Historic, archived document

Do not assume content reflects current

scientific knowledge, policies, or practices.
Reserve

aRA784

.N87

2003

THE 100 WAY

CHAPTER 1 CHAPTER 2 CHAPTER 3 CHAPTER 4
I

National Agricultural Library
U.S.DJL, Hkh

FEB 1 7 2004

CATALOGING PREP

Nutrition and

Physical

Activity

THE 100 WAY

| jcpvA Department

UkJL/AA of Agriculture

Food and Nutrition

m Service

CDC Centers for

Disease

Control and

Prevention

1 0 0

BLACK MEN

OF AMERICA, INC.

Table of Contents

Chapter 1: Nutrition and Physical Activity Basics

Dietary Guidelines for Americans 1

READ IT before you EAT IT! 5

Facts About Heart Disease 6

Facts About Diabetes 10

Facts About Fats 12

Facts About Cholesterol 15

Facts About Sodium 17

Chapter 2: Incorporating Nutrition and Physical Activity

Into the 100 BMOA Mentoring Program

1. Why Are Nutrition and Physical Activity Important for

African-American Youth? 19

2. How Can the 1 00 BMOA Youth Programs

Make a Difference? 21

3. Incorporating Nutrition and Physical Activity Into the

Mentoring the 100 Way Curriculum 22

4. Incorporating Nutrition and Physical Activity Into a

Kwanzaa-Based Mentoring Program 27

5. Incorporating Nutrition and Physical Activity Into the

100 BMOA Special Events 31

6. Nutrition and Physical Activity Field Trips 36

7. Nutrition and Physical Activity Guest Speakers,

Topics, and Contacts 37

8. Calendar of Events for Food, Health, and

Agriculture-Related Activities 41

Table of Contents

CHAPTER 1 CHAPTER

2

V CHAPTER

3 CHAPTER

4
Chapter 3: Providing Healthful Snacks and Meals

1. Basic Guidelines for Serving Healthful Meals at

Program Meetings 43

2. Tips for Choosing Healthful Meals With Caterers 45

3. Tips for Planning Healthful Snacks 48

Chapter 4: Increasing Opportunities for Physical Activity

1. Importance of Physical Activity for Youth 51

2. Your Role in Promoting Physical Activity 52

3. Tips for Successful Activity Sessions 54

4. Games for Small Places 55

Chapter 5: Helping Youth to Plan, Implement, and

Evaluate a Project

1. How To Choose and Plan a Successful Youth Project 61

2. How To Promote and Publicize Your Project 68

3. How To Work with Parents and Community Institutions 71

4. Handouts 72

Chapter 6: Youth Nutrition and Fitness Activities

Activities Summary 101

Activity 1: Are You Meeting Your Nutrition and

Physical Activity Requirements? 102

Activity 2: The Low-Down on Sugar 109

Activity 3: The Low-Down on Fat 115

Activity 4: Eating on the Run 118

ii Nutrition and Physical Activity the 100 Way
Activity 5: Reading Food Labels 122

Activity 6: My Snack Options 128

Activity 7: My Physical Activity Options 135

Activity 8: What Are You Really Paying For? 144

Activity 9: Making the Grade 152

Activity 10: Facilitating a Youth Discussion on

Nutrition and Physical Activity Topics 156

Chapter 7: Resources

Recommended Nutrition and Physical Activity

Contacts and Resources 177

Recommended Websites Related to Nutrition and

Physical Activity 181

Nutrition and Physical Activity Vendors and Materials 184

Chapter 8: Appendixes

Let the Pyramid Guide Your Food Choices 187

What You Should Know About Your Adolescent’s

Nutrition and Fitness 189

Healthful Cooking 193

Homestyle Biscuits 195

1 -2-3 Peach Cobbler 196

Good-For-You Cornbread 198

Mock-Southern Sweet Potato Pie 199

The Competitive Edge 201

Looking Good and Feeling Great 204

Sample Menu Guidelines Memo 206

Table of Contents iii
iVl

iv Nutrition and Physical Activity the 100 Way
& Acknowledgment

r3

•©

®

e?5

This document is designed to be used as a supplement to the existing

leadership development curriculum, Mentoring the 100 Way. It was

developed through a collaborative partnership with the Centers for

Disease Control and Prevention (CDC), the U.S. Department of

Agriculture (USDA)/Food and Nutrition Service, the 100 Black Men

of America, Inc. (100 BMOA, Inc.), and the California Adolescent

Nutrition and Fitness Program (CANFit). The intent of this partnership is

to offer a document that uses nutrition and physical activity as leadership

development tools for working with adolescents. The audience for this

supplement is the 100 BMOA volunteers who work with 11 to 18-year-old

youth participating in the Mentoring the 100 Way program. The goal is to

help prevent obesity and improve health.

The creation of this document involved conducting focus groups with

youth, interviews with representatives from the 100 BMOA chapters,

discussions of process and outcome evaluation measures, and extensive

field-testing under a variety of environments. The final product contains

background information on a variety of nutrition and physical activity

topics, a section on incorporating the guide into an existing mentoring

program, complete instructions for implementing interactive activities,

handouts and background information for parents, and resource lists.

This project could not have been completed without the efforts of many

people who worked together to create this guide, including:

Centers for Disease Control and Prevention

Division of Nutrition and Physical Activity

William Dietz-Director, Division of Nutrition and Physical Activity

Annie Carr-Nutrition Specialist

Refilwe Moeti-Physical Activity Specialist

U.S. Department of Agriculture

Food and Nutrition Service

Judy Wilson-Director, Nutrition Services Staff, Office of Analysis,

Nutrition and Evaluation

Gerry Howell-Section Chief, Training Section, Child Nutrition Division

Acknowledgment
California Adolescent Nutrition and Fitness, Berkeley, CA

Daniela Boykin-Project Coordinator and Author

Arnell Hinkle-Project Director and Co-author

Lewis King-Evaluation Consultant

MEE Productions Market Research Consultant-Thierry Fortune,

Ivan Juzang

100 Black Men of America, Inc.

National Office-Dr. James Black, Sr.

Sharron Bohannon

Samuel Ferguson

Dr. Levi H. McIntosh

Dr. Joshua Murfree

William Wimberly

Dallas, TX Chapter-Anthony Sampson, Robert Tapley

DeKalb County, GA Chapter-Wayne Glover, Sylvester Hopewell

Los Angeles, CA Chapter-Taynay Cameron, Patricia Rillera

Boys and Girls Clubs of America

East DeKalb County, GA-Shirley Durden

Challenger’s Los Angeles, CA-Lew Dantzler, Vicky Fullmore,

David Bussey

This project was funded with Federal funds from the Centers for Disease Control

and Prevention, and the Food and Nutrition Service, U.S. Department of Agriculture,

under Grant Agreement #59-3198-9-017.

vi Nutrition and Physical Activity the 100 Way
Introduction

4

Research has shown that African-American male adolescents are at

an increased risk of developing heart disease and diabetes. These

chronic diseases are often linked to poor eating and physical activity

behaviors. Community issues, such as limited food selection and unsafe

neighborhoods, often make it difficult for African-American youth to make

healthful choices regarding their diet and physical activity. An important

strategy for young people to improve their food and activity choices is

to learn what goes on in their community and how it affects their eating

and activity behaviors. Youth programs can play an important role in

motivating young people to examine these issues and come up with

solutions.

Encouraging young people to canvass their communities and develop

action plans for improving their food and activity options is an

empowering effort that can lead to lifelong healthier habits. It is also an

activity that can easily be accomplished in a mentoring organization.

This document has been designed to help you in making your program

an example of what it takes to be a healthy, African-American male leader.

Specifically, it will help you guide your youth through activities that will:

Increase their understanding of nutrition and fitness related issues

that affect their environments.

Teach skills that will help them make healthier nutrition and physical

activity choices.

Design a youth-driven nutrition and physical activity community project.

Model and promote healthful eating and physical activity.

Introduction VII

CHAPTER 1 CHAPTER

2 CHAPTER

3 CHAPTER

4
viii Nutrition and Physical Activity the 100 Way
Nutrition and Physical

Activity Basics

Being a positive role model and understanding the

relationship between good nutrition and regular physical

activity and disease prevention are important parts of

implementing successful strategies to improve the health

of the youth involved in your programs.

The following sections include information on the current

Dietary Guidelines for Americans; food labels; lowering

the amount of fat, cholesterol, and sodium in your diet; and

diseases prevalent in the African-American community.

This information is provided to help you become more

informed about nutrition and physical activity issues that

affect the African-American community and to help you

improve your own eating and physical activity behaviors.

CHAPTER

CHAPTER 1 CHAPTER

2

V CHAPTER

3 CHAPTER

4

Dietary Guidelines for Americans

Adapted from the 2000 Dietary Guidelines for Americans

Aim for Fitness

1. Aim for a healthy weight.

Choose a lifestyle that combines sensible eating with regular physical

activity. Being overweight or obese increases your risk for high blood

pressure, high cholesterol, heart disease, stroke, diabetes, certain types

of cancers, arthritis, and breathing problems. A healthy weight is the key

to a long, healthy life.

Tips for maintaining a healthy weight:

Choose sensible portions. (Refer to the Food Guide Pyramid in the

appendix for appropriate serving sizes and number of servings.)

Fill up on fruits, vegetables, and grains (especially whole grains).

Use the food label and ingredient list to help you choose foods lower in

fat and sugar. (See the “Reading Food Labels" section in this chapter

or the “Reading Food Labels” activity in Chapter 6 for information on

food labels.)

Get regular physical activity to balance calories from the foods you eat.

2. Be physically active each day.

Adolescents and adults can improve their health and well-being by

including moderate amounts of physical activity in their daily lives. A

moderate physical activity is any activity that requires about as much

energy as walking 2 miles in 30 minutes. Adults should accumulate at

least 30 minutes of moderate physical activity most days of the week,

preferably daily. Adolescents should aim for at least 60 minutes of

moderate activity daily.

Nutrition and Physical Activity Basics 1

CHAPTER

5 CHAPTER

2

V CHAPTER

3 CHAPTER

4
Other examples of physical activity that both adults and

adolescents can enjoy:

Walking, jogging, running

Riding a bike

Swimming

Basketball, volleyball

Dancing

Jumping rope

Build a Healthy Base

1. Let the Pyramid guide your food choices.

To make sure you get all the nutrients your body needs, use the Food

Guide Pyramid. (See “Appendix” in Chapter 8 for a reproducible copy.)

Choose the recommended number of daily servings from each of the five

major food groups.

2. Choose a variety of grains daily, especially whole grains.

Grains are an important part of a healthy diet as they provide vitamins,

minerals, carbohydrates (starch and dietary fiber), and other substances.

Eating a variety of whole grains, such as whole-wheat bread, popcorn,

brown rice, whole grain ready-to-eat cereal or oatmeal, promotes proper

bowel function.

3. Choose a variety of fruits and vegetables daily.

Fruits and vegetables provide essential vitamins and minerals, fiber,

and other substances that promote healthy bowel function. To promote

your health, you should eat at least 5 servings of fruits and vegetables

each day.

Increase your fruit and vegetable intake by:

Keeping ready-to-eat raw vegetables handy in a clear container in front

of your refrigerator for snacks.

Drinking 100% fruit juice or low-sodium vegetable juices.

Topping your morning cereal or evening dessert with fresh berries,

bananas, peaches, or raisins.

2 Nutrition and Physical Activity the 100 Way
\

>99

91

*9

Adding fruit to yogurt, pancakes, and waffles.

Adding fresh vegetables, such as zucchini, broccoli, red peppers, and

mushrooms, to soups and pasta.

Makinga fresh fruit smoothie.

4. Keep foods safe to eat.

Wash your hands before and after handling food or food utensils.

Clean utensils and surfaces (cutting boards, counters) with hot soapy

water.

Wash raw fruits and vegetables under running water before eating.

Keep raw meat, poultry, eggs, fish, and shellfish away from other foods.

Store raw meat, poultry, fish, and shellfish in containers so that the

juices don’t drip onto other foods.

Cook foods toa safe temperature (170 °F to 180 °F for poultry, 145 °F

to 160 °F for meats). Hold hot food at 140 °F or above.

Chill and refrigerate perishable foods within2 hours of purchasing and

preparation and within1 hour if the air temperature is above 90 °F.

Refrigerate at or below 40 °F or freeze at or below0 °F.

s9^ Choose Sensibly

E999

1. Choosea diet low in saturated fat and cholesterol and

moderate in total fat.

(Refer to the “Facts About Fats" and “Facts About Cholesterol"

sections in this chapter for tips on how to decrease your fat and

cholesterol intake.)

2. Choose beverages and foods to moderate your sugar intake.

Added sugars are sugars and syrups added to foods in processing, not

the naturally occurring sugar in foods like fruit or milk. Eating foods high in

added sugar isa concern because consuming excess calories from these

foods can cause weight gain or lower consumption of more nutritious

foods. In the United States, the number one source of added sugar is

nondiet soft drinks (soda or pop). Sweets and candies, cakes and

cookies, and fruit drinks and fruitades are also major sources of added

sugars. (Refer to the “Low-Down on Sugar” activity in Chapter6 for more

information on sugar in the diet.)

Nutrition and Physical Activity Basics3

CHAPTER5 CHAPTER2 CHAPTER3 CHAPTER4
3. Choose and prepare foods with less salt.

(Refer to the “Facts About Sodium” section in this chapter for tips on how

to decrease your salt intake.)

4. If you drink alcoholic beverages, do so in moderation.

Alcoholic beverages supply calories but few nutrients and can be harmful

when consumed in excess. Taking more than one drink a day for women

and more than two drinks a day for men can raise the risk for motor

vehicle crashes, other injuries, high blood pressure, stroke, violence,

suicide, and certain types of cancers. Children and adolescents as well

as women who may become pregnant or who are pregnant should not

drink alcoholic beverages.

For more information on the Dietary Guidelines for Americans, visit

www.cnpp.usda.gov.

Nutrition and Physical Activity the 100 Way
READ IT before you EAT IT!

&

-#

What to Look for on the Food Label

Learning to read food labels is an important skill that can help you make

informed and nutritious food choices to improve your health. On the label,

you can find information about the nutrients found in a food as well as

what is an appropriate serving size.

1. Serving size.

Always check the top of the label

to see how much is in one serving.

2. Limit foods that are high in

fat, cholesterol, and sodium.

Eating too much of these may

cause high blood pressure, heart

disease, and some types of

cancers.

3. Eat plenty of fiber,

vitamin A, vitamin C,

Calcium, and Iron.

These nutrients are good for you

and can help you stay healthy by

protecting you from diseases.

Fiber is important because it

promotes proper bowel function.

Vitamin A helps keep your skin

and eyes healthy. Vitamin C may

help to prevent colds. Calcium

helps build and maintain strong

bones, while iron helps your

muscles and brain work more

efficiently.

HOW TO READ A NUTRITION

FACTS LABEL

Macaroni & Cheese

Start —*•

Here

Limit these

Nutrients

Get Enough

of these

Nutrients

Footnote I

Nutrition Facts

Serving Size 1 cup (228g)

Servings Per Container 2

Amount Per Serving

Calories 250 Calories from Fat 110

% Daily Value*

Total Fat 12g 18%

Saturated Fat 3g 15%

Cholesterol 30mg 10%

Sodium 470mg 20%

Total Carbohydrate 31 g 10%

Dietary Fiber Og 0%

Sugars 5g

Protein 5g

Vitamin A 4%

Vitamin C 2%

Calcium 20%

iron 4%

Percent Daily Values are based on a 2,000 calorie diet.

Your Daily Values may be higher or lower depending on

your calorie needs:

Calories: 2,000 2,500

Total Fat Less than 65g 80g

Sat Fat Less than 20g 25g

Cholesterol Less than 300mg 300mg

Sodium Less than 2,400mg 2,400mg

Total Carbohydrate 300g 375g

Dietary Fiber 25g 30g

Quick Guide to % Daily Value

5% or less is Low

20% or more is High

4. Use the % Daily Value (DV) column.

The % DV tells you how a serving of a food compares to what you eat in a

whole day. If a food has 5% of the DV for a nutrient, that means it has a

low amount. If it has 20% of the DV for a nutrient, it has a high amount.

Nutrition and Physical Activity Basics 5

CHAPTER

5 CHAPTER

2 CHAPTER

3 CHAPTER

4
Facts About Heart Disease

Did you know?

Heart disease is the single most prevalent killer of American males

and females.

About every 29 seconds, an American will suffer a heart attack or stroke,

and about every minute someone will die from these causes.

African-Americans have the highest rates of two of the leading risk

factors for heart disease: obesity and high blood pressure.

The risk of developing heart disease can be decreased by following a

healthy diet and being physically active.

Among adults ages 18 and older, 46% of African-American men and

57.1% of African-American women have no leisure physical activity.

What is heart disease?

Heart disease is a decrease in the heart’s ability to work properly. Heart

attacks, strokes, and high blood pressure are all factors that can damage

the heart.

What is a heart attack?

A heart attack can occur when an artery that supplies blood to the heart

becomes blocked. This can happen when there is a buildup of fat or

cholesterol or a blood clot. Without oxygen-rich blood, the heart muscle

suffers significant damage and dies.

What is a stroke?

A stroke occurs when an artery that transports blood and oxygen to

the brain becomes blocked or when a blood vessel in the brain bursts.

Without enough oxygen, brain cells die resulting in memory loss as well

as an inability to talk, walk, or move. Once brain cells die, they cannot

be replaced.

6 Nutrition and Physical Activity the 100 Way
4

*

>#

What is high blood pressure?

Blood pressure is a measure of the force with which blood pushes

against the artery walls as it is pumped through the cardiovascular

system. Optimal blood pressure for adults is < 1 20/ < 80. A reading of

1,40/90 is considered above normal and is diagnosed as hypertension.

Hypertension means that there is too much pressure on the artery walls

and the heart has to work harder to pump blood.

High blood pressure can begin in childhood, and over time may cause the

heart to enlarge and the arteries to become scarred, hardened, and less

elastic. Less elastic arteries are more likely to become clogged, setting

the stage for a heart attack or stroke. High blood pressure can also lead

to kidney failure if blood vessels in the kidney are damaged, and/or

blindness as arteries in the eye become too narrow. Thirty-one percent of

African-Americans suffer from high blood pressure.

What are the risk factors for heart disease?

High blood pressure. Excessive sodium intake has been shown to raise

blood pressure. The Nutrition Facts label recommends eating no more

than 2,400 mg. of sodium (the amount found in 1 teaspoon of salt) a day.

By age 17, the average child consumes 3,670 mg. daily!

High blood cholesterol. Consuming foods high in saturated fat and

cholesterol, such as meat and whole milk dairy products, can lead to

high blood cholesterol levels. About a third of adolescents ages 10 to 19

have blood cholesterol levels that are too high (a total blood cholesterol

above 170).

Obesity and Overweightness. Being 20% or more above ideal body

weight doubles the risk of developing heart disease. Extra weight around

and above the waist is associated with an increased risk.

Physical inactivity. Those who are inactive are twice as likely to develop

heart disease than those who are active.

Smoking. Smokers have more than double the risk of having a heart

attack than nonsmokers. Smoking damages the blood vessels and

stimulates the development of fatty deposits around the arteries.

Nutrition and Physical Activity Basics 7

CHAPTER

5 CHAPTER

2

V CHAPTER

3 CHAPTER

4
Heredity. Heart disease appears to run in families. Children whose

parents have heart disease are more likely to develop it themselves.

Gender. Men have more heart disease than women.

Age. About four out of five people who die of a heart attack are age 65 or

older. Heart disease primarily affects middle-aged and older adults, but its

foundation is laid early in life.

How can I decrease my risk of

developing heart disease?

Fill up on fiber. You can increase the amount of fiber in your diet by

including more beans. Try cooking chili and bean soups; add kidney

beans to rice and salads. Root vegetables, such as sweet potatoes,

carrots, and beets, are good sources of fiber. Try adding these vegetables

to soups or stews. Add carrots, apples, and pears to slaws and salads.

Other good sources of fiber are peas, oranges, grapefruits, oatmeal,

whole-wheat breads, crackers, and whole-grain breakfast cereals. Read

the food label; foods with 20% or more of the % DV for fiber contribute a

large amount, while foods with 5% or less of the % DV contribute a small

amount of fiber.

Eat less fat. Avoid fried foods such as fried chicken and fish, French fries,

fried cheese and zucchini sticks, doughnuts, and potato chips. Limit your

consumption of solid or saturated fats such as butter and hard or stick

margarine. Use vegetable oils (canola, olive, safflower, corn, sunflower,

sesame seed) as a substitute. Other major sources of saturated fat

include ground beef (hamburger meat), sausage, hot dogs, bologna,

whole milk, cheese, ice cream, pies, pastries, and chocolate bars.

Choose lean meats and poultry and fat-free or low-fat (1%) milk products.

Cut back on hard or stick margarine, cakes, cookies, and pies that

contain partially hydrogenated oils (trans fat).

Eat fewer foods that are high in cholesterol. Foods containing cholesterol

come from animals or products made from animals such as meat, poultry,

shellfish, butter, lard, and egg yolks.

