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Thank you. I got an A. Thanks because I can rely on this excellent work. View more reviews. We're Obsessed with Your Privacy. Dental caries is associated with sugar and full-calorie soda consumption 80, Children who are obese have been found to have higher rates of dental caries than their normal weight peers The Dietary Guidelines for Americans have been published every 5 years since 5.
The guidelines also recommend that children, adolescents, and adults limit intake of solid fats major sources of saturated and trans fatty acids , cholesterol, sodium, added sugars, and refined grains 5. Available data indicate that most children and adolescents do not follow critical dietary guidelines.
For example, the guidelines provide guidance on the amount of fruits and vegetables that children and adolescents should consume. However, most U. The guidelines also recommend that children aged years drink 2 cups of fat-free or low-fat milk or equivalent milk products per day and persons aged years drink 3 cups per day i.
The guidelines recommend that children and adolescents consume at least half of their daily grain intake as whole grains, which for many people is 2- to 3-oz equivalents, depending on age, sex, and calorie level 5. Whole grains are an important source of fiber and other nutrients.
Persons aged years do not eat the minimum recommended amounts of whole grains. During , the median intakes of whole grains in this age group ranged from 0. Sodium intake, which is associated with increased blood pressure 85 , has increased steadily during the last 35 years, in large part because of increased consumption of processed foods such as salty snacks and increased frequency of eating food away from home The guidelines recommend a maximum daily intake of sodium of 2, mg or 1, mg, depending on age and other individual characteristics.
These groups make up approximately half of the U. However, almost all persons in the United States consume more than the recommended amount of sodium. During , boys aged years and years had an average daily sodium intake of 3, mg and 3, mg, respectively. Girls aged and years had an average daily sodium intake of 2, mg and 3, mg, respectively Although the dietary guidelines do not have a recommendation for the maximum daily intake for added sugar, they do recommend that persons reduce their intake of added sugars 5.
Males aged years consume an average of Because many foods and beverages with added sugar tend to contain few or no essential nutrients or dietary fiber, the guidelines advise that one way to reduce intake of added sugar is to replace sweetened foods and beverages with those that are free of or low in added sugars 5. Approximately half of these empty calories come from six sources, which include soda, fruit drinks, dairy desserts, grain desserts, pizza, and whole milk The guidelines recommend that persons in the United States, including children and adolescents, strive to achieve and maintain a healthy body weight.
Specifically, children and adolescents are encouraged to maintain the calorie balance needed to support normal growth and development without promoting excess weight gain 5. During , a significant increase in caloric intake occurred in the United States Changes in energy intake among children and adolescents varied by age.
Studies indicate that the overall energy intake among children aged and years remained relatively stable from to the late s and 84,89, However, the energy intake among persons aged years increased significantly during the same period 84,90, Multiple factors, including demographic, personal, and environmental factors, influence the eating behaviors of children and adolescents.
Male adolescents report greater consumption of fruits and vegetables and higher daily intakes of calcium, dairy servings, and milk servings than females 78 , Black adolescents are more likely than white or Hispanic adolescents to report eating fruits and vegetables five or more times per day Children and adolescents from low-income households are less likely to eat whole grain foods Taste preferences of children and adolescents are a strong predictor of their food intake Taste preference for milk, among both males and females, is associated with calcium intake Taste preferences for fruits and vegetables are one of the strongest reported correlates of fruit and vegetable intake among males and females Male and female adolescents who reported frequent fast-food restaurant visits three or more visits in the past week were more likely to report that healthy foods tasted bad, that they did not have time to eat healthy foods, and that they cared little about healthy eating Certain behaviors and attitudes among children and adolescents are related to healthy eating.
For example, behavior-change strategies that are initiated by children and adolescents e. Among female adolescents, self-efficacy to make healthy food choices and positive attitudes toward nutrition and health are significantly related to calcium intake The home environment and parental influence are strongly correlated with youth eating behaviors.
