as the Detective. The Detective stands in the middle of the circle and closes his
or her eyes. Choose one person to be the Criminal by pointing at him or her, making sure all of the other
participants in the circle know who’s been chosen.
The Criminal starts performing an exercise. Once he or she has started an exercise, the remaining
participants copy the action. Every 10 – 20 seconds, the Criminal must change the exercise, and again, the
rest of the participants must copy the new action.
Once everyone has started the first exercise, the Detective may open his or her eyes. Staying in the centre
of the circle, the Detective must try to deduce who the Criminal (i.e. the one controlling the action) is. The
Detective has a set amount of time (try 2 minutes to start) and three guesses to discover the Criminal.
Choose a new Detective and Criminal each round.
Safety Tips:
• Make sure the participants have enough space in the circle so that they don’t bump into or hit
each other when performing exercises
• Some exercises may be too vigorous for some participants to carry out for longer than a few
seconds. Show participants lower-intensity options for each exercise, e.g. jumping lower or
performing the exercise more slowly. You might want to start this activity with a discussion
about finding a balance between pushing yourself and listening to your body.
• Demonstrate examples of exercises before starting the activity. Examples may include:
star jumps
lunges
jumping jacks
burpees
running in place
high knees
hopping on one foot
“skipping”
jumping from side to side
push ups
air boxing
etc.
squats
(From Dowson, A. More Fun and Games. Champaign, IL: Human Kinetics, 2009.)
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BOYS AND GIRLS CLUBS OF CANADA
7.
Fitness
BINGO
7. Fitness
BINGO
In this physical adaptation of the classic game BINGO, participants must perform exercises written in the
spaces of their BINGO boards in order to fill them in.
Materials needed: paper, glue, 5 x 5 board templates, small chips or other markers
To prepare:
Work with participants to create a master BINGO board. This is the board that will be used by the caller
to keep track of what spaces have been called, and which participants will use to create their individual
playing boards. Each column (B, I, N, G, O) should have 10 squares, and each square should have a
different exercise or physical challenge written in it. Work with participants to choose a mix of aerobic,
strength, balance, and flexibility exercises. If you are having trouble coming up with 50 exercises, double
up on some. Here is an example of what your master BINGO board should look like:
B
I
N
G
O
B1
jumping jacks
I11
downward dog into
upward dog
N21
lunges on right side
G31
balance on left foot
041
push-ups
B2
squats
I12
tuck jumps
…
…
…
…
…
…
…
B10
star jumps
120
toe touches
N30
lunges on left side
G40
balance on right foot
…
050
sit-ups
Make 10 copies of this master BINGO board. Keep one for the caller to use, and cut one up for the caller
to use in place of traditional BINGO balls (i.e. the caller will pick these individual squares of paper out of a
hat and call them out on each turn). The other 8 copies should be cut up and kept in five separate groups
according to their letter. Shuffle the squares in each pile, and have participants randomly choose squares
to fill in pre-made 5 x 5 game board templates using glue. Don’t forget the “Free” space in the middle!
To play:
Each player receives a BINGO card (or more than one if you allow several cards to be played at once) and
a bunch of round chips or other small objects to be used as markers. The caller draws a master card from
a hat and calls the space name and activity out to the group. If participants have that square/move on their
card, they must mark the square and perform the activity until the next one is called. Play until someone
gets a BINGO, and then start a new round.
Note: consider having one or two student leaders demonstrate each activity.
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8.
Beginner
Yoga
8. Beginner
Yoga
Not only is yoga a great form of physical exercise; it’s also a great way for participants (and staff) to calm
their minds and focus inwards. The following moves can be facilitated in any order, although you may
want to start with “Ocean Breath” and end with “Feel Your Heart.” Make sure transitions between poses
are slow and smooth. Do this activity in a quiet space, and play relaxing instrumental music if desired.
Materials needed: yoga mats, gym mats, or towels
Windmills:
Crossing the midline of the body has been known to help activate the
communication between the left and right hemispheres of the brain. Stand up with
legs straddled comfortably. Bring the arms out to the sides. Exhale and touch the
opposite hand to the foot (or leg). Inhale and return to the original position. Exhale
and do the same on the other side of the body. Continue for a minute or so.