Nutrition and Physical Activity the 100 Way
Eat fewer high-sodium foods. High-sodium foods include many

processed foods that are canned or dehydrated such as instant ramen

soups; processed meats (hot dogs, bologna, sausage, bacon);

processed cheese (American); frozen dinners; canned pasta; flavored

.rice and pasta mixes; and most fast foods.

Exercise to protect your heart. Exercise raises HDL (good) cholesterol,

lowers blood pressure, and helps maintain weight. Adults should get at

least 30 minutes of moderate physical activity most days of the week,

preferably every day. Adolescents need 60 minutes of physical activity

every day, including moderate to vigorous exercise. Examples of

moderate activities include: brisk walking, jogging, swimming, cycling,

jumping rope, dancing, mowing the lawn, and gardening.

For more information on heart disease, contact your local chapter of the

American Heart Association or visit www.americanheart.org.

Nutrition and Physical Activity Basics
Facts About Diabetes

Did you know?

Diabetes is the seventh leading cause of death in the United States.

Diabetes is a chronic disease for which there is no cure. This year,

more than 190,000 will die from diabetes and its related complications.

Approximately 2.3 million or 10.8% of all African-Americans have

diabetes however, one-third of them do not know they have it.

African-Americans are 1.7 times more likely to have diabetes than

non-Latino whites.

African-Americans experience higher rates of at least three of the

serious complications of diabetes: blindness, amputation, and end

stage renal disease (kidney failure).

Each year 56,000 people lose a foot or leg to diabetes. Among people

with diabetes, African-Americans are 1.5 to 2.5 times more likely to

suffer from lower limb amputations.

Ten to 21% of all people with diabetes develop kidney disease.

African-Americans with diabetes are 2.6 to 5.6 times more likely to

suffer from kidney disease, with more than 4,000 new cases of end

stage renal disease each year.

The prevalence of Type II diabetes is on the rise among AfricanAmerican adolescents.

What is diabetes?

Diabetes occurs when the body is unable to transport sugar from the

blood into the cells in the body. Left untreated, diabetes can lead to

blindness, kidney failure, and nerve damage in the feet and the legs.

What are the two types of diabetes?

1. Type I diabetes occurs when the body is unable to produce insulin

(the hormone that transports sugar into cells). Type I diabetes usually

develops in childhood, and its cause is not entirely understood. Some

scientists have linked it to both genetic and environmental components.

10 Nutrition and Physical Activity the 100 Way
2. Type II diabetes occurs when there is

a decrease in the cells’

sensitivity to insulin. It usually occurs in adults over the age of 40 who

are overweight or obese and physically inactive, but there is nowa rise

in the number of children and adolescents diagnosed with the disease,

ft is believed that an increase in obesity rates among young people is

the cause.

What are the risk factors for Type II diabetes?

Physical inactivity

Obesity and overweightness

Family history of diabetes

How canI decrease my risk of developing

Type II diabetes?

Followa healthy diet low in fat and rich in fruits and vegetables to help

prevent excessive weight gain.

Get at least 30 minutes of moderate physical activity most days of the

week, preferably every day for adults and at least 60 minutes of

moderate physical activity every day for adolescents.

For more information, contact the American Diabetes Association at

800-342-2383 or visit www.diabetes.org.

j.

Nutrition and Physical Activity Basics 11

CHAPTER5 CHAPTER2 CHAPTER3 CHAPTER4
Facts About Fats

Fats are the most concentrated source of calories and have been

associated with the development of heart disease and other serious

illnesses. Although a high intake of fat has been associated with the

development of certain diseases, certain types of fats are essential for

good health.

Why do we need some fat in our diet?

Fat:

provides essential fatty acids (essential fatty acids are fats that the

body cannot manufacture);

is necessary for the absorption of important vitamins (A, D, E, K);

acts as an insulator to maintain body temperature;

supplies oils to skin and hair follicles for a healthier complexion and

shiny hair;

improves the taste of foods and promotes digestion.

What are the different types of fats?

Saturated Fat is a type of fat that is solid at room temperature (e.g.,

butter, lard). Saturated fat can clog arteries and veins and is associated

with increased risk for heart disease. Saturated fat is usually found in

animal products such as meat, poultry, and whole milk dairy products.

Unsaturated Fat (e.g., monounsaturated, polyunsaturated) is a type of fat

that is usually liquid at room temperature (e.g., vegetable oils). Some

exceptions include unsaturated fats found in olives, avocados, and peanut

butter. When substituted for saturated fat, unsaturated fat can help

reduce the risk of heart disease.

Trans Fat, like saturated fat, appears to clog arteries. Foods that are high

in trans fat include margarine, cakes, cookies, pies, and other fatty foods

made with partially hydrogenated (partially hardened) oils.

12 Nutrition and Physical Activity the 100 Way
How can I decrease the amount of fat in my diet?

The maximum amount of fat a person should consume daily depends on

their age, gender, physical activity, growth, and the number of calories

they consume. To lower your fat intake try to:

1. Limit your use of solid or saturated fats such as butter and hard or

stick margarine. Use vegetable oils (canola, olive, safflower, corn,

sunflower, sesame seed, or margarine low in saturated and trans fat)

as substitutes.

2. Cut back on foods that contain partially hydrogenated oils such as

cakes, cookies, and pies.

3. Avoid foods that are fried such as chicken and fish, French fries,

cheese and zucchini sticks, doughnuts, and potato chips.

4. Choose fat-free or low-fat (1%) milk products.

5. Choose lean meats and poultry without skin.

6. Read your Nutrition Facts label to compare the % DV for fat and

saturated fat and to choose foods with a lower % DV. Foods with

5% or less of the % DV for fat contribute a small amount of fat while

foods that have more than 20% of the % DV for fat contribute a

large amount.

What Is Your Limit on Fat?

Total Calories Saturated Fat Total Fat

per day in Grams* in Grams**

2,200 24 or less 73

2,500 25 or less 80

2,800 31 or less 93

*This limit is less than 10% of calories from saturated fat.

**This limit is 30% of calories for total fat.

Nutrition and Physical Activity Basics 13
Compare the Saturated Fat in Foods

Saturated Fat % Daily Value

Food Category Content in Grams of Saturated Fat**

Cheese-1 oz.

Regular cheddar cheese 6.0 24.0%

Low-fat cheddar cheese* 1.2 4.8%

Ground Beef—3 oz. cooked

Regular ground beef 7.2 29.0%

Extra lean ground beef* 5.3 21.0%

Milk—1 cup

Whole milk 5.1 20.0%

Low-fat (1%) milk* 1.6 6.4%

Breads-1 medium

Croissant 6.6 26.4%

Bagel* 0.1 0.4%

Frozen Desserts-1/2 cup

Regular ice cream 4.5 18.0%

Frozen yogurt* 2.5 10.0%

Table spreads-1 tsp.

Butter 2.4 9.6%

Soft margarine* 0.7 3.0%

*Choice that is lower in saturated fat

**Values are estimated based on a 2,500 calorie diet. (The average amount of

calories an adult male might consume)

14 Nutrition and Physical Activity the 100 Way
Facts About Cholesterol

#

sg

High blood cholesterol can increase your risk of developing heart

disease. Although eating too much saturated fat is the chief culprit in

raising blood cholesterol, eating too much dietary cholesterol can also

play a part.

What is cholesterol?

Cholesterol is a fatty-like substance that the body uses for many chemical

processes. It builds and repairs cells, is used to produce sex hormones,

such as estrogen and testosterone, is converted to bile acids to help you

digest food, and is found in large amounts in brain and nerve tissue.

Where does cholesterol come from?

Your liver manufactures cholesterol, and you can also consume

cholesterol in foods. Dietary cholesterol is found only in foods that are of

animal origin such as meat (particularly organ meats like liver or kidney),

egg yolks, and dairy products. There is no cholesterol in plant foods such

as fruits, vegetables, and vegetable oils.

What are the different types of cholesterol?

Cholesterol travels in the blood in combinations called lipoproteins.

Low Density Lipoprotein (LDL) is often called “bad” cholesterol because

too much LDL in the blood can lead to cholesterol buildup and blockage

in the arteries. LDL delivers cholesterol to your arteries which can lead to

a buildup of plaque. Over time, a buildup of plaque can make your arteries

narrower and narrower. As a result, less blood gets to the heart and the

risk of heart disease increases. Eating too much saturated fat and

cholesterol can raise the level of cholesterol in your blood.

High Density Lipoprotein (HDL) is known as “good" cholesterol

because HDL helps remove cholesterol from the blood, preventing it

from accumulating in the arteries. High levels of HDL are associated

with a decreased risk of heart disease. Regular exercise can increase

HDL levels.

Nutrition and Physical Activity Basics 15

CHAPTER5 CHAPTER2 CHAPTER

3 CHAPTER

4
How can I lower my blood cholesterol?

Limit daily dietary cholesterol to 300 mg. or less. Foods high in

cholesterol include liver, egg yolks, and shrimp.

Limit intake of saturated fats. These fats increase the problem of clogged

arteries. Saturated fats are mostly found in animal fat, such as lard, butter,

beef fat, and cream. Use the leanest cuts of meat, avoid the skin of

poultry, and use skim or low-fat milk, yogurt, and cheese. Avoid tropical

oils, such as palm, palm kernel, and coconut. These highly saturated oils

are hidden in coffee creamers, whipped toppings, commercially baked

goods, and chocolate candy.

Limit intake of trans fatty acids. Trans fats are created when foods are

partially hydrogenated to make them solid-like brick margarine. These

types of fats can also be found in commercially baked goods, fried foods,

and prepared convenience foods. Margarine that is “trans free" is your

best choice.

Eat fish more often. The oils in fish may be protective to your heart. The

American Heart Association recommends at least 2 servings of fish per

week to obtain these protective effects.

Increase your fiber intake. Soluble fiber foods (such as oats, beans,

lentils, barley, and vegetables, and fruits, such as apples, pears, plums,

oranges, and grapefruits) offer cholesterol-lowering properties. These

types of foods reduce the fat and cholesterol that enter your body.

Eat at least 5 servings of fruits and vegetables a day. Fruits and

vegetables provide fiber, vitamins, minerals, antioxidants, and

phytochemicals that help protect against heart disease. Oranges,

grapefruits, pears, strawberries, okra, legumes, carrots, and peas are

high in soluble fiber, which has been shown to lower cholesterol. Sweet

potatoes, potatoes, tomatoes, cantaloupes, watermelons, and peaches

are high in beta-carotene and other protective phytochemicals. Spinach,

broccoli, cabbage, and other green leafy vegetables are a rich source of

antioxidants.

Stay physically active. Adults should get at least 30 minutes of moderate

physical activity most days of the week, preferably every day. Adolescents

need at least 60 minutes of moderate physical activity every day.

16 Nutrition and Physical Activity the 100 Way
Facts About Sodium

eg

eg

eg

eg

eg

eg

eg

eg

eg

eg

In the United States, the prevalence of high blood pressure in AfricanAmericans is among the highest in the world. Thirty-one percent of

African-Americans suffer from high blood pressure. Studies indicate that

a diet high in sodium can lead to an increase in blood pressure.

What is sodium?

Sodium is a mineral that is essential for life. It is important for maintaining

proper fluid balance in the body and aids in nerve transmission and

muscle contraction.

How much sodium do our bodies need?

To replace salt lost in urine, feces, and sweat, the body needs about 500

mg. of sodium a day (less than 1/4 teaspoon of salt). It is recommended to

consume no more than 2,400 mg. of sodium (1 teaspoon of salt) a day.

Where do we get sodium from?

Salt is our number one dietary source of sodium. The average American

eats 6,000 mg. of sodium (21/2 teaspoons of salt) a day: 15% comes from

the salt shaker, 10% occurs naturally in foods, and 75% is in processed

foods (luncheon meats, bacon, sausage, canned soups and vegetables).

How can I decrease the sodium in my diet?

Limit your intake of processed foods.

Choose unprocessed meats.

Choose fresh or frozen fish, shellfish, and poultry more often.

Choose fresh, plain frozen, or canned vegetables without added salt

more often.

Do not use salt at the table.

Do not add salt while preparing meals.

Substitute herbs, spices, or lemon juice for salt.

Read Nutrition Facts labels and choose foods with lower levels of

sodium and/or salt.

Nutrition and Physical Activity Basics 17

CHAPTER5 CHAPTER2 CHAPTER

3 CHAPTER

4
Foods Typically High In Sodium*

Cheese

Hot dogs

Catsup

Soy sauce

Canned soups

Pizza

Many snack crackers

Luncheon meats

Bacon

Mustard

Many frozen entrees

Canned entrees

Flavored pasta and rice mixes

Most chips

* You can usually find lower sodium versions of these foods.

18 Nutrition and Physical Activity the 100 Way
*

« Incorporating Nutrition

2 and Physical Activity Into

2 the 100 BMOA Mentoring

» Program

*

Section Contents

1. Why Are Nutrition and Physical Activity

Important for African-American Youth?

2. How Can the 100 Black Men of America (BMOA)

Youth Programs Make a Difference?

3. Incorporating Nutrition and Physical Activity Into

the Mentoring the 100 Way Curriculum

4. Incorporating Nutrition and Physical Activity Into

a Kwanzaa-Based Mentoring Program

5. Incorporating Nutrition and Physical Activity Into

the 100 BMOA Special Events

6. Nutrition and Physical Activity Field Trips

7. Nutrition and Physical Activity Guest Speakers,

Topics, and Contacts

8. Calendar of Events for Food, Health, and

Agriculture-Related Activities

II

CHAPTER ||

CHAPTER5 CHAPTER2 CHAPTER3 CHAPTER4

1. Why Are Nutrition and Physical Activity

Important for African-American Youth?

Did You Know?

Obesity rates among African-American youth ages 12 to 17 have

reached an all time high of 13%.1

The prevalence of noninsulin dependent diabetes among teenagers is

on the rise in the African-American community.2

31% of African-Americans suffer from high blood pressure.3

26% of African-Americans have high blood cholesterol.3

African-Americans lead in the mortality rate of the Nation’s six biggest

killers. Among these are heart disease, cancer, and stroke.1

The average life expectancy for African-American men is 64 years

(compared to the national average of 75.5).4

The young people you mentor in the 100 BMOA youth programs will

grow up to be leaders of tomorrow. Over the last decade, we have

discovered much about the relationship between poor nutrition and

inactivity and poor health. We have also seen the serious outcomes that

unhealthy eating and exercise habits have had on the African-American

community. For example, soaring blood pressure levels and diabetes can

lead to kidney failure, amputation, and strokes. However, despite

increased awareness and these tragic outcomes, poor eating and

physical activity behaviors continue, especially among adolescents.

1

“Update: Prevalence of overweight among children, adolescents, and adults-United

States, 1988-1994” in Morbidity and Mortality Weekly Report, 46:199-202, 1997

2

“Type 2 Diabetes in Minority Youth: Conference Report,” R.S. Young and Arian L.

Rosenbloom, Clinical Pediatrics, 37:63-66, 1998

3 American Heart Association, 2001 Heart and Stroke Statistical Update. Dallas, Texas:

American Heart Association, 2000

4 National Vital Statistics Report, Vol. 48, No. 18, February 7, 2001

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 19
How Do the 100 BMOA Youth Rate?

Focus groups conducted with 11- to 18-year-olds participating in the 100

BMOA youth programs about nutrition and physical activity revealed:

Youth frequently buy chips, sodas, apple pies, and candy bars for

lunches and snacks at school snack stores and vending machines.

They prefer to eat fast foods at lunch instead of cafeteria food or

lunch brought from home.

They do not eat many fruits and vegetables.

They average about 5 hours of TV viewing a day.

They do not participate in regular physical activity outside of

organized sports.

They realize that good health is important, but they don’t think

that it is important for them.

Increased consumption of high-fat fast foods, high-sugar soda, and candy

coupled with decreased participation in regular physical activity

contribute to the high incidence of overweight and other health risks

among African-American adolescents. When you consider the constant

amount of unhealthy diet and activity images and messages, it’s no

surprise that these unsound behaviors and attitudes are so prevalent.

Fast-food outlets proliferate in their neighborhoods (to date, 170,000

nationwide5) and schools; soda manufacturers spend billions of dollars

on clever advertising and marketing campaigns to ensure brand loyalty.

Technological breakthroughs, such as cordless phones, remote control

devices, video games, and the Internet, have made life more sedentary

and less active for youths and adults. But despite the realities of modern

society, there are many positive ways to help influence the nutrition and

fitness attitudes and behaviors of young people.

5 Bureau of the Census. Statistical abstract of the United States: the national data book,

1997,117th ed., Washington: Government Printing Office, 1997

20 Nutrition and Physical Activity the 100 Way
2. How Can the 100 BMOA Youth Programs

Make a Difference?

*

&

*

1. Assess the nutrition and physical activity behaviors of youth, and help

them make plans for improvement.

2. Teach skills that can help them improve their nutrition and physical

activity choices. This can include learning to read food labels, analyzing

foods for nutritional content, and setting goals to incorporate more

physical activity into their day.

3. Incorporate interactive nutrition and physical activity learning

experiences into the 100 BMOA programs. These can include taste

testing a variety of foods, measuring the fat content of popular fast

foods, inviting a nutrition or physical activity expert to speak at a

meeting, and visiting a local recreation facility such as a swimming

pool, golf course, tennis court, or gym.

4. Sponsor youth-driven projects that can promote community nutrition

and physical activity, including increasing the availability of healthful

foods at their school or in their neighborhood.

5. Model and promote healthful eating. Offer healthful meals and snacks

during program meetings, and encourage youth to participate in

regular physical activity.

&

*

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 21

CHAPTER

5 CHAPTER

6 CHAPTER

3 CHAPTER

4
3. Incorporating Nutrition and Physical Activity

Into the Mentoring the 100 Way Curriculum

Session I. Introduction

Program objectives and ground rules

Highlight your program’s goal of improving youth nutrition and physical

activity. Emphasize that eating well and exercising are important and

relevant to young people.

Play a trivia game to determine their nutrition and physical activity

knowledge.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Session II. Self-identity

Self-esteem, feeling good about yourself

Self-direction, taking responsibility

Taking care ofyourself (personal hygiene)

Taking good care of your body is an important part of establishing selfesteem and confidence. Young people can take responsibility for their

health by improving their food and activity choices.

Have youth complete food and activity records to assess their nutrition

and fitness behaviors. Review the Food Guide Pyramid and daily

dietary and activity recommendations. Discuss their current diet and

exercise behaviors, and brainstorm ways they can be improved.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

22 Nutrition and Physical Activity the 100 Way
ft

sft

Eft

Eft

Eft

Eft

Eft

Eft

Eft

Eft

Eft

19

Eft

m

ft

Eft

NS

eft

ft

ft

ft

N

ft

ft

eg

m

•g

ft

N

m

ft

ft

Ml

Session III. Family Roles and Support System

Identifying family roles and responsibilities

Learning to deal with feelings of anxiety and frustration

toward family members

Family environment plays a large role in fostering and modeling

appropriate eating and exercise behaviors. Making trips to the grocery

store, preparing and sharing an evening meal, or taking a family outing are

great opportunities to set good examples and strengthen communication.

Encourage youth to get involved with family meal planning and

preparation. Promote family activities that involve physical activity, such as

walks to the store or church, shooting hoops at the basketball court,

playing catch at the park, bowling, tennis, or miniature golf.

Have youth plan and prepare a healthful meal, and invite parents and

family members to attend. Share information with parents on the value

of sharing healthful meals and physical activity experiences with their

children.

Invite a chef to conduct a healthy cooking demonstration to

demonstrate basic food preparation and safe food handling

techniques.

Plan a field trip to a local grocery store and discuss smart shopping

strategies.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Session IV. Peer Relationships

Dealing with peer pressure

Identifying negative influences and behaviors

Young people today face many lifestyle choices. Peer pressure, peer

influence, and the media all play significant roles in the decisions that

youth make about what they eat and how they spend their free time. Help

youth identify and deal with the negative messages and influences.

Discuss the roles peer pressure, peer influence, and the media play in

youth dietary and exercise behaviors.

ft

ft

ft

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 23

CHAPTER

5 CHAPTER

6 CHAPTER

3 CHAPTER

4
Have youth identify role models (e.g., sports figure, relative, or teacher)

who they believe follow a healthy lifestyle.

Invite a local sports figure to speak to the youth about the positive

effect healthy eating and physical activity habits have had on his

successful career.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Session V. Effective Expressions

Verbal and nonverbal forms of communication

Young people today often place a lot of importance on physical

appearance. How they decide whether someone is attractive or not can

definitely affect how they communicate both verbally and non-verbally.

Helping youth to be aware of what influences their forms of

communication with others and to learn how to overcome bias are

important elements in fostering effective communication skills.

Encourage youth to focus on appreciating internal versus external

qualities.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Session VI. Setting Goals

Identifying long-term and short-term goals

Goal-setting is an important part of taking responsibility for health.

Have youth identify healthy behaviors they would like to establish and

develop plans to accomplish them.