Home availability of healthy foods is one of the strongest correlates of fruit, vegetable, and calcium and dairy intakes 92, Family meal patterns, healthy household eating rules, and healthy lifestyles of parents influence fruit, vegetable, calcium and dairy, and dietary fat intake of adolescents The physical food environment in the community, including the presence of fast-food restaurants, grocery stores, schools, and convenience stores, influences access to and availability of foods and beverages A lack of grocery stores in neighborhoods is associated with reduced access to fresh fruits and vegetables 99, and less healthy food intake Low-income neighborhoods have fewer grocery stores than middle-income neighborhoods, predominantly black neighborhoods have half the number of grocery stores as predominantly white neighborhoods, and predominantly Hispanic neighborhoods have one third the amount of grocery stores as predominantly non-Hispanic neighborhoods Furthermore, lower-income and minority neighborhoods tend to have more fast-food restaurants than high-income and predominately white neighborhoods During , approximately three in 10 children and adolescents consumed at least one fast-food meal per day; those who reported eating fast foods consumed more total calories than those who did not Children and adolescents who report eating fast foods tend to consume more total energy, fat, and sugar-sweetened beverages and consume less milk, fruits, and nonstarchy vegetables Children and adolescents are more likely than adults to report fast-food consumption The school environment also influences youth eating behaviors and provides them with opportunities to consume an array of foods and beverages throughout the school day.
The widespread availability of foods and beverages served outside of the federal school lunch and breakfast programs is well-documented , These products, referred to as competitive foods and beverages because they are sold in competition with traditional school meals, often are sold in the school cafeteria and are available throughout school buildings, on school grounds, or at school-sponsored events.
Food advertising and marketing influence food and beverage preferences and purchase requests of children and adolescents i. Children and adolescents are exposed to many forms of marketing, including television advertisements, advertising on the Internet and advergames i.
Physical activity is defined as "any bodily movement produced by the contraction of skeletal muscle that increases energy expenditure above a basal level" 9. Examples of physical activity include walking, running, bicycling, swimming, jumping rope, active games, resistance exercises, and household chores.
The guidelines indicate that children and adolescents should include vigorous intensity, muscle-strengthening, and bone-strengthening activities at least 3 days of the week. HHS also recommends encouraging children and adolescents to participate in activities that are age appropriate, are enjoyable, and offer variety 9. Healthy People national health objectives include an objective on increasing the proportion of adolescents who meet current federal physical activity PA guidelines for aerobic physical activity and for muscle-strengthening activity objective PA 3 Despite national guidelines for physical activity, many young persons are not regularly physically active.
Regular participation in physical activity among children and adolescents is related to demographic, personal, social, and environmental factors. Hispanic and non-Hispanic black students are less active than their non-Hispanic white counterparts This difference also is evident during childhood and continues through adulthood, with non-Hispanic white adults having the highest prevalence of activity compared with other ethnic groups Sex is correlated with physical activity levels, with males participating in more overall physical activity than females This trend continues through adulthood, with females remaining less physically active than males Adolescent males also report a greater intention to be physically active in the future than females Children and adolescents who intend to be active in the future and who believe physical activity is important for a healthy lifestyle engage in more activity.
Overall, personal fulfillment influences the motivation both of boys and girls to be physically active Child and adolescent perceptions of their ability to perform a physical activity i. Girls are motivated by physical activities that they prefer and by their confidence in their ability to perform an activity Boys are affected by their ability to perform a particular physical activity, as well as by social norms among both friends and parents Positive social norms and support from friends and family encourage youth involvement in physical activity among all children and adolescents ,, Parent and family support for physical activity can be defined as a child's perception of support e.
Youth perceptions and parent reports of support for physical activity are strongly associated with participation in both structured and nonstructured physical activity among children and adolescents ,, The physical environment can be both a benefit and a barrier to being physically active.
Environmental factors that might pose a barrier to physical activity include low availability of safe locations to be active, perceived lack of access to physical activity equipment, cost of physical activities, and time constraints , Youth perceptions of neighborhood safety e.
Parents' perceptions about environmental factors also influence physical activity among children and adolescents. For example, parents rate distance and safety as top barriers for their children walking to school The school environment can also influence the participation of children and adolescents in physical activity.
Although this is a critical opportunity for children and adolescents to participate in physical activity, schools do not provide it daily.