Balloon breath:
Explain how your lungs are like balloons, and when you inhale they fill up with air. Explain
how air is our vital, and something that our bodies cannot live without. Inhale and bring their
arms up overhead in the shape of a balloon, then exhale (can be through the mouth with a
sound), and make the balloons get smaller until the hands return down to the sides.
Feel your heart:
For feelings of appreciation. Simply sit with the hands over the heart (or at the center
of the chest) with closed eyes and breathe.
Crow squats:
Good for relaxing the back and hips after sitting for a long time. Talking with a partner gives
the children permission to talk in an organized way. Stand up with feet shoulder width apart.
Bring your arms straight out in front of you. As you exhale, squat down as far as you can go.
Inhale and come back up. Keep your eyes open if you need to, for balance. Try it holding
hands with a partner, face to face. Talk to your partner as you go up and down.
Frog pose:
Helps with mental alertness and gives positive attitude. Squat with hands on the floor
between the knees. Heels are together if possible, and stay slightly off the floor the
entire time. Inhale and straighten the knees, bringing the head as close to the knees as
possible. Exhale and return to the “frog” position, bringing the head up straight as you
squat.
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Tree pose:
For good posture, balance, and mental focus. Stand up and bring one foot onto the other
leg. For “low branch” tree (easier for 6 and under), bring the foot to rest near the ankle
of the other leg. For “high branch tree”, the foot is placed close to the upper inside of the
leg. The palms are pressed together and resting at the center of the chest. The eyes
look straight ahead and focus at a point on the wall. When steady, stretch the arms up
overhead, palms still together. Take five deep breaths and then switch sides.
Dog stretch:
Good for stretching out after a long time of sitting. Holding onto the back of a chair or desktop,
bend forward, keeping the legs straight but not locked. Let your head stretch down between
your arms and inhale. Concentrate on lengthening the spine by pushing your hips away from
your hands. Then exhale as you straighten your spine and lean your weight into your hands
so that you feel the leg muscles lengthen and stretch. Repeat several times.
Shoulder twists and rolls:
To relax and release tension in the shoulders and upper back. Sit at the desk with the
spine straight. Put your hands on your shoulders with fingers in the front and thumbs in
the back. Begin twisting the upper body side to side in a swinging motion. Inhale as you
twist left, and exhale right. Do these for one minute then inhale to the center, exhale and
begin rolling the shoulders with the arms in the same position as before. Inhale as the
arms circle upward, exhale as they circle around the back and down. Imagine you are
drawing circles in the air with your elbows. Do this for one minute.
Neck rolls:
To relax the neck, jaws, face and open up channels to the brain. Drop your head to the front.
Begin to roll the neck around to the right as you inhale, arc the head back and exhale as it
comes around to the left. Do this several times and then reverse the direction. Make sure to
relax the jaws at the same time by allowing the mouth to be slightly open and jaws slack.
Ocean Breath:
This is a relaxation technique, good to do sitting or lying down. It also brings awareness of the breath.
Close your eyes, and let the body relax. Inhale and imagine that the waves of the ocean are coming up to
the shore. Exhale and the ocean waves go back out to the sea.
(From http://www.childrensyoga.com)
Also try: doing “Animal Yoga,” in which positions are based on the movements of animals. This is an
especially great way to introduce yoga to younger participants. There is a great Animal Yoga resource in
the book Science Is… by Susan Bosak. Google “animal yoga Bosak” to find a free .pdf online.
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9.
DanceActivities
Activities
9. Dance
Dancing Musical Chairs
Materials needed: construction paper, music, boom box
This activity is similar to traditional Musical Chairs, but in this version participants are encouraged to move
in different ways according to different types of music. Prepare a play list featuring a variety of musical
genres: classical, jazz, rock, soul, music from different cultures, etc. Scatter “islands” (pieces of construction
paper) around the activity space – one less than the number of children playing. Play music, and
encourage participants to use their bodies to express how that particular kinds of music makes them feel.
When the music stops, participants must find an “island.” Whoever does not make it to an island is “out”,
and one island is removed for the next round. Participants who get “out” should continue dancing on the
sidelines; consider giving awards for Most Expressive Dancer, Most Enthusiastic Dancer, etc. to motivate
participation.