Have youth complete a weekly or monthly activity goal sheet to set

objectives and track their progress.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

24 Nutrition and Physical Activity the 100 Way
41

41

S

41

41

4»

4*

©

41

41

4»

4»

41

e#

41

41

4

Session VII. Career Development

There are many exciting and innovative health-related employment

opportunities in both the public and private sectors.

»

Invite a guest speaker to talk about career opportunities in a nutrition

or fitness-related field.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Session VIII. Growth and Opportunity

Dealing with issues of puberty and sexuality

During adolescence, youth often experience concern about their body

weight, shape, and the changes their bodies are going through.

Adolescent insecurities combined with our society’s obsession with

physical appearance can lead to an unhealthy body image. Both boys

and girls feel pressure to live up to images they see portrayed in society.

As a result, they often place unrealistic expectations on one another and

have unrealistic definitions of what is considered attractive. Young men, in

particular, have a major influence on how young women view their bodies.

It is important for youth to develop an appreciation of diversity and, at the

same time, learn to accept their own bodies.

Hold a discussion about how society influences how they feel about

themselves and others.

Discuss the ways that young men influence how young women feel

about their bodies.

Discuss the ways that young men can be more respectful of their

female peers.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 25

CHAPTER

5 CHAPTER

6 CHAPTER

3 CHAPTER

4
Session IX. Abstinence and Contraceptive Methods

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Session X. Substance Abuse and Violence

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Session XI. Divorce, Suicide, Death, and Bereavement

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Session XII. Closing

Summarize what has been learned about eating healthful foods and

getting regular physical activity.

Have youth complete a food and activity record to evaluate their

progress-what they have learned and any changes or improvements

they have made along the way.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

26 Nutrition and Physical Activity the 100 Way
&

»

#

MS

4. Incorporating Nutrition and Physical Activity

Into a Kwanzaa-Based Mentoring Program

Adapted from the DeKalb County 100 Black Men of America, Inc., and

Leadership Academy Kwanzaa Principles

Umoja (Unity)

Demonstrating unity in the family, community, and race

m Have youth reach a consensus on a nutrition and/or physical activityrelated project to complete, based on the results of a community

mapping activity. The hard part won’t be finding an issue but rather

choosing just one issue to address!

Promote mealtimes and family participation in physical activities as

opportunities to connect with both immediate and extended family

members.

Make a point to have mentors share meals with youth. Encourage

dialogue between youth participants and mentors during meals.

Have youth plan and prepare a meal for parents and other family

members. Provide information for parents on the value of sharing

healthful meals with their children. Encourage youth and parents to

prepare and share meals together.

Plan a family/youth physical activity event (e.g., bowling, basketball,

volleyball tournament, walk). Provide information for parents on the

importance of sharing physical activity experiences with their children.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 27

CHAPTER

5 CHAPTER

6 CHAPTER

3 CHAPTER

4
Kujichagulia (Self-determination)

Keeping the right mental attitude

Promote the importance of a healthy diet and regular physical activity

in maintaining a positive attitude and outlook.

Have youth complete a food and physical activity record to evaluate

their nutrition and fitness behaviors. Review the Food Guide Pyramid

and daily dietary and activity recommendations for youth. Discuss their

current diet and exercise behaviors, and brainstorm ways in which they

can be improved.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Ujima (Collective work and responsibility)

Learning to work together

Part of the process of ensuring that youth feel good about themselves is

having them learn and feel good about their culture. A strong cultural

characteristic of African-American tradition is that “self” extends beyond

one individual to the “we” that includes extended family and the

community. Encourage youth to find out about both themselves and their

communities.

Have youth survey their community, read newspapers, or search the

Internet to find out what nutrition and/or fitness issues affect their

community. Work with local agencies or public officials to initiate

change.

Practice team-building and cooperation skills through physical activity.

28 Nutrition and Physical Activity the 100 Way
Ujamaa (Co-operative economics)

Building and maintaining our communities to profit from them together

' Discuss ways youth can support community African-American owned

businesses and organizations.

Help youth develop consumer literacy skills.

Compare the difference in price and nutritional value between buying

fast foods or snack items and preparing your own meals and snacks.

Teach youth how to determine the nutritional quality of foods by

reading the food label.

Nia (Purpose)

Remembering where you came from

Many of today’s African-American traditions are rooted in food. Soul food

has played an important role in our culture’s struggle to survive. However,

our traditional ways of eating have also led to many health problems in

our community.

Emphasize the positive aspects of soul food such as the consumption

of nutritious foods: collards, mustard greens, turnips, grits, sweet

potatoes, and beans. Encourage youth to decrease the amount of

processed high-fat, high-sugar foods they consume, and try lower fat

versions of traditional soul foods.

Review examples of traditional African-American foods and their origin.

Discuss health problems associated with the African-American

community and their connection to diet and physical activity behaviors.

Have youth prepare more healthful versions of traditional AfricanAmerican recipes.

Invite a guest speaker from a health clinic (e.g., dialysis or cardiac

clinic) or a diabetes educator to discuss the serious effect diabetes or

hypertension has had on the African-American community.

Invite a dance instructor to teach traditional African dances.

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 29
Imani (Faith)

Practicing faith

Offer a healthful meal and/or snack.

Engage youth in a physical activity session.

Kuumba (Creativity)

Doing what you can in your community

Promote the importance of collective action and community involvement.

Have youth distribute information on the importance of good nutrition and

regular physical activity to their community and families.

Have youth share nutrition and physical activity messages through

various strategies (e.g., design posters, film a commercial, record a

radio announcement, write a newsletter article, or put together an

exhibit for a local health fair).

Plan a special event to promote healthy messages to community and

families (e.g., health fair, walk-a-thon).

Participate in various volunteer projects (e.g., food drive, soup kitchen,

homeless shelter).

30 Nutrition and Physical Activity the 100 Way
5. Incorporating Nutrition and Physical Activity

Into the 100 BMOA Special Events

1. Set up a nutrition and/or physical activity

booth at your next event

Have information available for people to take home. Chapter 7,

“Resources," lists various organizations to contact for nutrition and

physical activity materials.

Give away nutrition and physical activity-related prizes such as sporting

equipment, gift certificates to selected restaurants, or cookbooks.

Have qualified people available to answer questions or make referrals

to other resources/organizations. (See “Nutrition and Physical Activity

Guest Speakers, Topics, and Contacts” section on page 37.)

Set up a visual display. (See below for examples.)

It’s all a matter of choice

Make a list of foods to choose less often and foods to choose more often.

Read the Nutrition Facts label of selected foods to compare the % DV for

total fat and saturated fat to decide which foods to use. Choose foods

with the lower % DV for fat and saturated fat for the Choose More Often

column, and choose foods with a higher % DV for fat and saturated fat for

the Choose Less Often column. Foods with 5% or less of the % DV for

fat contribute a small amount of fat while foods that have more than 20%

of the % DV for fat contribute a large amount.

Provide information on the calories and grams of total fat and saturated

fat in each food. Some examples include:

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 31

CHAPTER

5 CHAPTER

6 CHAPTER

3 CHAPTER

4
Choose less often* Choose more often*

Whole milk Fat-Free milk

Total Fat: 8g 13% DV Total Fat: Og 0% DV

Saturated Fat: 5g 25% DV Saturated Fat: Og 0% DV

Packaged muffin Bagel

Total Fat: 12g 19% DV Total Fat: 1.5g 2% DV

Saturated Fat: 2.5g 12% DV Saturated Fat: 0.5g 3% DV

Toaster pastry Low-fat granola bar

Total Fat: 6g 9% DV Total Fat: 3g 5% DV

Saturated Fat: 1g 5% DV Saturated Fat: 0.5g 3% DV

Mac ’n’ Cheese Red Beans and Rice

Total Fat: 18.5g 28% DV Total Fat: Og 0% DV

Saturated Fat: 4.5g 23% DV Saturated Fat: Og 0% DV

Packaged ramen soup Healthful canned soup version

Total Fat: 8g 12% DV Total Fat: 2g 3% DV

Saturated Fat: 4g 20% DV Saturated Fat: 0.5g 2.5% DV

Potato chips Pretzels

Total Fat: 10g 16% DV Total Fat: 1g 2% DV

Saturated Fat: 2.5g 13% DV Saturated Fat: Og 0% DV

Packaged cookies Graham or animal crackers, fig bars

Total Fat: 10g 16% DV Total Fat: 3g 4% DV

Saturated Fat: 3g 16% DV Saturated Fat: Og 0% DV

*°/o DV based on a 2,000 calorie diet

32 Nutrition and Physical Activity the 100 Way
41

41

9*

+

&

&

m

4

4

4

4

e4

4

*4

Fat in fast foods

Measure out the different amounts of fat in different high-fat and low-fat

fast-food menu items (4 grams of fat are equal to 1 teaspoon), mound

up the fat or use display tubes available for purchase from Nasco

’ Nutrition Aides. (To order call 1-800-558-9595.)

Have people guess how far they would have to walk to burn off the

amount of calories from eating different fast-food menu items. For

example, a 155 lb. male walking 20 minutes at a pace of 15 mph burns

about 115 calories. (Visit the Activity Calorie Calculator website at

http://www.primusweb.com/cgi-bin/fpc/actcalc.pl to calculate the

amount of calories burned for 100 other activities.)

Distribute nutrition information from various fast-food restaurants

and/or the Eating on the Run handout found in Chapter 6.

Do you know how much sugar is in your favorite drink?

Measure out the different amounts of sugar in sodas and other fruit

drinks and juices. Put the sugar in a mound or use sugar display tubes

available for purchase from Nasco Nutrition Aides. (To order call

1-800-558-9595.)

Have samples of drinks with no added sugar (100% fruit juice or

water).

Have people guess the amount of sugar in a 64 oz. fountain soda

(212 grams or 54 teaspoons of sugar).

Pass out the Do You Know What Is in Your Soda? handout found in

Chapter 6.

Salt in foods

Measure out the amount of salt in various foods. Put the salt in a

mound or use display tubes available from Nasco (1-800-558-9595).

Taste test various low-sodium and salt-free products (canned goods,

seasonings, crackers).

Have people guess how much sodium is in various foods (pizza,

fast foods, macaroni and cheese mixes, canned or instant soups,

processed cheeses like American, or processed meats such as

sausage, bacon, pepperoni, bologna, or hot dogs).

Distribute nutrition information from the American Heart Association.

Visit http://www.americanheart.org for information on how to order

materials, or check your phone book for the American Heart

Association phone number in your division or region.

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 33

CHAPTER

5 CHAPTER

6 CHAPTER

3 CHAPTER

4
Eat at least five fruits and vegetables every day

Taste test seasonal fruits and vegetables. Try tasting four different

varieties of apples, pears, or citrus fruits or four types of crunchy

vegetables such as carrots, jicama, celery, and radishes. (Contact the

local farmer’s market or grocery store for donations.)

Sample a fresh fruit smoothie (requires electricity, blender, and an

ice chest).

Distribute recipes for fruit and vegetable snacks or meals, coupons for

fresh produce, coupons from a local juice or smoothie shop, dates and

locations for local farmer’s markets and information on the importance

of eating five fruits and vegetables a day.

Contact your local 5-A-Day Coordinator at your local health

department for promotional materials, posters, brochures, and

giveaways.

Physical activity challenge

Set up activity circuits or an obstacle course (see Chapter 4 for station

ideas). Make sure to include activities for a variety of abilities and age

groups. Award a prize or healthful snack (orange wedges, grapes,

banana, water) to everyone who participates.

Distribute information about the importance of regular physical activity.

Invite local community groups to distribute information about sports

and recreation activities available in the community for all age groups.

Invite a local sports personality to talk to visitors about fitness.

Healthful food for the soul

Taste test a modified soul food recipe from the Appendixes:

Good-For-You Cornbread, Homestyle Biscuits, 1-2-3 Peach Cobbler,

or Mock-Southern Sweet Potato Pie.

Display healthful cooking products (oils, cooking sprays, egg

substitute, salt-free spices) and provide information on low-fat cooking

tips (see the Healthy Cooking handout in the appendix).

Encourage people to guess the amount of fat they would save in a year

if they did not put butter on their toast every morning. (1 teaspoon of

butter has 4 grams of fat; 365 days in a year x 4 grams of fat = 1,460

grams of fat each year; 1 gram of fat has 9 calories; 1,460 grams of fat

x 9 calories = 13,140 calories each year.) This adds up to about 3

1

/2 lb.

(3,500 calories = 1 lb.) of extra weight each year! Of course, this

assumes that you only put 1 teaspoon of butter on your toast.

34 Nutrition and Physical Activity the 100 Way
eg

tg

•m

eg

eg

eg

eg

Mg

eg

eg

eg

Mg

eg

m Display household products that help you cut back on the fat when

cooking (e.g., indoor grill, steamer, nonstick cooking pan).

Pass out copies of recipes and healthful soul food cookbooks. Copies

, of Heart-Healthy Home Cooking African American Style are available

from the National Institutes of Health (NIH Publication No. 97-3792 or

download from the Internet website at http://www.nhlbi.nih.gov/

health/infoctr/ic_ordr.htm). To order call 301-592-8573.

2. Support nutrition and fitness at

your organized sports events

Set up a visual display or booth similar to those described on the

previous pages.

Offer a healthful snack (bagels, fruit, water).

Pass out information about the importance of regular physical activity

and good nutrition. (See The Competitive Edge handout in the

Appendix, Chapter 8.)

Have a local sports personality lead a half-time stretch/activity break for

the audience (see Chapter 4 for activity ideas).

Have a half-time nutrition and physical activity trivia game.

3. Support nutrition and fitness

at your chapter meetings

Add a physical activity/stretch break to the agenda (see Chapter 4 for

activity ideas).

Serve healthful snacks and meals (see Chapter 3 for ideas).

Lead the group in a nutrition activity (adapt one of the activities from

Chapter 6).

Set up a visual display or booth (see the previous pages).

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 35

CHAPTER

5 CHAPTER

6 CHAPTER

3 CHAPTER

4
6. Nutrition and Physical Activity Field Trips

Take a trip to a sit-down or fast-food restaurant

During your visit, make a list of healthful menu choices and collect menus

with nutrition information. Youth can also practice making healthful food

choices and proper restaurant etiquette. Assemble a collection of menus

from your visits.

Tour a health food store, supermarket, or ethnic food store

Compare the difference in food availability, variety, quality, price, and

nutritional value. Discuss smart shopping strategies such as using

coupons and purchasing store brands and foods on sale. Take a tour of

the produce department. Have someone talk to the youth about how to

pick seasonal fruits and vegetables. Point out various strategies food

manufactures and stores use (packaging, placement in the store,

displays) to attract young people to their products.

Visit a local health club or recreation center

Learn about the facilities and activities that are available for youth.

Visit a dialysis or cardiac clinic

Show youth first hand how poor diet and inactivity can affect the body.

Get some physical activity

Expose youth to examples of enjoyable lifelong activities.

Go for a swim

Play a game of basketball, golf, or tennis

Take a hike

Participate as a team in a walk-a-thon or race

36 Nutrition and Physical Activity the 100 Way
7. Nutrition and Physical Activity Guest

Speakers, Topics, and Contacts

Invite an expert from a local organization or business to speak on any of

the following nutrition or fitness topics or careers.

Registered Dietitian

Relationship between disease, diet, and physical activity

The Food Guide Pyramid

Adolescent nutrition needs

Choosing healthier meals and snacks

Reading food labels

Eating healthfully on a budget

Eating healthfully while away at college

Eating on the run

Packing healthful lunches and snacks

Dieting

Link between nutrition and academic performance

Nutrition information on the Internet

Food fads and myths

Sports nutrition; eating healthfully for maximum performance

Vegetarian diets

Careers in nutrition

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program
Physician

Link between diet and disease

Obesity

Heart disease

Diabetes

Cancer

Professional Chef

Conduct a food demonstration or prepare a healthful recipe

Local Sports Star, Coach, or Fitness Trainer

The importance of exercise and a healthy diet

Careers in the fitness industry

Maintaining an active lifestyle while completing a full class load

Nutrition and Physical Activity the 100 Way
Contacts for Potential Speakers

Universities that have physical education, kinesiology, or nutrition

departments

Hospitals/HMO’s that have outreach programs

Hospitals that have dietetic internship programs

American Dietetic Association (ADA)

Provides referrals toa Registered Dietitian in your area.

Phone: 1-800-366-1655"

http://www.eatright.org

Office of Minority Health Resource Center

Providesa list of health professionals in your area for guest speaking.

Phone: 1-800-444-6472

American Cancer Society (ACS)

Provides guest speakers for classrooms, parent groups, and health fairs.

Check your phone book under “American Cancer Society" for your

regional office.

http://www.cancer.org

American Alliance for Health, Physical Education, Recreation,

and Dance

Phone: 1-800-213-7193

http://www.aahperd.org

American Heart Association (AHA)

Contact your division or regional American Heart Association office in

your phone book.

http://www.americanheart.org

President’s Council on Physical Fitness and Sports

Phone: 202-690-9000

http://www.fitness.gov

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 39

j

CHAPTER 5 CHAPTER 6 CHAPTER 3 CHAPTER 4
Local/State Cooperative Extension Offices

Offer a variety of services and are a source of nutrition education

resources and programs. Phone numbers are usually listed in the

telephone directory under county/city government.

The national office is located in the

U.S. Department of Agriculture,

Washington, D.C.

Phone: 202-720-2908

http://www.reeusda.gov

National Center on Minority Health and Health Disparities

National Institutes of Health

6707 Democracy Blvd., Suite 800

MSC-5465

Bethesda, MD 20892

Phone: 301-402-1366

Fax: 301-480-4049

http://www.ncmhd.nih.gov

Centers for Disease Control and Prevention

Division of the Adolescent and School Health, Division of Nutrition and

Physical Activity

4770 Buford Highway, N.E.

Mailstop K33

Atlanta, GA 30341-3724

Nutrition and Physical Activity Information Line: 1-888-CDC-4NRG

Phone: 1-800-311-3435

http://www.cdc.gov

YMCA

Phone: 1-888-311-YMCA

http://www.ymca.net

40 Nutrition and Physical Activity the 100 Way
e©

</>

o

Mi

MB

>

BM

ts

<

o

0

ro

o

cr

0

3

4-»

3

U

■■

vO)

<

"O

c

CO

If

co ^

CO —

* £

'c5 £

©15

-

>

' CD

0 -C

£ "O

-t1

=3 03

O CO

f-s

p 0

O -c

CD ^

CD S3

"O P

0

J=

-

1 £

o o

- E

o

1-

Q.

3 o — -4—1

co

3 S'

3 S

C

o

0

co

V.

a$ £

8j

CO S

® 2

c c

co o

00

O O Q

= 0 « £

Q. E ° ro

< < UJ

c

0 o

<1> ^

“O o

o

3 £

-f-»

3 C

o 0

’C N

O) 2

< LL

0

0

0

T— —- I

C £ -*

c

o

0

0

^ co

3 "O

C O

0 -f= 0 O

CL CO

0 0 0 0 0

-n c c c c c

vy oo no oo o o

CO

(0

c

o

£ iT'

C 1=

0 0

5°

.“2 0

1 I

o 5>

CO CO

c c

o o

05

3 CO CO

< z z

2 z

0 0 0 0 0

C

O -c

2 -c c

0 C O

C O ^

CO 3 _

0 *= £

QQ CD CO

_ O 0

le^

co O 0 Q

CDI “Q.

0 0 0 0

C C C C

o o _o o

^>» ‘^_i *^_J ‘,+_l '+_!

^ 0 0 0 0

z z z z

o

0

E

8

0

o ^

0

0

"O

0

0

CD

l-S-Q co

i I

S I

Z X

>, 9r 0 ^

O 0

0

£ Q_

~o ^

C —

0 Q_

CO CO

0

0

X

T3

O

O

LL

C

0

>

UJ

0

T3

C

0

0

U

00

o

co

co

-I—1

c

0 ©

0

C

0 0

0 JC

1 °

"O

I §

9 ©

0 CO

"0

0

*4—<

_0

0

I

0

v_.

0

0

0

o

o

0

o

0

S’I

Y “

0 03

0 _Q

? O

0

0

CD

_ 0

T} CD CO

5 .c w

o t!