In addition, many schools do not regularly provide other physical activity opportunities during the school day, such as recess. When schools provide supportive environments by enhancing physical education , and health education , having staff members become role models for physical activity, increasing communication about the benefits of physical activity, and engaging families and communities in physical activity, children and adolescents are more likely to be physically active and maintain a physically active lifestyle Television viewing, nonactive computer use, and nonactive video and DVD viewing are all considered sedentary behaviors.
Television viewing among children and adolescents, in particular, has been shown to be associated with childhood and adult obesity Potential mechanisms through which television viewing might lead to childhood obesity include 1 lower resting energy expenditure, 2 displacement of physical activity, 3 food advertising that influences greater energy intake, and 4 excess eating while viewing , Overall, persons aged years spend an average of 7 hours and 11 minutes per day watching television, using a computer, and playing video games The home environment offers children and adolescents many opportunities for television viewing, including eating meals while watching television or having a television in their bedroom The presence of a television in a child's bedroom is associated with more hours spent watching television 0.
The likelihood of having a television in the bedroom increases with a child's age , Eating meals in front of the television is associated with more viewing hours Children and adolescents are more likely to engage in unhealthy eating behaviors when watching television ,, and are exposed to television advertisements promoting primarily restaurants and unhealthy food products , Increased television viewing among children and adolescents is associated with consuming more products such as fast food, soft drinks, and high-fat snacks ,,, and consuming fewer fruits and vegetables ,, Healthy People national health objectives include a comprehensive plan for health promotion and disease prevention in the United States.
Healthy People includes objectives related to physical activity and healthy eating among children and adolescents and in schools Appendix B Schools have direct contact with students for approximately 6 hours each day and for up to 13 critical years of their social, psychological, physical, and intellectual development The health of students is strongly linked to their academic success, and the academic success of students is strongly linked with their health. Therefore, helping students stay healthy is a fundamental part of the mission of schools School health programs and policies might be one of the most efficient means to prevent or reduce risk behaviors, prevent serious health problems among students, and help close the educational achievement gap , Schools offer an ideal setting for delivering health promotion strategies that provide opportunities for students to learn about and practice healthy behaviors.
Schools, across all regional, demographic, and income categories, share the responsibility with families and communities to provide students with healthy environments that foster regular opportunities for healthy eating and physical activity.
Healthy eating and physical activity also play a significant role in students' academic performance. The importance of healthy eating, including eating breakfast, for the overall health and well-being of school-aged children cannot be understated.
Most research on healthy eating and academic performance has focused on the negative effects of hunger and food insufficiency 62 and the importance of eating breakfast 65,, Recent reviews of breakfast and cognition in students 73,, report that eating a healthy breakfast might enhance cognitive function especially memory , increase attendance rates, reduce absenteeism, and improve psychosocial function and mood.
Certain improvements in academic performance such as improved math scores also were noted 65, A growing body of research focuses on the association between school-based physical activity, including physical education, and academic performance among school-aged children and adolescents. A comprehensive CDC literature review that included 50 studies synthesized the scientific literature on the association between school-based physical activity, including physical education, and academic performance, including indicators of cognitive skills and attitudes, academic behaviors e.
The review identified a total of associations between school-based physical activity and academic performance. Therefore, the evidence suggests that 1 substantial evidence indicates that physical activity can help improve academic achievement, including grades and standardized test scores; 2 physical activity can affect cognitive skills and attitudes and academic behavior including enhanced concentration, attention, and improved classroom behavior ; and 3 increasing or maintaining time dedicated to physical education might help and does not appear to adversely affect academic performance Schools can promote the acquisition of lifelong healthy eating and physical activity behaviors through strategies that provide opportunities to practice and reinforce these behaviors.
School efforts to promote healthy eating and physical activity should be part of a coordinated school health framework, which provides an integrated set of planned, sequential, and school-affiliated strategies, activities, and services designed to promote the optimal physical, emotional, social, and educational development of students.
A coordinated school health framework involves families and is based on school and community needs, resources, and standards. The framework is coordinated by a multidisciplinary team such as a school health council and is accountable to the school and community for program quality and effectiveness School personnel, students, families, community organizations and agencies, and businesses can collaborate to successfully implement the coordinated school health approach and develop, implement, and evaluate healthy eating and physical activity efforts.