Create-Your-Own Music Videos
Have participants work in small groups to change the lyrics of an upbeat song so that it
promotes healthy eating and physical activity. A great example is Beyonce’s “Move Ya Body,”
which promotes physical movement through motivational lyrics and a video featuring a fun and
easy dance/exercise routine. After writing lyrics, have participants create a high energy dance
or exercise routine to go along with their song. Organize a performance, or help groups create
music videos for their songs. This might include helping participants come up with a concept,
create a storyboard, make costumes and sets, film, and edit. Creating your own music videos
obviously requires a fairly large time commitment, but it’s a great engaging project, and would be an
opportunity for participants to develop important literacy and cooperative skills.
Start a Flash Mob
A flash mob is a group of people who assemble suddenly in a public place, perform an unusual and
sometimes seemingly pointless act for a brief time, and then disperse. Sometimes they are just for fun,
and sometimes they are used to draw attention to an issue. Planning and executing a large-scale
dance or exercise routine in a public place would be a great way to highlight the importance of physical
activity, especially if the routine incorporated a song with health-promoting lyrics. Designate two or three
participants who will be in charge of teaching the dance routine to other Club members, and have them
teach it to one small group of participants at a time. When all flash mob participants have learned the
routine, practice as a large group. Then figure out where and when the flash mob will happen, along
with any other practical considerations. A great resource that can help you plan a successful flash mob is
http://www.wikihow.com/Organize-a-Flash-Mob.
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10.
Community
Walks
10. Community
Walks
Walks are a simple and pleasurable way to get exercise. Plan a walk to a great destination in your Club’s
neighbourhood (like a park, a museum, or a hiking trail), or just get out there and let the journey begin!
Here are some ideas for walks:
World Explorer Walks
Give each participant a clipboard for recording. Walk around the neighbourhood and record observations
and found objects. For example:
• have participants record all the round things they see; or all the blue things, natural things,
things with words, etc.
• give each participant one or two paint chips (can be found for free at most hardware stores),
and have them find things that match the colours on their chips
• have participants write down 50 things they notice/see/think/feel during the walk
• get participants to record all the smells or sounds they encounter, and figure out their sources if
possible
World Explorer Walks easily lend themselves to extension activities
incorporating art, drama, and writing. Think about how information,
observations, and objects collected on walks might be used as
inspiration or material for projects.
(From Smith, K. How to be an Explorer of the World. New York: Perigee, 2008.)
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“Jane’s Walks”
Jane’s Walk is an organization that helps
arrange neighbourhood walks in cities all over
the world. Free walking tours held on the first
weekend of May each year are led by locals
who want to create a space for residents to
talk about what matters to them in the places
they live and work. These walking tours, called
“Jane’s Walks”, celebrate the ideas of urbanist
Jane Jacobs (1916-2006), who believed in a
community- and pedestrian-based approach
to city building. Jane’s Walk has developed
programs to help children from kindergarten
to high school understand how the design of
communities influence the people who live there
– and vice versa. You can find information and download educational materials at janeswalk.net. For
very young children, see the “Junior Jane’s Walk” section. For middle-schoolers, see the “School Edition”
section, which features resources like Power Point presentations and discussion questions.
Lead a walk around your Club’s neighbourhood, asking students to notice, think about, and record their
ideas regarding places in the area: places they like or fear, places they are proud of or hang out in, places
that have a story to tell or that they would like to see change. Have students stop at buildings, street
corners, and parks along the way, recording in detail everything they see. They may also have memories
or stories about these places that they’d like to write down. As an extension activity, have participants
create personal maps that use both pictures and words to describe the walked area. Also try facilitating
walks with different themes. Health, for example, would be a great theme for a “Jane’s Walk,” as it would
allow participants to explore the many factors that influence personal health on a local level: how we move
in our communities, what food is available to us, what parts of the community make us spiritually healthy,
etc.
Bibliography
Davison, B. Creative Physical Activities and Equipment. Champaign, IL: Human Kinetics, 1998.
Dowson, A. More Fun and Games. Champaign, IL: Human Kinetics, 2009.
Lichtman, B. Innovative Games. Champaign, IL: Human Kinetics, 1993.
Smith, K. How to be an Explorer of the World. New York: Perigee, 2008.
www.childrensyoga.com
www.janeswalk.net
www.mrgym.com
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BOYS AND GIRLS CLUBS OF CANADA
As of May 15th, 2012 our address is
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M2J 5B4
t: 905/477-7272
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