LL .£

0

CO -5—1

c

JZ 0

c Q

O CD

X -i_ -s_

£• c O O

5 ?? _ _

C

o

-C 0

c £

5 i$

1 $ p

0

0

— — c

-t—1 0 r~

i=ns LC' -Q £

c

0 0 — o

— *- _c ^

$ co co £

c C lo

O O 0

0

13 © X H

0 E 0 0 “

J

"

LL < Z

-I—* -t—1

0 0

C

1 § “ 2

I f3 I §-

<S N E o

O CL CL 0

k- 0 0 0 0

(0 C C C C

3 0 0 0 0

CO 0 0 0 0

0

o

0

>

z z ^

~o

c

0

-£= 0 c c

5 3 C O

| it o

2

^ ^ ^ .0

cT1 0 0 c:

0 £ ® S

Qu-oi®

0

0 0 "0 0

c c c

0) O O g

3 O

0 0

1 0

C

o

C SE

O 3

> 0

0

CD

o 0-

0

0

CD

c

c

CD U

pis On

0 CD JZ

CD CD LU CL

0 r2 £

__ 0 O

O) >, o

C O

.2 Qco

0 0 0 0

fc cz c

o o o

m "-*-J-*—> -t—1-t—1 2 0 0 0 0

2 z z z z

c c

O o

0 ^

CD

CD

O O o

cz —1-O

O o o

Q _g 0 o __

_c Q- 0 Q. ^ 0

+= Q- 0 O O CD

. “0 < CL Q. CO CO

S CD — — — — —

2 -r 0 0 0 0 0

Q -

1

- c c c c c

O ID ,o o g g g

— -»—* -»—1-*— - —> -*—<

o JZ co 0 0 0 0

O O z z z z z

c

o

0

0

z2

0

CD

CD

5 0

-Q o

E o

a j

a <

cu -

tf> <

5 >_

O <D

2 e

. CD

CD

S' v

Q ®

<i

LO >

"0 £

§ 8

c

o

-t—1

0

0

CO

“O

O

o

LL

"0

C

o

Incorporating Nutrition and Physical Activity Into the 100 BMOA Mentoring Program 41
42 Nutrition and Physical Activity the 100 Way
CHAPTER

Providing Healthful

Snacks and Meals

Section Contents

1. Basic Guidelines for Serving Healthful Meals at

Program Meetings

2. Tips for Choosing Healthful Meals With Caterers

3. Tips for Planning Healthful Snacks

CHAPTER

5 CHAPTER

6 !' CHAPTER

3 CHAPTER

4

1. Basic Guidelines for Serving Healthful

Meals at Program Meetings

You won’t be sacrificing taste or quality or spending extra time and effort

serving nutritiously balanced meals. Simple substitutions can cut fat and

sugar; increase the number of servings of fruits, vegetables, and whole

grains; and improve health significantly. Are you worried that your youth

won’t eat the food you serve because it is healthful? Don’t be. If you offer

it, they will probably eat it. Here are some easy-to-follow guidelines to

help you offer healthful meals and snacks.

Offer breakfast at morning meetings

Breakfast is often called the most important meal of the day, and with

good reason. Studies have shown that eating breakfast can increase

attention span and concentration, decrease irritability, and improve

physical and mental performance. Breakfast can be as simple as a glass

of juice or milk, a piece of fruit, and a low-fat granola bar, or as elaborate

as wheat toast, grits, and eggs. Taking time in the morning to fuel up on

carbohydrates (found in breads, grains, fruits), protein (found in meat,

milk and dairy products, nuts, beans), and a small amount of fat (found in

low-fat dairy products, eggs, peanut butter) is the key to help ensure a

sustained release of energy throughout the morning.

Serve fruits and vegetables at every meeting

Based on the Food Guide Pyramid, adolescents should get at least five

servings of fruits and vegetables every day. According to the Centers for

Disease Control and Prevention’s Youth Risk Behavior Survey, 51% of

youth eat less than one serving of fruit per day; 29% eat less than one

serving per day of vegetables that are not fried. Serve 100% fruit or

vegetable juices, seasonal fresh fruits and vegetables, dried fruits or

canned fruits in their natural juices for nutrition and convenience.

Providing Healthful Snacks and Meals 43

CHAPTER

5 CHAPTER

6 CHAPTER

7 \j CHAPTER

4
Choose foods lower in fat

Limit high-fat meats (e.g., hamburgers, bacon, sausage), fried foods (e.g.,

fried chicken or fish, French fries), cakes, cookies, donuts, croissants,

Danish pastries, and foods prepared with lots of mayonnaise, butter, oil,

and added gravies and sauces. Cheese is also a source of saturated fat.

Stick to reasonable portion sizes (1 to 2 oz.), and choose cheeses lower

in fat such as provolone, Swiss, parmesan or part-skim mozzarella.

Reduced-fat and fat-free cheeses are also available. Read your Nutrition

Facts label to compare the % Daily Value for total fat and saturated fat

and to choose foods with the lower value. Foods with 5% or less of the

% DV for fat and saturated fat contribute a small amount, while foods that

have more than 20% of the % DV for fat and saturated fat contribute a

large amount.

Choose low-sugar beverages

Sodas and fruit drinks are loaded with sugar and calories. Healthful drink

selections include 1% or fat-free milk and 100% fruit juices such as

orange, pineapple, grape, or apple. Make sure to read the ingredients for

added sugars. If you still want the fizz, dilute juice with club soda, or drink

inexpensive, thirst-quenching water. Adolescents need at least eight

glasses of water a day.

Watch out for added sugars

Always check the ingredients for added sugars (e.g., corn syrup, highfructose corn syrup, honey, fructose). Foods that have added sugar as

one of the first two ingredients are high in sugar content. Reduced-fat or

fat-free foods often contain more sugar than their regular versions since

manufacturers add sugar and other substances to improve the flavor of

low-fat products.

Choose breads, crackers, and cereals made with whole grains

Whole grains, such as whole wheat, whole cornmeal, oatmeal, and rye,

are higher in fiber than products made with refined grains (e.g., white

bread, plain bagels, saltines).

Watch out for portion sizes

If you serve a high-fat food or dessert, limit the portion size to a

reasonable amount and allow only one serving. Refer to the Food Guide

Pyramid serving sizes for all food groups.

Nutrition and Physical Activity the 100 Way
2. Tips for Choosing Healthful Meals With

Caterers

Caterers are not always the best authority on what makes an appropriate

food choice. When working with a caterer, find out what foods are

available and how they are prepared. Although you may not have

complete control over each ingredient used in the preparation of catered

meals, you can make specific requests and instructions to make a more

healthful meal.

All you have to do is ask

Don’t be afraid to ask about the availability of low-fat muffins, fat-free

salad dressings, lean cuts of meat, vegetarian options, or more healthful

preparation methods.

Some sample questions to ask your caterer include:

Do you offer soft or tub margarine made from unsaturated oil, such as

canola, safflower, sunflower, cottonseed, soybean, or corn oil, instead

of butter?

Do you offer fat-free or low-fat (1%) milk instead of whole milk?

Do you offer vegetarian selections?

Do you offer low-fat desserts (e.g., frozen yogurt, 100% juice pops,

puddings, fruit salad, sherbet, or angel food cake)?

Do you use low-fat cooking methods: baking, broiling, steaming,

microwaving, sauteing, stir-frying, grilling, stewing, braising, boiling, or

roasting?

Do you offer foods prepared with unsaturated fats (safflower, corn,

soybean, canola, sunflower, or olive oil) instead of saturated fats

(butter; palm, palm kernel, or coconut oils; or lard)?

Do you use cooking sprays to saute foods?

Do you trim visible fat from meat, poultry, or fish before cooking?

Do you prepare your chicken without skin?

Do you offer leaner cuts of meats (e.g., beef, “loin” or “round;" pork,

“loin" or “leg;” chicken, “breast” or “tender")?

Providing Healthful Snacks and Meals 45
Be clear about your instructions

Simply mentioning the word “healthful" to your caterer does not provide

enough information. Always give your caterer a detailed description of

the foods and beverages you want and how you want them prepared.

Your caterer is probably willing and able to accommodate your special

requests. (Refer to Chapter 8, “Appendix” for a sample Menu Guideline

Memo.)

Examples of instructions include:

Do not serve foods that have been fried, basted with fat, or cooked in

fatty sauces and gravies.

Trim all visible fat from meats and poultry before cooking.

Remove skin on poultry products.

Serve only lean cuts of meat (e.g., beef, “loin” or “round;" pork, “loin”

or “leg;" chicken, “breast" or “tender”) prepared by: broiling, roasting,

baking, grilling, poaching, braising/ stewing, or stir-frying with

minimal oil.

Use unsaturated oils (e.g., safflower, corn, soybean, canola, sunflower,

or olive oil) for cooking meats.

Do not use added butter or oils to prepare vegetables.

Offer low-fat and fat-free salad dressings and make dressings

available on the side.

Use whole-wheat bread for sandwiches.

Use low-fat mayonnaise or mustard on sandwiches.

Serve 1% or fat-free milk with breakfast cereals.

Use fat-free milk or chicken stock instead of butter to add flavor to

mashed potatoes.

Do not add salt to cook pasta or vegetables.

46 Nutrition and Physical Activity the 100 Way
Sample Meals

Lunch/Dinner

Baked Chicken

Oven Baked Potatoes

Steamed Broccoli

Corn Bread

Fruit Salad

Water, 100% Fruit Juice, 1%

or Fat-free Milk

Lunch/Dinner

Turkey Sandwiches (on

whole-wheat bread with low-fat

cheese, mustard, lettuce,

tomatoes)

Pretzels

Carrot and Celery Sticks with

Low-fat Ranch Dressing

Fruit

Water, 100% Fruit Juice,

1% or Fat-free Milk

Providing Healthful Snacks and Meals 47
3. Tips for Planning Healthful Snacks

A healthful snack can provide important energy-producing nutrients for a

growing adolescent. Whether you have the facilities to prepare snacks

during meetings and events or you buy your snacks ahead of time, there

are many healthful, nutritious, and affordable choices available.

When choosing snacks for your programs, keep the following

criteria in mind:

Watch out for the fat content. Read your Nutrition Facts label to

compare the % DV for fat and saturated fat and to choose foods with

the lower % DV. Foods with 5% or less of the % DV for fat contribute a

small amount, while foods with 20°/o or more of the % DV for fat

contribute a large amount.

Check the ingredients. Is sugar one of the first two listed? Are there

other forms of added sugar (e.g., corn syrup, honey, or fructose)?

Look for whole-wheat or whole-grain flour rather than refined flour or

white flour.

Look at the vitamin and mineral content. Foods with 20% or more of

the % DV contribute a large amount of a nutrient, while foods with 5%

or less of the % DV contribute a small amount of a nutrient.

Sample Healthful Snacks

Snack Cost/Serving

Bagels with Low-fat Cream Cheese

100% Juice (no added sugar) Juice Box $0.66

Low-fat Granola Bar

Fat-free Pudding Snacks $0.58

Graham Crackers (4 sheets) w/Peanut Butter

Banana $0.44

Fruit Smoothies (fresh or canned fruits,

yogurt, 100% juice, ice) $0.75

48 Nutrition and Physical Activity the 100 Way
Receiving Reimbursement for Your Snack Program

USDA allocates funds for afterschool programs to provide nutritious,

well-balanced snacks to youth. Cash reimbursement for snacks served

to children through the age of 18 is available through the USDA Child

and Adult Care Food Program (CACFP) for programs that meet the

following criteria:

1. The program provides children with regularly scheduled activities in an

organized, structured, and supervised environment;

2. includes educational or enrichment activities; and

3. is located in a geographical area served by a school in which 50% or

more of the enrolled children are eligible for free or reduced-price

school meals.

For more information, please contact the Child Nutrition staff for your

State agency (usually the State Department of Education). State agency

contacts are listed at http://www.fns.usda.gov/cnd.

Providing Healthful Snacks and Meals 49
50 Nutrition and Physical Activity the 100 Way
CHAPTER

Increasing Opportunities

for Physical Activity

Section Contents

1. Importance of Physical Activity for Youth

2. Your Role in Promoting Physical Activity

3. Tips for Successful Activity Sessions

4. Games for Small Spaces

Adolescence is a pivotal time for preventing sedentary

behavior in adulthood. Encouraging participation in regular

physical activity will help adolescents develop active

lifestyles. There are many positive ways a youth program

can influence the physical activity behavior of youth.

This chapter contains information and suggestions for

incorporating physical activity into your program meetings

and special events.

1. Importance of Physical Activity for Youth

\

Regular physical activity improves health and reduces the risk of

developing many diseases, including obesity, heart disease, some types

of cancers and Type II diabetes. Although children and adolescents are

generally more active than adults, many still do not meet the

recommended guidelines for physical activity. Physical activity sharply

declines during adolescence, and half of young people 12 to 21 years of

age are not vigorously active ona regular basis.

Benefits of Physical Activity for Adolescents

Physical activity can help:

improve aerobic capacity, flexibility, and muscular strength and

endurance;

lower lipid and cholesterol levels;

decrease blood pressure in adolescents with borderline hypertension

(high blood pressure);

control weight;

increase self-esteem and lower levels of anxiety and stress; and

build bone mass.

ra

Physical Activity Recommendation for Adolescents

The recommendation for young people is 60 minutes of physical activity

every day to help maintain good health. This includes moderate activity,

such as playing basketball, soccer, swimming, or running, and physical

activity as part of everyday life, such as doing household chores,

walking to and from school, or taking the stairs instead of the elevator.

Increasing Opportunities for Physical Activity 51

CHAPTER 5 CHAPTER 6 C H A P T E R 7 C H A P T E R 8
2. Your Role in Promoting Physical Activity

Modern conveniences, such as cordless phones, remote control devices,

video games, the Internet, and accessible transportation as well as

environmental challenges (e.g., lack of sidewalks in neighborhoods, poor

lighting), have contributed to a decline in overall activity levels in both

adults and youth. Although we make many excuses for remaining

sedentary, it is easy to incorporate physical activity into our daily

schedules. Moving the body even in small ways will add up to better

health. Here are some ways to encourage youth in your program to be

more physically active.

Keep Them Moving

Make physical activity an integral part of each meeting and event. Begin

each meeting with an interactive icebreaker. Have youth get up, stretch,

and move around during breaks and allow them to be active after serving

lunch or dinner. It takes only a few minutes to lead a stretching activity or

do a set of jumping jacks. Research shows that increasing circulation and

blood flow to the brain can improve concentration and performance.

Promote Lifelong Physical Activity

1. Teach youth the health benefits and importance of regular

physical activity.

2. Help youth develop the knowledge, attitudes, and skills they need to

adopt and maintain a physically active lifestyle. Provide opportunities

for them to practice lifelong activities such as walking, running, jumping

rope, swimming, bicycling, or skating.

3. Encourage youth to be active outside of the program by providing

examples of how they can fit more activity into their daily schedules. By

walking or riding their bike to and from school, to friends’ houses, or to

the store, taking the stairs, and helping out with chores such as

mowing the lawn, vacuuming, gardening, or washing the car, they can

significantly improve their health and well-being.

52 Nutrition and Physical Activity the 100 Way
Plan a Special Event that Highlights Physical Activity

A walk-a-thon, dance, or sports tournament are great fundraising activities

that also promote physical activity messages. Get youth, parents,

community members, and local businesses and agencies involved in

planning and participating in the event. For a parent picnic, why not

organize a friendly young people vs. elders basketball or volleyball game?

These events are great ways to promote physical activity and have youth

share health information with their parents and the community.

Join Forces

Find out what physical activity opportunities (e.g., sports leagues,

recreation centers, private gyms) are available for youth in your area and

explore ways to support each other. A community program or local

business might be willing to provide sponsorship or resources for

activities, while your program can provide referrals.

Get Parents Involved

Reinforcement of an active lifestyle is key to adopting it permanently.

Encourage parents and guardians to support their children’s participation

in physical activity, to be physically active role models, and to include

physical activity in family events.

Set an Example

Be physically active yourself. Be enthusiastic while demonstrating and

participating in activities, and remember that your actions are a powerful

influence.

Increasing Opportunities for Physical Activity 53
3. Tips for Successful Activity Sessions

Before you organize and implement a physical activity and/or game,

keep in mind the following tips:

Get Their Attention

Get everyone’s attention before you explain the details/rules of the

activity. Always make sure to say the “when" before the “what." For

example, “When I say go, I want everybody to grab a ball."

Make Sure Everyone Is Involved

Avoid games such as baseball and kickball that require half of participants

to sit and wait for their turn. Find ways to modify an activity to include

everyone (e.g., have more equipment available or play games with smaller

teams).

Give Concise Instructions and Provide Supervision

Be brief and to the point. Get the activity started on time! Be available

to clarify instructions and provide feedback for those who need it during

the activity.

Emphasize Activity and Enjoyment Over Competition

Competitive sports are a good source of physical activity, but they are

not for all youth. Make sure to offer a wide range of competitive and

non-competitive activities for a variety of abilities. This will help youth

develop the skills and confidence to participate.

Be Enthusiastic

Get involved with the activity in order to demonstrate the appropriate

behavior. Show that physical activity is important to you as well.

Be Creative

Not all physical activity requires expensive equipment. Use what is

available. For example, soup cans and water jugs can serve as weights

during strength-training activities.

54 Nutrition and Physical Activity the 100 Way
m

*

m

4. Games for Small Places

These activities are great icebreakers for the beginning of meetings, and

will get heart rates up and blood pumping.

Activity Description

Learning Names

Find Youth attempt to complete the questions on

Someone their handout by finding other youth who know

Who* the answer to various questions. When they

identify someone who knows an answer, they

must have them sign their list. One signature

per person. (Please refer to the end of this

section for the handout.)

Name Participants learn group members’ names

Game* while practicing hand-eye and ball-tossing

coordination skills (Please refer to the end of

this section for a detailed description.)

Switching Youth are divided into groups. A group leader

Places* calls out two names. Those identified exchange

places while the leader attempts to occupy a

vacated space. Whoever is left out of the circle

calls two more names.

Time

Requirement Equipment

4

5 to 10 minutes Find Someone

Who Handout

5 to 10 minutes

(depending on

group size)

10 minutes

Name tags; soft

throwable objects

such as balls,

bean bags

None

Cooperative Games

Knots* Youth form a human knotted circle and attempt

to unravel themselves while holding hands.

10 minutes None

Houdini Youth form a circle holding hands and attempt

Hoops* to see how quickly they can move a hoop

around their circle without letting go of their

hands.

5 to 10 minutes Large size hoops

Clean Your Each team attempts to keep their “room” the

Room* cleanest by removing objects from one side and

throwing them onto the other. Participants are

active and moving while practicing coordination

and throwing. (Please refer to the end of this

section for a detailed description.)

Activities to Increase Flexibility and Strength

5 to 10 minutes Soft objects

(at least 1 per

participant, e.g.,

foam balls, bean

bags, crumpled-up

recyclable paper),

boom box, whistle,

4 cones, long rope

(Please refer to the end of this section for

detailed descriptions.)

5 minutes each None

*From: SPARK Physical Education, San Diego State University

Increasing Opportunities for Physical Activity 55

CHAPTER

5 CHAPTER

6 CHAPTER

7 CHAPTER

8
HANDOUT

m

Find Someone Who...

Plays on his school’s basketball team

Has met a professional athlete

Will do 10 jumping jacks with you

Can list 3 WNBA teams

Can name a female Olympian in track and field

Can name a male Olympian in track and field

Can name the first African-American baseball

player in Major League baseball

Will hop on one foot 10 times

Has a family member with diabetes

Has a family member with heart disease

Gets 1 hour of moderate physical activity (e.g. walking,

biking, swimming, jogging) at least 5 days/week

Can name 3 vegetables that are high in vitamin A

Can name 3 fruits that are high in vitamin C

Can name 3 foods high in fiber

Walks to school every morning

SPARK Physical Education, San Diego State University

56 Nutrition and Physical Activity the 100 Way
&& Name Game

\

41

4*5

41

41

4»»

41444m4

49444

Purpose

To allow participants to learn each other’s name.

To practice hand-eye and ball-tossing coordination skills.

Time 5 to 10 minutes (depending on group size)

Materials

Name tags

Soft, throwable objects such as balls, bean bags, any other implements that won’t hurt

Activity

Have participants makea circle. Ideally, each should havea name tag on.

Part 1: Leader begins by stepping forward into the circle and says his first name. All others

repeat it out loud in unison to remember it. The leader steps back. Each person follows the

leader, stepping forward, saying his name, waiting until the others repeat it, and then steps

back.

Part 2: Add ball-tossing element (can also usea bean bag or other light tossable objects).

Prompt each person to call the other person's name and make sure he has his attention

before tossing or rolling the object to him.

Catcher says, “thank you” using the other person’s name.

Encourage all to participate.

Part 3: After people seem to know the rules, add more balls/bean bags to speed up the

activity.

Part 4: Take away all implements. Everyone covers his nametag. Repeat Part 1, but now

see if others can say the person's name without the person saying it first. Takea few

minutes at the conclusion of the game to discuss: what does this game teach besides

names (i.e., social skills, not tossing something at someone until she/he is ready, proper

form for tossing-shoulders square, face the person).

SPARK Physical Education, San Diego State University

Increasing Opportunities for Physical Activity 57

CHAPTER 5 CHAPTER 6 CHAPTER 7 CHAPTER 8
HANDOUT

Clean Your Room

co

Purpose

Get youth moving and active.

General coordination, throwing.

Time

5 to 10 minutes

Prepare

Designate a 30 x 30' play area and divide the area in half with a rope or string.

Materials

1 soft object per participant (e.g., bean bags, soft balls)

Boom box

Whistle

4 cones

Long rope

Activity

1. Divide youth into 2 groups.

2. Place half of the soft objects on the floor in front of each group’s play area.

3. At the start cue (whistle or music) each side will clean their room by throwing the soft

objects over to the other side as fast as they can. The object of the game is to have the

cleanest room.