Ideally, a coordinated school health framework integrates the efforts of eight components of the school environment that influence student health i. The following guidelines reflect the coordinated school health approach and include additional areas deemed to be important contributors to school health: policy development and implementation and professional development for program staff. This report includes nine general guidelines for school health programs to promote healthy eating and physical activity.
Each guideline is followed by a series of strategies for implementing the general guidelines. Because each guideline is important to school health, there is no priority order. Guidelines presented first focus on the importance of a coordinated approach for nutrition and physical activity policies and practices within a health-promoting school environment.
Then, guidelines pertaining to nutrition services and physical education are provided, followed by guidelines for health education, health, mental health and social services, family and community involvement, staff wellness, and professional development for staff.
Although the ultimate goal is to implement all guidelines recommended in this report, not every guideline and its corresponding strategies will be feasible for every school to implement. Because of resource limitations, some schools might need to implement the guidelines incrementally.
Therefore, the recommendation is for schools to identify which guidelines are feasible to implement, based on the top health needs and priorities of the school and available resources. Families, school personnel, health-care providers, businesses, the media, religious organizations, community organizations that serve children and adolescents, and the students themselves also should be systematically involved in implementing the guidelines to optimize a coordinated approach to healthy eating and regular physical activity among school-aged children and adolescents.
The guidelines in this report are not clinical guidelines; compliance is neither mandatory nor tracked by CDC. However, CDC monitors the status of student health behaviors and school health policies and practices nationwide through three surveillance systems.
These systems provide information about the degree to which students are participating in healthy behaviors and schools are developing and implementing the policies and practices recommended in the guidelines. YRBSS includes a national, school-based survey conducted by CDC and state, territorial, tribal, and district surveys conducted by state, territorial, and local education and health agencies and tribal governments.
YRBSS data are used to 1 measure progress toward achieving national health objectives for Healthy People and other program and policy indicators, 2 assess trends in priority health-risk behaviors among adolescents and young adults, and 3 evaluate the effect of broad school and community interventions at the national, state, and local levels.
In addition, state, territorial, and local agencies and nongovernmental organizations use YRBSS data to set and track progress toward meeting school health and health promotion program goals, support modification of school health curricula or other programs, support new legislation and policies that promote health, and seek funding and other support for new initiatives.
SHPPS data are used to 1 identify the characteristics of each school health program component e. The School Health Profiles i. State, local, and territorial education and health officials use Profiles data to 1 describe school health policies and practices and compare them across jurisdictions, 2 identify professional development needs, 3 plan and monitor programs, 4 support health-related policies and legislation, 5 seek funding, and 6 garner support for future surveys.
Results from the surveys are described throughout this report. Physical education, health education, and other teachers; school nutrition service staff members; school counselors; school nurses and other health, mental health, and social services staff members; community health-care providers; school administrators; student and parent groups; and community organizations should work together to maximize healthy eating and physical activity opportunities for students Box 1.
Coordination of all these persons and groups facilitates greater communication, minimizes duplication of policy and program initiatives, and increases the pooling of resources for healthy eating and physical activity policies and practices Establish a school health council and designate a school health coordinator at the district level. Each district should have a school health council to help ensure that schools implement developmentally appropriate and evidence-based health policies and practices.
The school health council serves as a planning, advisory, and decision-making group for school health policies and programs. School health councils should include representatives from different segments of the school and community, including health and physical education teachers, nutrition service staff members, students, families, school administrators, school nurses and other health-care providers, social service professionals, and religious and civic leaders The school health council provides input on decisions about how to promote health-enhancing behaviors, including healthy eating and physical activity among students.
Some roles of school health councils include Each district also should designate a school health coordinator who manages and coordinates health-related policies and practices across the district, including those related to healthy eating and physical activity.
This person serves as an active member of the district-level school health council and communicates the district school health council's decisions and actions to school-level health coordinators and teams, staff, students, and parents , A district school health coordinator also should.
Establish a school health team and designate a school health coordinator at the school level. Each school should establish a school health team, representative of school and community groups, to work with the greater school community to identify and address the health needs of students, school administrators, parents, and school staff. A school health team.
Every school also should designate a school health coordinator to manage the school health policies, practices, activities, and resources, including those that address healthy eating and physical activity. When delegating your work to one of our writers, you can be sure that we will:.
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