4. On the stop signal (whistle cue, music stop) participants make an “x" with their body

(i.e., jumping jack stance) and drop any objects in their hands. Count the remaining balls

left on each side to determine which team has the cleanest room.

SPARK Physical Education, San Diego State University

58 Nutrition and Physical Activity the 100 Way
Activities to Increase Flexibility

&

E=5

Quad Stretch

Sit on the floor with

the soles of your feet

together. Gently move

your upper body

forward until you feel a

slight stretch in the groin area. Keep

head up and back straight. Hold for 10

seconds and release.

Flamingo Stretch*

This stretch is like a

flamingo bird who stands

on one leg. Hold onto the

back of a chair and bend

one leg up behind you.

Reach back and hold the

ankle with your free hand,

slowly and gently pull it toward your

buttocks. Hold for 10 seconds and

release. Repeat with the other leg.

Desk Stretch*

Hold onto the desk

with one foot 12

inches behind the

other foot. Slowly

move your hips

forward, keeping the

heel of the back leg flat on the ground.

You should feel a slight stretch in the calf

muscles. Keep head up and back

straight. Hold for 10 seconds and

release. Repeat with the other leg.

I Love Me Stretch

Standing with your legs slightly

apart, cross your arms in front,

gently reach as far as possible

behind your shoulders and give

yourself the biggest hug you can!

Hold for 10 seconds and release.

This is a good stretch to do

anytime!

Tree Limb Stretch

Stand erect as if you were a

tall tree, with one arm out in

front of you as if it were a tree

limb. With your other arm,

gently bring elbow of the limb

arm across your chest toward

the opposite shoulder. Hold

for 10 seconds and relax.

Repeat with the other arm.

Remember to:

Stop if you feel any pain.

Hold each stretch steadily-no

bouncing!

Breathe normally.

* Make sure that the desks or chairs are secure, or pushed against a wall.

This material is from “Choose A Healthy Lifestyle" curriculum prepared by Washington Apple Commission (1993)

Increasing Opportunities for Physical Activity 59
HANDOUT

Activities to Increase Strength

to

Chest Press

While sitting at desk, put

palms together, chest high.

Push hands together as

hard as you can for 10

seconds. Rest, then repeat seven times.

Desk Press

While sitting at desk, place

hands (palms down) on

desk. Press down as hard

as you can for 10 seconds.

Rest, then repeat seven times

Quad Squat*

Stand to the side of the desk

with one hand grasping the

desk. Slowly bend down only

to the point where the thighs

(top of your leg) are parallel

with the floor. Do eight knee

bends.

Straight Leg Flexion*

Stand to the side of the desk, with one

hand grasping the desk. The

weight is on the supporting

leg. Lift the leg in front

without leaning forward or

backward. Hold for six

seconds. Return to starting

position and repeat on the

other side. Do eight repetitions.

Desk Dips*

Face away from desk, hands

grasping the edge of the

desk with feet slightly

forward so the weight of

the body is off center to the

back. Lower the body only

until the knees are slightly bent.

Do eight desk dips.

Reverse Desk Press

While sitting at desk, place

hands under the desk, with

palms facing upward. Push

up as hard as you can for

10 seconds. Rest, then

repeat seven times.

Rear Leg Extension*

Stand to the side of the desk,

with one hand grasping the

desk. The weight is just

forward of the slightly

bent supporting leg. The

working leg should be raised

straight behind, only as far as possible

without tipping the upper body forward.

Hold for six seconds. Return to starting

position and repeat on the other side.

Do eight repetitions.

Desk Push-Up*

Face the desk, hands grasping

the edge of the desk. Place

feet away from desk

approximately one to two

feet. Lower the body until the

chest touches the desk and

then come back up. Do eight push-ups.

Tip Toe Heel Raises*

Stand to the side of the desk,

with one hand grasping the desk.

Raise up high on your toes

then back down. Do eight

heel raises.

*Remember to:

Make sure that the desks are secure,

or pushed against a wall.

Breathe out on the hard part of the

movement.

* Make sure that the desks or chairs are secure, or pushed against a wall.

This material is from “Choose A Healthy Lifestyle” curriculum prepared by Washington Apple Commission (1993)

60 Nutrition and Physical Activity the 100 Way
\

Helping Youth to

Plan, Implement, and

Evaluate a Project

Section Contents

CHAPTER

1. How To Choose and Plan a Successful

Youth Project

2. How To Promote and Publicize Your Project

3. How To Work with Parents, Community

Members, and Community Institutions

4. Handouts

O

is

>

TJ

H'

M

&

Ul

o

X

>

-d

H

w

&

n

E

>

w

n

X

>

hd

w

&

oo

1. How To Choose and Plan a

Successful Youth Project

A key strategy in helping youth form positive lifelong health habits is to

encourage them to become health advocates. You can plan and implement

a project that addresses nutrition and physical activity issues relevant to

their neighborhood, home or school. Youth-driven projects give your

program great ways to gain visibility and build community awareness, and

help youth to develop and practice important team-building, leadership,

critical thinking, problem-solving, and organization skills.

The following are examples of some exciting youth-driven projects that:

Promote Community Education

Research and produce a public service announcement about nutrition

and fitness for a local cable station; or research, write, and submit an

article or editorial to a local paper.

Develop a resource guide of places where youth can be physically

active in their community.

Conduct a survey of foods served at youth hangouts (shopping mall,

corner stores). Make a list of affordable and healthful snack foods

available at those locations.

Work with local restaurants to add healthful menu items or modify

existing items to be healthier.

Conduct a community assessment such as a walkability survey to find

the safest and best places for walking in the community. Make a list of

those locations.

Influence Policy and Legislation

Gather information on foods served at class parties and sporting

events or sold for school fund raisers. Work with the school to set a

health-conscious policy for foods at school functions.

Write letters or make phone calls to a local public official regarding a

nutrition or physical activity issue that affects the community.

Helping Youth to Plan, Implement, and Evaluate a Project 61
Change Organizational Practices

Work with your school to add healthful food items to school menus and

vending machines.

Work with the school physical education department to broaden the

classes taught (e.g., hip-hop dance, swimming).

Strengthen Individual Health Knowledge, Attitudes, and Skills

Conduct parent education meetings on nutrition and physical activity.

Give parents nutrition and physical activity information so that they can

reinforce the health messages your program provides.

To ensure success, it is essential that youth have ownership of the project

by being fully involved at each step-from deciding on an issue, to

developing an action plan, to completing an evaluation. Youth are full of

creative ideas, fresh opinions, energy, and enthusiasm. They can be a

valuable asset in exposing issues that affect the community and finding

solutions to problems. However, working with youth will require time and

patience. All activities should be closely supported and monitored by

adult mentors to encourage responsibility and ensure follow-through.

To facilitate a youth-driven project you will need to help with the

following steps:

1. Assessing the environment

2. Deciding on a project

3. Building an action plan

4. Gathering detailed information

5. Reviewing progress

62 Nutrition and Physical Activity the 100 Way
Step 1. Assess the Environment

Have youth think about their neighborhood or their school or home

environment: What types of grocery stores, restaurants, and recreational

facilities are there? Does their school sell unhealthful foods in the vending

machines and at lunch? Do they have opportunities for physical activity

during school hours? Does their family regularly participate in physical

activity? Are fresh fruits or vegetables available for snacking at home? By

observing these aspects of their environments, youth can determine the

significant nutrition and physical activity issues and select an area to

change or improve.

Use the “Assess Your Environment” handout, or develop your own

questions to assist your youth to assess nutrition and physical activity in

their environment. They can use the results of their assessment to make a

choice or vote on their top issue.

Tip: These questions can be completed and discussed in groups or

completed individually as a homework assignment. For younger youth we

suggest you have them consider one environment only (i.e., school,

community, or home).

Step 2. Decide on a Project

Once youth have identified an issue, it’s time to come up with a project.

Brainstorming is a great way to tap into everyone’s ideas. Facilitate a

brainstorming activity during a chapter meeting, or ask youth to

brainstorm ideas with parents and other family members.

1. Brainstorm ideas for a project on the identified issue.

Everybody must participate and help identify as many ideas as

possible-from silly to serious and everything in between.

Write down everybody’s ideas. You’ll make choices later.

Nobody criticizes anybody else’s ideas.

2. Narrow ideas by asking questions.

How much time do we have to complete the project?

Helping Youth to Plan, Implement, and Evaluate a Project 63

CHAPTER

6

V CHAPTER

7 CHAPTER

8
What specifically do we want to do-create a new policy or

legislation, change a practice, provide education, or help to improve

individual choices?

Who will be the target audience?

Which idea will make the most difference or have a lasting impact?

Which idea has the best chance of succeeding?

3. Choose one idea to work with.

4. Set goals and objectives so that the achievement can be

measured.

Use the Brainstorming Worksheet handout on page 77.

Issues Ideas

There are too few planned Survey youth in the neighborhood to

sports activities in my come up with ideas for physical activity

community. and present your results to the city

council, school district, or community

center.

My neighborhood is not a Assess the neighborhood recreational

safe place to be physically facilities, come up with ideas for

active. improvements, and present results to

the city council.

My school serves too many Work with school food service to find

high-fat, high-sugar foods. healthier alternatives to serve at school

functions, in the cafeteria, and in

vending machines.

Develop a petition to give students

increased access to the school’s

recreational facilities and sports

equipment before, during, and after

school hours.

We do not have enough

opportunities to get

physical activity at

school.

64 Nutrition and Physical Activity the 100 Way
Step 3. Build an Action Plan

Have youth build their own action plan by considering what needs to be

done, who will do it, and when it should be done. If they are working in

groups, make sure that all members are involved by assigning specific

tasks from the action plan to each person. Always have an adult available

to give direction and keep everyone focused. After each step is

completed, have youth assess how their plan is going, identify hurdles,

and come up with solutions. This is also a good time for an adult

facilitator to provide direction, advice, and positive reinforcement.

Use the Action Plan handout on page 81.

Sample Action Plan

Idea: Too few opportunities for community participation in

physical activity

Project: Prepare a report for the city council on how to increase

community physical activity.

Activity Who Does It By When

Gather information about physical All of us October 4

activity in the neighborhood

Take photos of unsafe and unkempt All of us November 4

recreation areas, sidewalks, etc.

Meet to discuss data and come up All of us December 4

with solutions

Put together report All of us February 4

Write news release Omar February 4

Contact media Joe February 4

Meet with city council members or All of us March 4

attend city council meeting

Adapted from Playing the Policy Game, California Project Lean, Public Health Institute

Helping Youth to Plan, Implement, and Evaluate a Project 65

CHAPTER

6

Y CHAPTER

7 CHAPTER

8
Step 4. Gather Detailed Information

Once a decision has been made about an issue and project, the next step

is to become familiar with the issue and gather information. Examples

might include collecting specific nutrition information on menu items from

local restaurants or on snack foods available in school vending machines,

surveying students on what they think of foods served at school, or

conducting a walkability survey of their neighborhood.

Here’s how to get started:

Help youth become familiar with their issue.

Provide learning opportunities such as hands-on activities, handouts,

or guest speakers. If your youth project involves improving snack

choices, talk about what makes a healthy or poor snack choice and

conduct an activity on reading food labels.

Encourage youth to contact local groups that support similar issues

and find out what they do. Examples might include a local chapter of

the American Heart Association, a hospital, the school district, the

City Parks and Recreation Department, the City Health Department,

community-based organizations such as the YMCA or Boys & Girls

Clubs, or local businesses such as a health club or grocery store.

Have the youth create a list of organizations, groups, businesses, or

individuals to contact. (Please refer to the What Resources Are

Available? handout on page 82.)

Show youth how they can learn more about their issue via the Internet.

(See Resources chapter for a list of nutrition and physical activity

web sites.)

Help youth decide what information to collect and develop a data

collection tool. For example:

Collect nutrition information on foods served at school, at home, or in

neighborhood restaurants and fast-food places; at movie theaters;

and at sporting events.

Interview students or family members for their opinions on food served

or available at school or at home.

66 Nutrition and Physical Activity the 100 Way
Collect information on community recreation facilities such as parks,

playgrounds, and recreation centers (e.g., safety, hours open to the

public, their condition, organized activities, equipment available, variety

of activities available).

Taste test healthy snack options at school, at home, or in the

community.

Sample data collection tools include What’s in Your Vending

Machine?, Prepared Combination Foods, and Walkability Checklist

on pages 83-87.

Review the findings.

Step 5. Review Progress

From the time you put your plan into action, evaluation and monitoring are

key to determining whether your activities are on track, how well you are

moving toward achieving your objectives, and whether your goals have

been met. Encourage youth to evaluate their progress after they complete

each step in their action plan. They can then make adjustments as

needed and stay on target.

After the entire project is completed, it is also important to assess

whether overall goals were met. Encourage your youth to write an

evaluation report. The document could be useful when applying to

colleges or for scholarships, and when looking for employment.

Use the Project Review Worksheet on page 88.

Helping Youth to Plan, Implement, and Evaluate a Project 67
2. How To Promote and Publicize Your Project

Publicizing your youth project means bringing community awareness to

your issue, generating support, and highlighting your mentoring program

and the positive work it does for young African-American youth in the

community. Your youth can write letters, make phone calls, give

presentations, create a public service announcement, or work with local

media. The media especially enjoy hearing from young people, so get the

word out about your program and its exciting activities.

Deciding Who to Contact

Your ultimate goal is to reach as many people as possible and get them

talking about your project and its positive messages. The first step is to

identify who should know about your project and the best way to reach

them. Collect information about who's who in your community and make a

target contact list. Although working with the media allows you to reach a

large number of people at one time, there are always other avenues

available to help you reach your target audience. Examples of these are:

Local associations and organizations. If local organizations (e.g.,

voluntary health groups, universities) are involved with your program,

ask their communications departments to help publicize your activities.

They can send out press releases, put announcements in their

newsletters, and inform their members about your activities.

Local politicians (mayor, city council members, school board

members, etc.). You will attract attention simply by having these people

involved. You can also work with local or state officials to create a

proclamation.

Media personalities. Media outlets are always looking for local stories.

(Use the Working with the Media handout on page 91.) Watch your

news station and read your local newspapers to find out if they have

special correspondents who cover community activities, education,

health, fitness, or other relevant subjects. You can also contact the

assignment editors or reporters yourself. (Please refer to the end of

this chapter for additional media support information.)

Local sports figures. Get your local high school, college, semiprofessional, or professional sports teams involved. Many of them are

looking for ways to contribute to the community, and their involvement

68 Nutrition and Physical Activity the 100 Way
will generate publicity for your activities. Contact the team’s public

relations representative.

Weather forecasters. One of the most effective ways to get your

message out is through local weather forecasters. They can mention

activities and show promotional items on the air. They generally appear

several times throughout a newscast and often mention community

activities each time.

Local DJs. Enlist a radio personality to help spread the word about

your project. Consider making a visit to the radio station while a

popular show is broadcast live. Bring the youth along-they may get

the chance to talk on the air about their project. They can also create

and submit a public service announcement.

Developing Promotional Materials

Now that you know who you want to tell, you need to decide what you

want to tell them. Your goal is to catch their attention.

Develop a press release. A press release conveys information about

your project in a quick and easy-to-read fashion. Make sure to include

who, what, when, where, how, and why clearly and concisely. Also

include the title, date, time, and location as well as a contact person

and phone number for further information. Be sure to state if the press

release is written by the youth. People will be much more interested

in your story. You can develop a press kit with additional information

such as a backgrounder (information on your program and participants

and activities), biographies, photos, activity descriptions, etc.

Assemble the kit with the most important information in the front and

any secondary information in the back. (There is a Sample Press

Release on page 97.)

Create a public service announcement. Have the youth develop their

own public service announcement by dividing up the tasks (writer,

recorder, supervisor, timekeeper, etc.).

Submit an article or editorial to a local newspaper.

Create posters and flyers. These can be hung in local storefronts or on

community information boards.

Helping Youth to Plan, Implement, and Evaluate a Project 69
Making Contact

Develop a media contact list to use to spread the word about your

project.

Contact the media. When working with the media it is especially

important to contact the right person. In large metropolitan areas,

media directories are often available at most public libraries. You can

also contact the station or publication directly and find out who covers

the nutrition, health, food, or community beat. Mail or fax a copy of your

press release or kit along with a cover letter explaining your project and

why it would be a good story to cover. You might find that you get the

best response by faxing your press release. Use the Working with the

Media, Media Contact List, Media Plan Checklist, and Sample Media

Advisory handouts at the end of this chapter.

Contact your weather forecaster. Write an introductory letter. Briefly

discuss your activities and request his or her participation. Prepare

a special promotional gift, like a basket of fresh fruit and vegetables,

a healthy menu cookbook, or sample healthy snacks. Your gift may

end up on television, so make sure it looks attractive and appealing.

Include your press kit with the gift, and if possible deliver it in person

to the station.

Write letters. A letter is a great way to either inform someone about

your project or get someone to support your cause.

Make phone calls. There are two handouts to assist in telephoning:

Making Phone Calls and Phone Guide.

Contact the community calendar sections of the local newspapers and

television stations to post your activity.

Include articles written by youth in your parent newsletter.

70 Nutrition and Physical Activity the 100 Way
3. How To Work with Parents and

Community Institutions

Getting parents and the community involved in supporting your youth

projects is essential. Parents and community members can create a

positive environment by being role models-setting a good example by

being physically active and making healthy eating choices. They can also

offer an abundance of valuable resources such as time, money, supplies,

expertise, feedback, and free publicity.

Consider involving the following community members in your project:

Who

Parents

Teachers

City council members

Local school districts/

representatives

Clergy

Health care providers/

hospital

Business leaders,

especially those in the

food or fitness industries

Media representatives

Local sports figures

Other youth

How They Can Support

Make introductions to key policy makers,

transport youth to special events, help

conduct activities

Assign credit for student projects

Get traffic patterns changed

Change vending machine options,

school policies

Support events, publicize projects at

church services or in the church newsletter

Provide health information, meeting space

for events, resources (handouts)

Donate foods or sports equipment;

sponsor events, teams

Publicize events, issues

Help get local press coverage, attend

events, speak at parent meetings

Provide information, help conduct surveys,

put up flyers about community meetings

Helping Youth to Plan, Implement, and Evaluate a Project 71
4. Handouts

Choose and Plan a Project

Assess Your Environment

Brainstorming Worksheet, Sample

Brainstorming Worksheet

The Action Plan

What Resources Are Available?

What’s in Your Vending Machine?

Prepared Combination Foods

Walkability Checklist

Project Review Worksheet

Promote and Publicize Your Project

Making Phone Calls

Phone Guide

Working with the Media

Media Plan Checklist

Media Contact List

Sample Press Release

Sample Media Advisory

Sample Backgrounder

Sample Fact Sheet

72 Nutrition and Physical Activity the 100 Way
Assess Your Environment

In Your Neighborhood

1. Can you buy fresh fruits and vegetables and dairy products at the

stores near your home?

Yes No

2. Can you buy lower fat foods such as fat-free or 1% milk, or

whole-wheat or whole-grain breads?

All the time Never

Sometimes, explain Don’t know

3. Are there fast-food places in your neighborhood?

A lot Not a lot

Sort of, explain D Don’t know

4. Are there any restaurants that serve low-fat foods?

A lot Not a lot

Sort of, explain D Don't know

5. Is there a park or community center in your neighborhood?

Yes No Don’t know

6. Do they offer sports programs and activities for young people and

families?

A lot A few None Don’t know

7. Are the parks in your neighborhood safe and clean?

Yes No

Sort of, explain Don’t know

8. Are there enough stop signs, traffic lights, and speed bumps in your

neighborhood?

Yes No

Sort of, explain Don’t know

Helping Youth to Plan, Implement, and Evaluate a Project 73
HANDOUT

At Your School

1. Does your cafeteria serve fruits and vegetables?

Every day Sometimes Never Don't know

2. Does your cafeteria serve fast food?

Every day Sometimes Never Don't know

3. How many vending machines does your school have?

1-2 3-4 4-6 More than 6 Don’t know

4. Do the vending machines have low-fat, low-sugar snacks such as fruit,

granola bars, water, juices?

Yes No

Sort of, explain Don’t know

5. Does your school sell candy, cakes, cookies, and other sweets at bake

sales or fundraisers?

All the time Never

Sometimes, explain Don’t know

6. How often do students have physical education?

Every day Every other day 2 times a week

Never Other

7. Can students use sport equipment (balls, jump ropes, etc.) during

lunch and breaks or after school?

All the time

Sometimes, explain Never

8. Does your school organize games (basketball, volleyball, etc.) during

breaks or lunch?

All the time

Sometimes, explain Never

9. Can students use school sport facilities (gym, track, weight room, pool)

before or after school?

All the time

Sometimes, explain Never

74 Nutrition and Physical Activity the 100 Way
In Your Home

1. What foods can you snack on at home? (Check all that apply.)

cookies chips granola bars yogurt

fruit veggies bagels Other

2. If you pack a lunch for school, what foods do you have?

(Check all that apply.)

sandwich leftovers cookies chips

granola bar yogurt fruit veggies

3. What is there to drink in your house? (Check all that apply.)

water soda fruit drink 100% fruit juice (e.g., orange, apple, etc.)

whole milk 1% milk fat-free milk Other

4. How many times does your family eat out during the week?

Every day 4 times a week 2 times a week Once a week Rarely

5. Do you have sports equipment (bike, balls, roller blades, etc.) at home?

Yes No Explain

6. Do your parents exercise?

All the time

Sometimes, explain Never

Helping Youth to Plan, Implement, and Evaluate a Project 75
HANDOUT

Which issue would you like to address?

We know that eating healthfully and staying active are important to our

health. You have described some characteristics of your neighborhood,

school, and home that make it difficult to be healthy. Now it’s time to

think about what you can do to make it easier for young people to eat

healthfully and stay active in your community.

Which problem is most important to try to solve? Choose one of these

issues or come up with your own.

Restaurants in my neighborhood do not have enough

low-fat menu items.

It is difficult to find low-fat food/snacks in my neighborhood.

There are too few planned sports activities in my community.

My neighborhood is not a safe place to exercise.

My school serves too much processed and high-fat food.

Students do not have enough opportunities to get physical

activity at school.

There is not enough fresh and low-fat food at my home.

My family eats too much fast food.

My family does not exercise enough.

Your own issue

76 Nutrition and Physical Activity the 100 Way
Brainstorming Worksheet NUTRITION SAMPLE

Steps to Brainstorming:

A. Come up with ideas.

B. Narrow ideas by asking questions.

C. Choose one basic idea to work with.

D. Set goals and objectives.

A. Come up with ideas

Issue: It is difficult to find healthy snacks/food in my neighborhood.

What you could do:

1 .Do a community food assessment to determine healthy food availability.

2. Plan a food fair. Invite local restaurants to provide healthy menu items.

3. Cook a healthy meal and invite parents and community guests.

B. Narrow ideas by asking questions

After you compile a list of ideas, its time to make a choice.

Ask the following questions to help you make your decision.

How much time will you have to complete your project? 6 months

Who will your target audience be? Youth

Which project will make the most difference and have the

longest effect?

Which project has the best chance of succeeding?

C. Choose one idea

Idea: Do a community food assessment to determine healthy food

availability.

D. Set goals and objectives:

1. Survey local stores and restaurants to determine healthy foods and

menu items.

2. Develop a neighborhood meal/snack guide featuring places to

purchase healthy foods.

3. Distribute guide to youth in the neighborhood to increase awareness

of healthy foods available in the community.

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

Helping Youth to Plan, Implement, and Evaluate a Project 77
HANDOUT

Brainstorming Worksheet PHYSICAL ACTIVITY SAMPLE

Steps to Brainstorming:

A. Come up with ideas.

B. Narrow ideas by asking questions.

C. Choose one basic idea to work with.

D. Set goals and objectives.

A. Come up with ideas

Issue: Not enough opportunities for youth to be active.

What you could do:

1 .Do a community walkability assessment.

2. Develop a neighborhood resource guide ofplaces to be physically active.

3. Plan a community sports event.

B. Narrow ideas by asking questions

After you compile a list of ideas, its time to make a choice.

Ask the following questions to help you make your decision.

How much time will you have to complete your project? 6 months

Who will your target audience be? Youth

Which project will make the most difference and have the

longest effect?

Which project has the best chance of succeeding?

C. Choose one idea

Idea: Do a community walkability assessment.

D. Set goals and objectives:

1. Survey neighborhood to determine if it’s a safe place to walk.

2. Develop a news release.

3. Meet with city and school officials to discuss results.

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

78 Nutrition and Physical Activity the 100 Way
Brainstorming Worksheet

Steps to Brainstorming:

A. Come up with ideas.

B. Narrow ideas by asking questions.

C. Choose one basic idea to work with.

D. Set goals and objectives.

A. Come up with ideas

Issue:

What you could do:

1.

2.

3.

4.

5.

6.

Helping Youth to Plan, Implement, and Evaluate a Project 79

CHAPTER

6 f CHAPTER

7 CHAPTER

8
HANDOUT

to

B. Narrow ideas by 

After you compile a list of ideas, its time to make a choice.

Ask the following questions to help you make your decision.

How much time will you have to complete your project?

Who do you want your target audience to be?

Which project will make the most difference and have the

longest effect?

Which project has the best chance of succeeding?

C. Choose one idea

Idea:

D. Set goals and o

1.

2.

3.

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

80 Nutrition and Physical Activity the 100 Way
41

41

41

4ft

4ft

4ft

4ft

4ft

4ft

4

4

41

4ft

4ft

4ft

4ft

S®

4

4ft

The Action Plan

Mow it’s time to put all of your ideas into an Action Plan. This means you

need to figure out what has to be done, who will be responsible for doing

it, and when it should be completed.

Project:

Activity Who Does It By When

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

Helping Youth to Plan, Implement, and Evaluate a Project 81
What Resources Are Available?

Build a list of organizations, groups, and companies that you would like

to contribute to your project. You will need to communicate with these

people through letters and phone calls.

Project:

Name Phone

Organization

Address

Notes

Name Phone

Organization

Address

Notes

Name Phone

Organization

Address

Notes

Name Phone

Organization

Address

Notes

Name Phone

Organization

Address

Notes

82 Nutrition and Physical Activity the 100 Way
What’s in Your Vending Machine?

Co

-*—•

03O

_o

CDc

Ino

03

CDC

'~oc£o

_0

"oo

03cS Q

co

03 jt?—

3~2

.»oo

0 T3 T3 0 0 0

-t-* 1—

.52 cr>

c:

>®

Q£

oCDC>0

CO

_Co

030

_c

CO

JZo

=3E£01

CO

1-E

iiI i l 03

^oE

003

Q3 =6

^ (82

c?'> c/3

O^

Q3

-I—<

o3

o' CO >

0

Q u_ £ | 0 0

-*-

1

iO CD

>•.0 o.

§ °-©

c co CD C CD 0 | O £ 0 0 Q_ 0 010N C0o w

COE -c 0 0

~oc0

"OE

5 CD 0 .1=! 0 Q) E £ 0 £ Z o

.CO

^0

0€

S

.CO°

O'

CO

CD o

CNI

CO

O'

lO

CN

c§>

03

CO

C3

^9-

CO0£0so

,0

CN

CO

0

030

o

0 LO a^-

00

-C

.o

K- -I 0 O

53C . D 0

Q) -Q 05

"o.0

£c -g

^S2 Lu Q. O

L

DoQZ<X

Helping Youth to Plan, Implement, and Evaluatea Project 83

CHAPTER 6 CHAPTER7 CHAPTER8
HANDOUT

Prepared Combination Foods

Store Name: Name of Data Collector:

Item Cost Description

(e.g., hot dog on a bun, nachos, pizza,

bagel and cream cheese, dim sum, etc.]

(Size, preparation method, etc.)

84 Nutrition and Physical Activity the 100 Way
Walkability Checklist

Everyone benefits from walking. But walking needs to be safe and easy.

Take a walk with your child and use this checklist to decide if your

neighborhood is a friendly place to walk. If you find problems, there are

ways you can make things better.

Getting started: Pick a place to walk, like the route to school, a friend’s

house, or just somewhere fun to go. Read over the checklist before you

go and, as you walk, note the locations of things you would like to

change. At the end of your walk, circle an overall rating for each question.

Then add up the numbers to see how you rated your walk.

Rating scale

1 = awful 4 = good

2 = many problems 5 = very good

3 = some problems 6 = excellent

1. Did you have enough room to walk safely?

Rating: 1 2 3 4 5 6

Yes Some problems:

Sidewalks or paths started and stopped

Sidewalks were broken or cracked

Sidewalks were blocked with poles, signs, dumpsters, etc.

No sidewalks, paths, or shoulders

Too much traffic

Something else?

Locations of problems:

Helping Youth to Plan, Implement, and Evaluate a Project 85
HANDOUT

2. Was it easy to cross streets?

Rating: 1 2 3 4 5 6

Yes Some problems: (use rating scale)

Road was too wide

Traffic signals made us wait too long or did not give us enough time to cross

Needed striped crosswalks or traffic signals

Parked cars blocked our view of traffic

Trees or plants blocked our view of traffic

Needed curb ramps or ramps needed repair

Something else?

Locations of problems:

3. Did drivers behave well?

Rating: 1 2 3 4 5 6

Yes Some problems: (use rating scale)

Drivers...

Backed out of driveways without looking

Did not yield to people crossing street

Turned into people crossing streets

Drove too fast

Sped up to make it through traffic lights or drove through red lights

Something else?

Locations of problems:

4. Was it easy to follow safety rules?

Rating: 1 2 3 4 5 6

Could you and your child...

Yes No

Cross at crosswalks or where you could see and be seen by drivers?

Stop and look left, right, and left again before crossing streets?

Walk on sidewalks, or shoulders (if no sidewalks), facing traffic?

Cross with the light?

Locations of problems:

86 Nutrition and Physical Activity the 100 Way
5. Was your walk pleasant?

Rating: 1 2 3 4 5 6

Yes Some unpleasant things: (use rating scale)

Needs more grass, flowers, or trees

Scary dogs

Suspicious activity

Not well lit

Dirty, lots of litter or trash

Something else?

Locations of problems:.

How does your neighborhood stack up?

Add up your ratings and decide.

1.

2.

3.

4.

5.

( ) = total

How did your neighborhood rate?

26-30 Celebrate! You have a great neighborhood for walking.

21 -25 Celebrate a little. Your neighborhood is pretty good.

16-20 Okay, but it needs work.

11-15 It needs lots of work. You deserve better than that.

5-10 Call out the National Guard before you walk. It's a disaster area.

Taken from National Child Passenger Safety Week Activities, National Highway Traffic

Safety Administration Website, http://www.nhtsa.dot.gov/people/outreach/safesobr/

oplanner/ncpsw/walkl .html

Helping Youth to Plan, Implement, and Evaluate a Project
HANDOUT

Project Review Worksheet

Take a minute to think about your work and answer these

questions.

1. What have you don

2. Which steps worked

and what did you do about it?

3. Have you made any 

4. What new skills did 

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

88 Nutrition and Physical Activity the 100 Way
Making Phone Calls

Making calls to potential donors, supporters, and volunteers is a

way to get support for your project or event.

When you make a phone call, follow these tips:

1. Fill out a copy of the phone guide.

2. Get permission to use the phone.

3. Have paper and pencil handy for note taking.

4. When someone on the other end answers, always introduce yourself

by giving your name, age, and the program you belong with. Speak

clearly and slowly enough to be easily understood.

5. If the person you are calling is not there, ask what time he or she is

expected to return.

6. Write down the time and call back then.

7. If you need to leave a message, make sure to leave your name, your

program, phone number, the best time to call you back, and a short

message about why you are calling. Don’t be afraid to call back as

many times as it takes to get a response!

8. While you have your contact on the phone, get the correct spelling of

his or her name, title, mailing address, and phone number.

9. Always say thank you before saying good-bye.

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

Helping Youth to Plan, Implement, and Evaluate a Project 89

o

X

>

W

&

00
HANDOUT

Phone Guide

Fill out this Phone Guide before you make your calls.

Contact Information

Contact name: Contact title:

Contact organization: Contact e-mail:

Contact phone: Contact fax:

Contact address:

Hello, may I please speak to [contact name] ?

My name is and I am years old and am

enrolled in the [program name] .

I am calling to speak to you about...

Why you are calling. What you want to say or ask:

Notes: Write down what your contact tells you:

Thank you very much. Good bye.

Your Information

Sometimes your contact will ask for more information about you. Fill out

the section below so that you have the information handy.

Name of your program:

Program address:

Program phone: Program fax:

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

90 Nutrition and Physical Activity the 100 Way
\

^ 11

1111 11

4 | §

§

5

4

§

5

5

5

5

5

5

5

5

5

5

5

5

5

§

§

§

5

5

5 ft

§

#

5 ft

Working with the Media

Make a media contact list for newspapers and radio and

TV stations

Find the phone numbers and addresses in the phone book. Call

newspapers and radio and TV stations to ask which reporters cover

health and education. Put all the names, phone and fax numbers, and

addresses you find into a media contact list.

Write a Letter to the Editor

Newspapers print letters to the editor. These letters express opinions

about issues that affect the community. You can find the editor’s name

and address on the editorial page of the newspaper.

Write a Media Advisory

A media advisory is a little different from a press release. It is not a

narrative description of what you are doing. Instead, it is a snappy

heads-up with a few facts and reasons why the media should be

interested in reporting your project or attending your event. See the

sample on page 96.

Write a Press Release

A press release is a written description of a news story or event. A press

release should be short and to the point-no more than two typed pages.

Your press release should include:

WHAT WHO WHEN WHERE WHY

Make sure that reporters know that the release was written by young

people. They will be much more interested in your event or project. Fax or

mail a copy of your press release to all of the reporters on your media

contact list, then telephone them to make sure that they have received it.

It is a good idea to include a quote from someone who supports your

project. This could be from one of your youths or from someone who is

important in your community-a business person; civic, political, or

religious leader; or other influential person who supports or endorses

what you are doing.

Helping Youth to Plan, Implement, and Evaluate a Project 91
HANDOUT

Backgrounders and Fact Sheets

These are other ways to present information to your media contacts,

which you can include with your press release or media advisory. They

allow you to go into greater detail about your project-history, facts and

figures, lists of supporters, and other information that would help a

reporter write a story. See pages 98 and 99.

Create a Public Service Announcement

Public Service Announcements (PSAs) are announcements that publicize

the events and activities of nonprofit organizations. TV or radio stations

donate the broadcast time so that the announcement can be played on

the radio or viewed on TV. PSAs are usually 10-60 seconds long.

When developing your PSA, always remember:

Keep it short and simple

Identify the main issue in the first 10 seconds

Emphasize the solution and the problem

After you get media coverage, remember to get a copy of the article, or a

recording of the TV or radio story. If you are unable to record it, politely

ask your media contact for one. You may have to purchase it.

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

92 Nutrition and Physical Activity the 100 Way
Media Plan Checklist

Make Contact

Collect basic information on

who’s who in the media

including local radio, TV, daily,

weekly and monthly

newspapers, and local and

regional magazines.

Check out content and style of

programs, specialized

columns.

Identify ethnic and specialized

publications in the community.

Know Your Media

Get to know the reporters and

editors.

Know who covers what

“beat”-education, schools,

food, health, nutrition, chefs,

and restaurants.

Call local newsrooms.

Note who has covered

community events in the past.

Research Other

Media Sources

Ask chefs which writers may

have covered them in the past

and if they have their own

publicist.

Keep a clipping file of stories

from publications that have

articles on food, health/

nutrition, schools, education,

chefs, communities, etc.

Use the News Media Yellow

Book (available at most public

libraries) and other library

resources.

Contact print media that

needs longer lead timemonthly magazines and

publications.

Establish a Relationship with

the Media

Designate specific

spokesperson(s) to talk to

the media.

Contact assignment editors.

Develop your press release

and teaser.

Press Release

Tell who, what, where, when,

how, and why as clearly and

concisely as possible.

Think of who the audience is

and what would appeal to

them.

Try to keep to one page.

Be creative and innovativemake it stand out from the

others.

Include title, date, and location.

Include a contact person and

phone number for further

information.

Helping Youth to Plan, Implement, and Evaluate a Project 93
HANDOUT

Teaser

Developa creative media

attention getter.

Mail Press Release and

Teaser

Find out who is the right

person to fax, mail, or e-mail

press releases, background

information, and “teasers" to.

Faxing is usually the best way.

Ask to speak to that person to

establisha personal contact

and to get them interested in

the upcoming activity.

If contact can not be made on

the telephone, then fax or mail

an introductory letter. Set upa

personal meeting, if necessary.

Questions for the Media

Name, media outlet, phone/fax

numbers.

Deadline for publication or

broadcast AND when the story

will run.

Encouragea photographer or

camera crew to accompany

the reporter.

Find out if the outlet hasa

special angle to cover on the

event.

Fax information to them.

Assemble the Media Kit

Include press release,

biographies/photos of chefs,

and chef recipes.

Provide reporters with media

kit as soon as possible.

Designatea photographer.

Reach Out

Contact reporters to remind

them of the activity two or

three days in advance.

Last Minute

Telephone media contacts to

remind them of the activity the

day before.

If the media contact is unable

to attend, make sure to get

followup materials and photos

to them.

Be sure to have all press

attendees sign in; give thema

map of the activity.

Capture addresses, phone

numbers, and affiliation.

Keep track of all media

attended and interested

parties who were unable to

attend the event and who may

doa followup story.

Assigna guide to direct media

to activities.

Followup

Collect all newspaper articles

written; ask media outlets for

copies of their story.

Evaluate the event. Take notes

as to what might be done next

time.

94 Nutrition and Physical Activity the 100 Way
Media Contact List

Use this worksheet to list newspapers and television and radio stations in

your community.

Project:

Name

Newspaper or Station

Address

Phone and Fax Numbers

Notes

Name

Newspaper or Station

Address

Phone and Fax Numbers

Notes

Name

Newspaper or Station

Address

Phone and Fax Numbers

Notes

Name

Newspaper or Station

Address

Phone and Fax Numbers

Notes

Adapted from Playing the Policy Game, California Project LEAN, Public Health Institute

Helping Youth to Plan, Implement, and Evaluate a Project 95

CHAPTER

6 CHAPTER

7 CHAPTER

8
HANDOUT

Sample Media Advisory

For more information contact:

[Contact name and phone number]

Media Advisory

Who:

What:

When:

[Your program and other participants]

Community Walk-a-Thon, an opportunity for all ages to

experience how walking can be a fun and easy way to

get daily physical activity.

[Date, time of event]

Where: [Location of route]

Interview

Opportunities: [List Chapter President, Mentoring Program Coordinator,

and all distinguished guests who will participate]

Photo

Opportunities: [List activities that would make good pictures.

Some examples include:

Local celebrities participating in the event

Young and old people participating together

Exhibits

Supporters]

96 Nutrition and Physical Activity the 100 Way
Sample Press Release

For Immediate Release For more information contact:

[Date] [Contact name and phone number]

[Program youth] are taking strides to increase

community participation in regular physical activity

Youth participating in the [program name] are organizing a walk-a-thon to

take place on [date, time, location]. The goal of the event is to promote

walking as an easy and fun way for [community name] members of all

ages to stay active. Proceeds from the event will help to support

[describe mentoring activities here].

[Program name] mentors and mentees will be joined by [name

distinguished guests and supporters]. People of ages are encouraged

to participate. The day’s activities will include [brief description of route

and special attractions].

The day’s activities will include a 3 mile scenic walk through the

[community name]. Upon completion, all participants will receive [list

prizes and refreshments] courtesy of [list supporters]. Information on

healthy eating and exercise opportunities for [community members] will

be available at booths staffed by [local nutrition and physical activity

organizations].

[Insert quote from supporter-sample] “[Walk-a-thon supporter] has a

strong interest in supporting activities that empower youth to make a

difference in the lives of [community name] members. We are pleased to

be a part of today’s event and will continue to reinforce and support the

community’s efforts to increase participation in safe and enjoyable

physical activity."

[Insert quote from program spokesperson-sample] “So many chronic

diseases in our community (diabetes, high blood pressure, obesity) can

be prevented through regular physical activity. We realize that regular

physical activity is also an important part of leadership development. We

want our young men to be role models for the community by engaging in

health promoting activities. Walking is a safe, fun and affordable activity

that can be enjoyed by all.”

Helping Youth to Plan, Implement, and Evaluate a Project 97
HANDOUT

Sample Backgrounder

00

[Your program’s name]

Address

City, State, Zip

Phone

Chapter President:

Mentoring Coordinator:

[Other pertinent chapter members]

Program enrollment:

Age groups:

Brief description of your program and its commitment to nutrition and

physical activity issues as related to your event.

Description of the theme and goal of the event.

List activities to take place.

Give location, date and time of event.

List everyone who will participate.

Other Facts:

[This is a good place to list other interesting facts about your program,

including any prominent people who are members or who have supported

any of your activities, other special programs or partnerships, etc.]

98 Nutrition and Physical Activity the 100 Way
Sample Fact Sheet

Fact Sheet

#

[Program name] Community Walk-a-thon

250,000 deaths each year can be attributed to physical inactivity, while

millions of Americans suffer from illnesses and chronic conditions that

can be prevented or improved through regular physical activity.

1.5 million people suffer from a heart attack in a given year.

40% of children ages 5 through 8 have at least one coronary risk factor.

8 million people have adult-onset (non-insulin-dependent) diabetes.

Over half of the population are overweight or obese.

Regular physical activity on most days of the week reduces the risk of

developing or dying from some of the leading causes of death in the

United States (heart disease, diabetes, and some types of cancers).

Daily physical activity such as 30-minute sessions of moderate activity

(brisk walking) or 15-20 minute sessions of intense activity (jogging,

playing basketball) are recommended for all ages.

More than 60% of adults do not engage in the recommended amount

of physical activity.

Less than 50% of American children engage in physical activity that

promotes long-term health and cardiovascular benefits.

[Program name] has made the promotion of physical activity an

important part of our mentoring program, through role modeling and

actively engaging youth participants in sharing these messages with

their families and community.

The goal of our walk-a-thon is to engage our youth through creating

opportunities for physical activity that are enjoyable, meet the needs of

the community, and involve and encourage participation of friends,

peers, parents and community members.

The walk-a-thon will include [list activities]

The walk-a-thon will take place [give location, date and time]

Participants include [list other participants]

Helping Youth to Plan, Implement, and Evaluate a Project 99
100 Nutrition and Physical Activity the 100 Way
Youth Nutrition and

Fitness Activities

This chapter is filled with activities that cover a variety of

topics that are important and relevant to youth. Activities

are designed to be stand-alone, so you can choose those

that best meet the needs of your youth. However, it is

recommended that you complete the activities in the

order they are listed.

Types of Activities:

Assessment

Assessment activities have youth examine their current

behaviors. Youth take home activity sheets and record their

current diet and/or physical activity behaviors.

Discussion

Discussion activities provide an opportunity for youth to

talk about current nutrition and/or physical activity topics

and share their opinions and ideas. These activities require

minimal preparation and are ideal for situations where

time is limited.

Hands-on

Hands-on activities require additional preparation and

supplies.

CHAPTER

CHAPTER

7 CHAPTER

8

3O

~oc

d:

xX

XXX

co§c

d:

XX

c

.o

CO

co3O

.00

X

c

CD

CO

CO

CD

CO

CO

X

X

XX

o

5. £

co3 CO C CO

-=

0

2B

CD ojz 0 ?

CD£

co XOO0

CD3

CO

co XOo

CO

CO XOOH—

-»—

CO

CO

_co

CD

_Q

_0XOO

LL

s_ CO

CD 0) a o £ o

-o -c

CD°

C DC

1*£

co co ^ £

CD -P o iS E ^ E co X .9 3 CO

-E Q.

C

CO 03 c 2 o ^ x .92o

2C co

>-, o

CO

CDE3

COcoO

COc

CD

co

C

E

_9>O0

.^S Q- _E Q"

S "SE23

o®3E®

®>C -n ", CO

g °es8§ .g|

'm CD CO Q-.-tO .-ti -n *-' Q_ s- ^ u

c/)—

+

-1 D E O (J ^ O 0- LL CO LL CO Z

(0EE3

0)

(/>

0)

■■

MB

MB>t3 <

x0W

0

& 03 3

co

CDsIo

00

"Oc

COc O' o £ '£= c 3 E Z £

11 X 0)

03*

.E -S’ 0 > ® o ^ < 1 s

52I

SC£

00 00 00 00 CO 00 00

CO

CD3

COcoo0

CO

LLcoc5oQ

c3

DCco

CDc

-4—* 03

LU

0

_Q

_JXoo

LL

CDcX00

QC

«co

-»—<

Q_ oo

03C

(f)

>•.

03Co

CL o>

-t—* o<

0

CD0

CDC0

00

LO

0“L_o

CDc>> 0

CL0£0<

00

LOcgw03o0

^Q

0 r- 0 B

QC

3£

CDCo0

co

‘00000coc00oE

CD

_C" L_

'0

cr 0

L_00o<

Youth Nutrition and Fitness Activities 101
Activity 1: Are You Meeting Your Nutrition and

Physical Activity Requirements?

Purposes:

Youth will assess their diet and activity behaviors.

Youth will identify ways to improve their diet and physical activity

choices.

Session One

Before the session:

Make copies of My Food Record (page 105) and My Activity Record

(page 106) handouts.

What to do:

1. Tell youth that they will be collecting information on their eating and

physical activity patterns. Distribute My Food Record and My Activity

Record handouts. Have youth keep a record of all the food they eat

and how much physical activity they get for an entire day.

2. Provide instruction on how to complete the records.

Explain that it is very important that they be specific about the kinds

of food and the amount they eat.

Offer examples:

2 slices of cheese pizza

Pint carton of low-fat milk

One 12-oz. can of soda

A turkey sandwich, 3 slices of turkey,

2 slices of bread w/ lettuce, tomato

3 pieces of fried chicken with skin

not

not

not

not

pizza

milk

soda

sandwich

not chicken

Remind them to keep track of how much water they are drinking.

Explain that physical activity also includes things such as walking

to and from school, or household chores like mowing the lawn,

washing the car, sweeping, and vacuuming. This is in addition to

traditional exercise such as playing basketball, running, or bike

riding. Tell them to keep track of all of it!

102 Nutrition and Physical Activity the 100 Way
Session Two

Before the session:

Make copies of Are You Meeting Your Nutrition and Physical Activity

Requirements? (pages 107 and 108).

What to do:

1. Distribute copies of Are You Meeting Your Nutrition and Physical

Activity Requirements? handout for the youth to complete.

2. Review the nutrition requirements.

Requirements for fruits and vegetables, calcium, and water

At least 5 servings of fruits and vegetables a day

3 servings of calcium-rich foods (low-fat milk, yogurt or pudding,

cheese, calcium-fortified juice, calcium-fortified cereal, green leafy

vegetables) every day.

8 glasses of water every day

3. Review the requirements for physical activity.

Requirements for physical activity

Aim for at least 60 minutes a day.

Be spontaneously active

Play tag

Jump rope

Ride a bike

Walk or run

Play during recess

Roller skate or in-line skate

Take part in physical education classes during school

Join after-school or community physical activity programs

Dance

Youth Nutrition and Fitness Activities 103
4. Review what happens when you don’t meet your nutrition and

physical activity requirements. You can:

Get cranky, moody, not able to concentrate

Become overweight or underweight

Have dull and dry hair, brittle nails, ashy and flaky skin

Get sick more often

Become constipated

Develop diabetes

Suffer from:

stroke

high blood pressure

diabetes

certain types of cancers

5. Discuss the following:

Were you surprised by the amounts or types of food you ate?

Were you more active or less active than you expected?

Did you meet your nutritional and physical activity requirements?

What ideas did you come up with to improve your choices?

Tip: Youth can track their eating habits on-line with the United States

Department of Agriculture’s Interactive Healthy Eating Index at

http://www.usda.gov/cnpp. They can create an online profile by

entering in the foods they eat and tracking their calorie, vitamin, fat,

fiber, cholesterol, and protein intake. A 20-day log will help them to

document their eating patterns.

104 Nutrition and Physical Activity the 100 Way
My Food Record

Narpe: Date:

List All Food and Drink Portion Size Number of Servings

MORNING:

BEFORE LUNCH:

LUNCH:

AFTERNOON:

DINNER:

AFTER DINNER:

Youth Nutrition and Fitness Activities 105

CHAPTER

7 CHAPTER

8
HANDOUT

My Activity Record

<N

vd

Name: Date:

What Did You Do for Activity? For How Long?

106 Nutrition and Physical Activity the 100 Way
Are You Meeting Your Nutrition and Physical

Activity Requirements?

Use your completed food and activity records to answer these

questions and see!

Fruits and vegetables provide important

nutrients like vitamin A and vitamin C that help you:

Keep your skin and eyes healthy

Avoid getting sick

Avoid getting constipated

Reduce your risk of cancer and other diseases

Grow to your potential

Heal wounds faster

You need at least 5 servings a day!

Did you meet the recommendations? Yes No

Calcium is important for:

Building strong bones and teeth

Making muscles work

Because you are still growing, you need at least

1300 mg. of calcium a day. That means 3 servings of

foods high in calcium every day

Did you meet the recommendations? Yes No

Water helps you:

Get rid of toxins that are produced by the body

Avoid getting constipated

You should drink at least 8 glasses of water a day.

Did you meet the recommendations? Yes No

What about soda?

Drinking too much sugary soda may:

Cause weight gain Give you cavities

The average 12 to 19-year-old boy consumes about 18 oz. of soda a day. This adds up to

an extra 15 tsp. of sugar per day! (Liquid Candy, Center for Science in the Public Interest)

And this doesn’t include the sugar from eating other foods such as candy, cookies, cakes,

or ice cream.

How many tsp. of sugar from soda did you have? (Multiply the ounces of soda you drank

by 8 and divide by 10) oz. of soda x8 = + 10 = tsp. of sugar

One serving of fruits and

vegetables:

1 medium size piece of fruit

% cup juice

1

/2 cup canned or chopped fruit

V2 cup cooked or chopped raw

vegetables

1 cup leafy raw vegetables

1

/4 cup dried fruit

The following amounts of

these foods provide similar

amounts of calcium:

1 cup nonfat or low-fat milk,

yogurt, or pudding

1

1

/2 oz. low-fat cheese

1 cup calcium-fortified juice or

calcium-fortified cereal

1 cup black eyed peas

3 cups broccoli

6 corn tortillas

CO

vO

ID

O

D

Z

<

X

o

X

>

w

o

X

>

id

H

W

00

Youth Nutrition and Fitness Activities 107
HANDOUT

Physical Activity

Every day you should get at least 60 minutes of physical activity. This includes moderate

activity such as playing basketball or football, swimming laps, or jumping rope, and other

activity such as walking your dog, biking to school or to visit friends, or using the stairs.

Did you get at least 60 minutes of moderate physical activity? Yes No

Do you get enough other activity? Answer these questions to find out!

Activity

Do you walk or ride your bike to school or to visit friends?

Yes No

Do you do physical activities with friends and family such as roller

blading, playing frisbee, or shooting hoops at least once a week?

Do you take the stairs instead of the elevator?

Ifyou answered no to two or more, you may need to add more activity into your

weekly routine.

What happens when you don’t meet your food and activity requirements?

Now...

You may become cranky or moody, or not be able

to concentrate

Become overweight or underweight

Have dull and dry hair, brittle nails, ashy and flaky skin

Get sick more often

Get constipated

Develop diabetes

Later...

Become overweight

Suffer from:

Stroke

High blood pressure

Diabetes

Certain types of cancers

Improving Your Food and Activity Choices

What changes can you make to improve your food and activity choices? Check all that

apply and add a brief comment on how you will make improvements.

Improvement How:

Eat more fruits and vegetables

Eat/drink more high-calcium foods

Drink less soda

Add more physical activity into my day

108 Nutrition and Physical Activity the 100 Way
Activity 2: The Low-Down on Sugar

&

»

Purposes:

Youth will assess the amount of sugar in popular beverages.

Youth will identify healthier drink alternatives.

Materials:

Sample high-sugar drinks (actual cans/bottles or labels)

Sugar (2 lb. or 5 lb. depending on size of group)

Measuring spoons

Plastic bags

Clean-up materials

Ahead of time:

1. Collect labels or cans/bottles of drinks.

2. Make copies of The Low-Down on Sugar {page 112 and 113) and

Do You Know What's In Your Soda? handouts (page 114).

What to do:

1. Introduce the activity:

Bring in various beverages including ones with added sugar (e.g.,

soda, fruit drinks) and ones without added sugar (e.g., 100% fruit juice,

orange juice).

Tip: You can substitute other high-sugar foods such as breakfast

cereals, candy, cookies instead of drinks.

2. Ask youth to place the drinks in order of lowest amount of sugar to the

highest without looking at the labels. Make a note of this sequence.

Youth Nutrition and Fitness Activities 109

CHAPTER

7 \ CHAPTER

8
3. Find out if youth agree or disagree that all sugars are the same. Review

the types of carbohydrates.

Complex carbohydrates (starches) are found in grains, such as bread,

pasta and rice, and vegetables. Foods that are high in complex

carbohydrates are also loaded with vitamins and minerals.

Simple carbohydrates (sugars) occur naturally in foods such as milk

and fruits and are also added to foods such as soft drinks, candy, ice

cream, and cookies. Sugars that occur naturally in foods are usually

accompanied by vitamins, minerals, protein, and fiber. Refined sugars

such as table sugar, corn syrup, honey, and maple syrup that are

added to foods provide only calories.

4. Have the youth read the labels on the containers of drinks or other

high-sugar foods to find out how much sugar they contain. It is

important for them to keep in mind that the amount of sugars listed on

the Nutrition Facts label represents “total sugars” in the food. This

includes those that have been added and those that occur naturally.

For example, 1 cup of milk contains 11 grams of natural sugars and

100% orange juice (without added sugar) contains 20 grams of

natural sugar. The same amount of orange soda contains 32 grams of

added sugar. Once they have checked their label to identify how much

sugar is in their food, have them measure out the amount of sugar. Use

the 4 grams of sugar = 1 teaspoon rule. Pile the sugar in a plastic bag

in front of the container. Then have the youth put the drinks in order

from lowest in sugar to highest. Check to see if the order is the same

as what they originally thought. Ask if they were surprised by the

amount of sugar in particular drinks.

5. Ask youth if they pay attention to how much added sugar they get in

their diet. Find out why they do or do not pay attention. Review some of

the possible consequences of a high-sugar diet:

Weight gain

Cavities

Foods made with lots of refined sugar fill you up and can crowd out

other, healthier foods from your diet

110 Nutrition and Physical Activity the 100 Way
6. Have youth brainstorm healthier drink alternatives. Some possible

choices are:

100% fruit juice without added sugar

m 1 % or fat-free milk

Unsweetened iced tea

Sparkling water

Water

Tip: Taste test a healthier alternative to soda: 100% fruit juice with

club soda.

7. Distribute The Low-Down on Sugar handout. Review ways youth can

decrease the amount of added sugar in their diet.

Cut back on soda and juices or fruit drinks with added sugar.

Drink 100% fruit juice with no added sugar, unsweetened iced tea,

water, or 1% milk. Always check the ingredients list for added

sugars.

Reach for fresh, canned, and dried fruit. Make sure to buy canned

fruits packed in water, juice, or light syrup rather than in heavy syrup,

and dried fruit with no added sugar. Always check the ingredients

list to make sure!

Buy fewer snack foods that are high in sugar such as cookies,

cakes, and candies. Try vanilla wafers, graham crackers, bagels,

English muffins, nuts (dry roasted), sunflower seeds, air-popped

popcorn, or baked tortilla chips instead.

Watch out for cereals with added sugar by checking the Nutrition

Facts label for the amount of sugar. Look at the ingredients list to

make sure that sugar isn’t one of the first two ingredients.

Youth Nutrition and Fitness Activities 111
HANDOUT

The Low-Down on Sugar

Everyone likes the sweet taste of sugar. But eating too many sugary

foods and drinks can make you gain extra weight and develop cavities.

Plus, sugary stuff eliminates your hunger and if you are not hungry, you

won’t want to eat the types of foods that you need to help you grow and

feel your best.

What is sugar?

Sugar is a type of carbohydrate and it is found naturally in healthful

foods such as milk and fruits. These foods have vitamins, minerals,

protein, and fiber.

However, some foods such as soft drinks, candy, ice cream, and cookies

may contain large amounts of sugar. This sugar is called table sugar, corn

syrup, high-fructose corn syrup, fructose, maltose, dextrose, corn sugar,

honey, or maple syrup. Unless they are fortified, sugary foods and drinks

provide plenty of calories but relatively small amounts of vitamins and

minerals.

Have you ever thought about how many teaspoons of added

sugar you eat each day?

Take a closer look at how much sugar is added to some of the foods you

might be eating throughout the day.

Teaspoons of

Food added sugar

Strawberry frosted toaster pastry 5

Large fruit roll-up 2

Hard candy, 6 pieces 4

Fruit drink, 1 cup canned 7

Vanilla cream stuffed cupcake 6V2

Chocolate flavored puffed cereal, % cup 4

Jelly beans, 10 large 4

Soda, 12 ounces 10

112 Nutrition and Physical Activity the 100 Way
Got a Sweet Tooth?

Here are some things you can do to eat less sugar.

Cut back on soda and juices or fruit drinks loaded with sugar. Instead

try 100% fruit juice with no added sugar, unsweetened iced tea, water,

or 1% milk. Always check the ingredients list for added sugars.

Reach for fresh, canned, and dried fruit. Make sure canned fruits are

packed in water, juice, or light syrup instead of heavy syrup; and the

dried fruit has no added sugar. Always check the ingredients list to

make sure!

Buy fewer cookies, cakes, and candies. These snack foods are high

in sugar. Try vanilla wafers, graham crackers, bagels, English muffins,

nuts (dry roasted), sunflower seeds, popcorn without butter, or baked

tortilla chips instead.

Watch out for added sugars in cereals. A good rule is to check the

Nutrition Facts label for the amount of sugar. Look at the ingredients

list to make sure that sugar isn’t one of the first two ingredients.

Tip: If you still want the fizz, dilute 1 cup of 100% fruit juice with V2 cup

club soda.

Buyer Beware

Check your foods’ Nutrition Facts label for

sugar content. Keep in mind that the sugar

column on the Nutrition Facts label includes

both naturally occurring sugars (like those in

fruit or milk) and sugar that has been added to

food (cakes and cookies) or drinks (soda and

fruit drinks). No % DV has been established for

sugars because no recommendations have

been made for how much sugar to eat in a day.

Always check your ingredients list for more

information on added sugars. Make sure sugar

isn’t one of the first two ingredients. Other

names for sugar include: table sugar, corn syrup,

high-fructose corn syrup, fructose, maltose,

dextrose, corn sugar, honey, or maple syrup.

Nutrition Facts

Serving Size 3 Cookies (35g/1.3oz)

Servings Per Container 5

Amount Per Serving

Calories 190 Calories from Fat 90

% Daily Value*

Total Fat 10g 15%

Saturated Fat 3.5g 18%

Cholesterol Omg 0%

Sodium 100mg 4%

Total Carbohydrate 22g 7%

Dietary Fiber 1 g 4%

Sugars 13g

MADE FROM: SUGAR, PARTIALLY HYDROGENATED VEGETABLE SHORTENING (SOYBEAN AND COTTONSEED OILS),

UNBLEACHED ENRICHED WHEAT FLOUR [FLOUR, NIACIN,

REDUCED IRON, THIAMIN MONONITRATE (VITAMIN B1),

RIBOFLAVIN (VITAMIN B2), FOLIC ACID], SEMI-SWEET CHOCOLATE [SUGAR, CHOCOLATE LIQUOR, COCOA BUTTER,

CHOCOLATE LIQUOR PROCESSED WITH ALKALI (DUTCHED),

MILK FAT, SOY LECITHIN ADDED AS AN EMULSIFIER, VANILLA

EXTRACT], EGG WHITES, OATMEAL, CONTAINS 2 PERCENT

OR LESS OF: BUTTER, SALT, LEAVENING (CREAM OFTARTAR,

BAKING SODA), SOY LECITHIN AND NATURAL FLAVORS.

Did you know that fat-free or reduced-fat foods are

sometimes high in sugar? Sugar is added to replace

flavor that is lost when the fat is taken out.

Youth Nutrition and Fitness Activities 113
Do You Know What Is In Your Soda?

IT)

vdDOOz<

114 Nutrition and Physical Activity the 100 Way

Plain water has 0 calories.
Activity 3: The Low-Down on Fat

Purposes:

Youth will learn about the different types of fat.

Youth will learn about the health risks of a high-fat diet.

Youth will learn how to decrease the amount of fat in their diet.

Materials:

Sample foods with labels, or food labels alone

Solid vegetable shortening

Plastic bags

Measuring spoons

Cleaning materials

Before the session:

Decide how you will introduce the activity. Collect food labels if you will

be placing foods in order of fat.

What to do:

1. Ask youth to place the foods in order of fat from lowest amount

to highest.

Have the youth read the labels to find out how much fat each food

contains. Then have them measure the fat (using the 4 grams of fat = 1

teaspoon rule) into a plastic bag, and place it in front of each food.

Discuss how to read the label for the % DV information, and that

5% DV or less is a small amount, but 20% DV or more is a large

amount. Also see “READ IT before you EAT IT!” in Chapter 1 on

page 5.

Ask the youth if they are surprised by the amount of fat in some foods.

Youth Nutrition and Fitness Activities 115
2. Review the different types of fat.

Saturated fats are found in animal products like meats (ground beef,

sausage, hot dogs, bologna), fatty dairy products (whole milk, cheese,

and ice cream), and other foods that are made with butter (most pies

and pastries). They can also be found in some vegetable oils (such as

coconut and palm oils) and in hydrogenated vegetable fats, like

shortening. Saturated fats are solid at room temperature and can clog

arteries and veins, which can lead to increased risk for heart disease.

Unsaturated fats are found in oils (vegetable oil, canola oil, safflower

oil). They are liquid at room temperature. When substituted for

saturated fat, unsaturated fat helps reduce risk of heart disease.

3. Ask the group if they feel it is important to pay attention to how much

fat they get in their diet. Choose one of the following activities to

demonstrate how too much fat in your diet can affect your health.

A. Ask everybody to stand up. Ask if they know anyone who has heart

disease or high blood pressure or who has had a heart attack. If they

do, have them sit down. Next ask those who remain standing to sit

down if they know anyone who has cancer or who has died from

cancer. Finally, ask those who remain standing to sit down if they

know anyone who has diabetes or who has died from diabetes.

Most or all participants should be seated after all the questions have

been asked. Explain that these are some of the diseases that are

related to poor eating habits, particularly a high-fat diet.

B. Review the risks of a high-fat diet.

Heart disease, high blood pressure, stroke

Weight gain

Cancer (specifically colon)

Make reference to a movie star, musician, or professional athlete

who has been afflicted with or died as a result of these types of

disease. For example, Darryl Strawberry was diagnosed with colon

cancer. You can also use a personal story or experience.

C. Use models of a clogged artery or a replica of triglycerides in the

blood to provide a visual example of how fat affects our health. (See

Nasco Nutrition Aides in the Resources chapter for information on

how to purchase these models.)

116 Nutrition and Physical Activity the 100 Way
4. Ask youth to come up with ways they can decrease the amount of fat

in their diet.

Cut back on fried foods such as fried chicken, fried fish, potato

, chips, and French fries.

Avoid high-fat snacks such as cookies, donuts, and cakes. Instead

choose fresh, dried, or canned fruit, a granola bar, a bagel with jelly

or peanut butter, or fig newtons.

Avoid drinking whole milk; instead choose fat-free or low-fat milk.

Hold the mayo on sandwiches and burgers; try just mustard and/or

ketchup instead.

Remove the skin from chicken.

Youth Nutrition and Fitness Activities 117
Activity 4: Eating on the Run

Purposes:

Youth will assess their fast food choices.

Youth will identify ways to improve their fast food choices.

Materials:

Solid vegetable shortening

Plastic bags

Measuring spoons

Clean-up materials

Depending on the activity you choose, you may also need:

Nutrition Facts information from fast food restaurants

Ahead of time:

1. Collect materials.

2. Make copies of Eating on the Run handout (pages 120 and 121).

3. Put the recommended daily value of fat for an active youth (about

80 grams, 20 teaspoons, or 6V2 tablespoons of fat) into a plastic bag.

4. Decide which activity option you will choose.

What to do:

1. Introduce the activity.

Ask youth how many times a week they eat fast food. Find out

whether they think it’s possible to eat healthy at a fast food restaurant.

2. Choose one of the following activities to measure out the amount of fat

in fast foods. Use the 4 grams of fat = 1 teaspoon rule.

A. Youth can bring in Nutrition Facts information from their favorite fast

food restaurant. It is available at the restaurant or on its web site.

Have them choose the meal that they usually order, find out how

much fat is in the food or meal, and measure out the amount of fat

into a plastic bag.

118 Nutrition and Physical Activity the 100 Way
B. Assign foods from the Eating on the Run handout.

C. Collect nutrition information from various fast food restaurants, or

make copies of the CANFit Fast Food Survival Guide booklet. (See

CAN Fit in Resources Section of Chapter 7 for information on how

to order.) Assign a menu item for each youth to measure.

3. Have youth share the amounts of fat in their meal/foods and what they

thought about those amounts. (Were they surprised? Disgusted? Did

they already know?)

4. Review the maximum daily amounts of fat that should be consumed by

adolescents (active males ages 11-18 should consume no more than

80-100 grams of fat per day). Compare the bag of 80 grams of fat to

the bags of fat from the fast foods. Does their fast food meal contain

more than the maximum amount for the entire day?

5. Distribute the Eating on the Run handout. Discuss ways that youth can

make healthier choices when they eat fast food.

Youth Nutrition and Fitness Activities 119
HANDOUT

Eating on the Run

Although fast food is often quick and easy, many fast foods are loaded

with fat, sugar, calories, and salt. Eating fast food on a regular basis can

be bad for your health unless you learn to make better fast food choices.

Here are some simple guidelines:

Pass on the soda

Soda is loaded with sugar and calories. One 12 oz. soda contains about

10 tsp. of sugar. Most fast food chains offer better drinks such as orange

juice, 1% or fat-free milk, unsweetened iced tea, or bottled water.

Watch out for fried foods

Fried chicken and fish sandwiches, chicken nuggets, and fries are loaded

with fat. To save on fat and calories order a broiled or grilled chicken or

fish sandwich, or stick to a regular hamburger. Instead of fries, try a baked

potato or a side salad. Choose Mexican food with soft (rather than fried)

tortillas, such as burritos, soft tacos, or fajitas. Try low-fat Chinese foods

like won-ton soup and stir-fried dishes. Order steamed rice instead of

fried rice or chow mein.

Watch out for added fat

Not having cheese or mayo can decrease the amount of fat and calories

in your fast food meal. Avoid specialty burgers that have special sauces

or bacon. Bacon and sauces are loaded with fat and cholesterol (see

“Facts About Cholesterol” in Chapter 1, on page 15).

Watch your portion sizes

If you decide on a burger and fries, order the regular or small sized

versions. You can get two smaller sized hamburgers without cheese

instead of eating a 14 pound cheeseburger for fewer calories and less fat.

Never “SUPER SIZE”

A regular cheeseburger meal provides 680 calories. When you order a

super size the extra fat from the fries and sugar in a 42 oz. super size

soda add another 660 calories, bringing the total calories in a super size

cheeseburger meal to a whopping 1,340. This is more than half of the

calories you need for an entire day.

120 Nutrition and Physical Activity the 100 Way

•>

*
Ask to see the nutrition information

Most fast food restaurants now have nutrition information on all of their

menu items available at the restaurant or on the Internet. Take some time

to look and see what is in each menu item before you place your order.

See the difference for yourself.

What choice will you make next time you eat fast food?

Higher Fat Calories Fat Lower Fat Calories Fat

Calories/

Fat Saved

Quarter-pound burger

w/cheese

520 29 Regular hamburger 260 260/20

Deluxe crispy chicken 500 50 Classic grilled

chicken

250 250/47

Large fries 450 22 Small fries 210 10 240/12

Large burger 630 39 Regular hamburger 260 10 370/29

Double large burger

w/cheese

950 63 Regular hamburger 260 10 690/53

Chicken sandwich 700 43 Broiled chicken

sandwich

267 433/35

Bacon cheeseburger 1,150 89 Regular hamburger 260 10 890/79

Spicy crispy chicken 560 27 Fajita chicken pita 280 280/18

Double bacon

cheeseburger

1,030 63 BBQ chicken

sandwich

310 720/57

Regular fries 370 20 Light baked potato 290 80/19

Original chicken

breast

400 29 Chicken breast

without skin

169 231/25

Potato wedges 280 13 Mashed potatoes

and gravy

120

Red beans and

rice

130

160/7

150/10

vO

vd

D

O

Q

Z

<

X

o

X

>

id

H

W

&

A growing 11 to 18-year-old male’s TOTAL daily calorie and fat intake

should be about 2,500-3,000 calories and 80-100 g. of fat!

O

X

>

id

H

W

&

00

Youth Nutrition and Fitness Activities 121
Activity 5: Reading Food Labels

Purposes:

Youth will learn how to determine serving size.

Youth will learn how to read a food label.

Youth will learn how to make healthier snack choices.

Session One

Before the session:

1. Visit http://www.fns.usda.gov/tn/resources/index.htm and order a

U.S. Department of Agriculture (USDA) READ IT before you EAT IT!

poster. This will be used in Session Two.

2. Collect materials.

Materials

1 box of high-sugar cereal (one that is sugar coated)

1 liter of soda (not diet)

1 large bag of chips (more than 2 servings)

2 large bowls

One 24-oz. cup

Measuring cup for dry foods

Measuring cup for liquids

What to do:

1. Set out a box of sugar cereal and a large bowl, a liter of soda and

24 oz. cup, and a large bag of chips and a large bowl. Ask for three

youth volunteers to serve themselves from the choices. Do not explain

what the activity is about. Simply ask them to take as much as they

would normally.

122 Nutrition and Physical Activity the 100 Way
t

2. Ask three new volunteers to measure out how much of each food was

served. (Use measuring cups.)

Ask the group if they think what was served is equal to one

serving size.

How do they know?

Ask the group where they can find information about serving sizes.

Have three new volunteers check the label and read aloud what the

actual serving size is for each food. Compare what was served to one

serving according to the food label.

Were the servings more or less than what the label said is a

serving size?

Have youth figure out how many servings were actually served.

3. Ask the group how much sugar they think is in the serving of cereal

and soda and how much fat is in the serving of chips. (Remind them

that they can find this information on the food label.) Ask them if they

think the information on the food label applies to what they served

themselves. In other words, is what was served equal to what is

considered a serving according to the foods food label?

4. Have three new volunteers look at the food label to find out how much

fat or sugar is in one serving. Multiply this amount by the number of

servings that were served to find out how much fat or sugar would

have been consumed.

5. Review and discuss:

The importance of portion control and serving sizes. (Refer to

Food Guide Pyramid handout in the Appendix for serving size

information.) Sometimes we do not realize how much or what we are

eating. It is especially important to think about serving size when it

comes to snack foods because they are often high in sugar and fat.

What we think might be a reasonable amount of a certain food may

actually be an unhealthful portion loaded with sugar and fat.

Remind the youth that they can find out how much one serving is by

reading the food label.

It is important to realize that all the information on the food label

applies to ONE serving as listed on the food label.

6

Youth Nutrition and Fitness Activities 123

CHAPTER

7 CHAPTER

8
6. Ask youth to bring food labels from the snack foods they eat to the

next meeting.

Tip: Provide an incentive for youth to bring in labels (i.e. points, movie

passes, CD’s, sporting equipment).

Session Two

Materials:

USDA READ IT before you EAT IT! poster

Before the session:

1. Make copies of READ IT before you EAT IT! (page 126) and Ways To

Tell If Your Snack Is a Healthy Choice (page 127) handouts.

2. Collect four sample food labels of popular snack foods such as candy

bars, an individually packaged muffin, and a fruit drink.

3. Remind youth to bring in labels from snack foods.

What to do:

1. Pass out copies of both handouts.

TIP: Use the USDA READ IT before you EAT IT! poster (ordered

before Session One) as a visual aid.

2. Choose one of the following activities:

A. (For older youth) Using the READ IT before you EAT IT! handout,

have youth look at the labels they brought in to see if they made

good snack choices. Have the youth share with the large group

what foods they ate and whether they made healthful choices. If

their snacks were not the best choices, decide how they can be

improved.

B. (For younger youth) Using the labels youth brought in, determine as

a large group if the snack foods are healthful choices.

Ask if the Daily Value for fat is close to 5%.

Does the food have close to 20% of the % DV for fiber?

Does the food have close to 20% of the % DV for vitamin A,

vitamin C, calcium or iron?

Is sugar one of the first two ingredients on the ingredients list?

124 Nutrition and Physical Activity the 100 Way
Have youth offer suggestions for better snack choices (e.g., fig

bars, granola bar, a piece of fruit, a bagel, 100% real orange juice,

1% milk).

Remind the youth that there are no good or bad foods.

All foods can fit into a healthy diet. Reading the food label

helps you keep track of the foods you are eating and make

more informed choices.

3. Have youth share whether or not they plan to read food labels. If so,

what things will they definitely look for on the food label?

Youth Nutrition and Fitness Activities 125

CHAPTER

7 CHAPTER

8
READ ITbeforeyouEATIT!

How many

servings are

you eating?/

Calories in one

serving

For two servings,

double the calories.

Pay attention to

choose foods for a

healthy weight.

Nutrition Facts

Serving Size 1 cup (228g)

Servings Per Container 2

Amount Per Serving

Calories 250 Calories from Fat 110

% Daily Value*

Total Fat 12g 18%

Saturated Fat 3g 15%

Cholesterol 30mg 10%

Sodium 470mg 20%

Total Carbohydrate 31 g 10%

Dietary Fiber Og 0%

Sugars 5g

Protein 5g

Vitamin A 4% Vitamin C 2%

Calcium 20% Iron 4%

' Percent Daily Values are based on a 2,000 calorie

diet. Your daily values may be higher or lower

depending on your calorie needs:

Calories: 2,000 2,500

Total Fat

Sat Fat

Cholesterol

Sodium

Total Carbohydrate

Dietary Fiber

Less than

Less than

Less than

Less than

65g 80g

20g 25g

300mg 300mg

2,400mg 2,400mg

300g 375g

25g 30g

% Daily Value (DV)

Is the amount of a

nutrient in one serving

compared to dietary

recommendations.

P^oOr less

>)islow

t%or more mI is high

F% or less

2)is low

% or more

is high

What’s the Best Choice for You?

Use the 5%-20% Guide to DailyValues to choosefoods.

126 Nutrition and Physical Activity the 100 Way
Ways To Tell If Your Snack Is a Healthy Choice

Is it low in fat?

Use the % Daily Value (DV) column. Recall that if a food has less than 5%

of the % DV for a nutrient, it contributes a low amount, while foods with

more than 20% of the % DV for a nutrient contribute a high amount.

Choose most often snack foods that are lower in fat. Watch out for fried

snack foods. Try baked instead. A bag of regular fried potato chips has

15% of the DV for fat and a bag of baked chips has 5% of the DV for fat.

Is it low in sugar?

Check the ingredients list. If sugar is one of the first two ingredients, the

food is high in sugar. Other names for sugar that you might see on the

ingredients list are: table sugar, corn syrup, high-fructose corn syrup,

fructose, maltose, dextrose, corn sugar, honey, or maple syrup. Soda and

certain kinds of fruit juices are high in sugar. Choose to drink water or

100% fruit juices that have no added sugar.

Be sure to check the ingredients list!

The ingredients list tells you everything that’s in your food. Ingredients

are listed from the largest quantity to the smallest quantity by weight.

Whatever ingredient your food has the most of will be first on the list,

and so on.

Is it high in fiber?

Use the % DV column. Foods with 20% or more of the % DV contribute a

large amount of fiber, while foods with 5% or less of the % DV contribute

a small amount of fiber. Check the ingredients list to see if your food is

made with whole-wheat flour or whole grains instead of wheat flour or

bleached flour. Snack foods that are a good source of fiber are wholewheat or cracked-wheat breads, oatmeal, popcorn, or brown rice.

Is it full of vitamins and minerals?

Use the % DV for vitamin A, vitamin C, calcium and iron. If the snack has

20% or more of the % DV it contributes a large amount of a nutrient,

while foods with 5% or less of the % DV contribute a small amount.

oo

vd

hD

O

G

Z

<

X

Youth Nutrition and Fitness Activities 127

CHAPTER

7 CHAPTER

8
Activity 6: My Snack Options

Purposes:

Youth will identify the influences on their snack choices.

Youth will survey the types of snack foods that are available.

Youth will plan to make more healthful snack choices.

Session One

Before the session:

Make copies of What Are My Snack Options? (pages 133 and 134).

What to do:

1. As a group, ask youth to share some of their usual snack habits.

What types of food do you eat for snacks?

At what times during the day?

Where do you usually get your food? (e.g., snacking on vending

machine foods between classes, visiting fast food restaurants or

corner stores on the way home from school, or snacking on what’s

available at home).

2. As a group, discuss some of the things that influence their snacking

habits.

What is the first thing you think about when you want a snack?

What is of most importance to you when choosing snack foods?

(e.g., cravings, taste, cost, convenience, availability, peer pressure,

family, advertising, nutrition).

Have each youth identify three things that frequently influence his

snack choices. Find out if they think these influences help them to

make healthful choices or lead them to make unhealthful choices.

128 Nutrition and Physical Activity the 100 Way
3. Take a few minutes and discuss the types of snack foods that are

available to youth at home, in school, and in their neighborhoods. Ask

them if they feel they have a wide variety to choose from, including

healthful foods.

What do you snack on at home?

On the way to/from school?

With friends?

4. Distribute the What Are My Snack Options? handout. Explain to the

youth that they will be keeping track of the snack options they have at

school, at home, and in their neighborhoods. Using the handout, they

will record the available snack foods according to the appropriate food

group. Have youth fill in an example for each location (school, at home,

and their neighborhood).

Tip: Take a few minutes to review examples of foods from each food

group (See the Food Guide Pyramid in the Appendix).

5. Tell youth to bring their completed handouts to the next session.

Session Two

Before the session:

1. Make copies of the Snack Tips handout (pages 131 and 132).

2. Remind youth to bring in their completed handouts.

What to do:

1. As a large group, have youth share what they found.

What types of snacks were available to you?

What food group did most of the snack foods belong to?

Were fruits and vegetables available everywhere?

Would you consider the snack foods that were available

healthful or not?

Youth Nutrition and Fitness Activities 129

CHAPTER

7

\ CHAPTER

8
2. Ask youth if any foods were not available that they would like to have.

What food groups would these foods belong to?

Fruits?

Veggies?

Fats, oils, sweets?

3. Ask youth if, given the foods they have to choose from, they feel they

usually make healthful or unhealthful snack choices. Why or why not?

If not, what could they do to improve their snack choices? Flave youth

brainstorm ideas as a large group (e.g., plan snacks ahead of time and

bring them from home; avoid candy bars and other high-sugar, high-fat

snack foods; choose more fruits and vegetables).

4. Distribute and review the Snack Tips handout. Have youth come up

with their own ideas for how they can make more healthful snack

choices.

Follow-up Activities:

Write a letter to the school principal to request more healthful snack

options in school vending machines.

Have youth prepare a snack from the Snack Tips handout.

130 Nutrition and Physical Activity the 100 Way
Snack Tips

Use the Nutrition Facts label and the ingredients list

to help you make smarter snack choices!

Make sure your portion sizes are sensible. Read the Nutrition Facts label to determine

the size of a serving.

Make snack drinks count. Drink fat-free milk, 1% milk or 100% fruit or vegetable juice

instead of soda or sugar-sweetened fruit drinks.

Choose more often juices that are made from 100% fruit juice and

have no added sugar.

Choose low-fat snack foods. Use the Nutrition Facts label to determine the amount of

fat in a serving. Choose most often snacks that have a lower % DV for fat. Foods with

5% or less of the % DV for fat contribute a small amount, while foods that have more

than 20% of the % DV for fat contribute a large amount.

Choose More Often:

Cereal, bagels, whole-grain crackers,

graham crackers, pretzels, low-fat

cheese, nonfat yogurt, fruit, vegetables,

fig bars, bread sticks

Choose Less Often:

Doughnuts, sweet bread,

butter crackers or saltines, chips,

ice cream, cakes, cookies

ON

vd

D

O

Q

Z

<

X

Avoid high-sugar foods. Look at the ingredients list to make sure that sugar is not one

of the first two listed.

Watch out for all forms of sugar: table sugar, corn syrup, high-fructose corn

syrup, fructose, maltose, dextrose, corn sugar, honey, or maple syrup!

Choose high-fiber snack foods including fresh, canned, or dried fruits and vegetables.

Look for foods made with whole-grain or whole-wheat flour rather than refined,

bleached, or white flour.

Choose More Often:

Whole-wheat or corn tortillas, pretzels,

multi-grain crackers and breads,

whole-grain cereals, brown rice

Choose Less Often:

Flour tortillas, saltine crackers, butter

crackers, potato chips, white bread,

sugar-sweetened cereal, white rice

Youth Nutrition and Fitness Activities 131

CHAPTER

7 CHAPTER

8
Try These Snacks

Grains

Flavored Popcorn

Spray air-popped popcorn with a nonstick

spray and add one of these: chili powder,

onion powder, garlic powder, Parmesan

cheese, or cinnamon.

Quesadillas

Cut corn tortillas into six triangles. Top with

green chiles and a little grated low-fat

mozzarella cheese. Place in a 350° oven

to crisp tortilla and melt cheese.

Fruits/Vegetables

Quick Pizza

Top an English muffin, bagel, or piece of pita

bread with tomato sauce; fresh vegetables

such as broccoli, corn, or zucchini; grated

low-fat cheese; and seasonings. Place in a

350° oven to heat and melt cheese.

Frobana Crunch

Cut a banana into 4 pieces. Dip in fruitflavored yogurt or peanut butter and roll in

crushed graham crackers, and freeze.

Fruit Spritzer

1 can unsweetened frozen juice

concentrate, club soda

Mix juice concentrate according to

directions on the can. Substitute club

soda for water.

Crispy Sweet Potato Wedges

Cut a sweet potato into wedges. Spray

with cooking spray and bake at 450° until

crispy on the outside and tender on the

inside (about 25 minutes).

Meats, Beans, Nuts

Beans and Baked Tortilla Chips

Cover chips with Vi cup whole or refried

beans and 1/4 cup shredded cheddar

cheese. Cook in microwave until cheese is

melted. Top with fresh tomatoes and

lettuce.

Snack Mix

5 cups bite-sized squares cereal, VA cup

raisins 1A cup peanuts, 1/4 cup sunflower

seeds

Combine all ingredients and store in

plastic bags.

Milk

Fruit Shake

Your favorite fruit, chopped, VA cup chilled

apple juice, 1 cup flavored low-fat yogurt

Blend chopped fruit, apple juice and

yogurt until smooth.

1% low-fat chocolate milk

String cheese with whole-wheat crackers

Non-fat pudding with berries

Fats, Oils, and Sweets

Vanilla wafers

Rice and marshmallow bars

Beef jerky

Gelatin desserts

132 Nutrition and Physical Activity the 100 Way

• •••tiiitiitittfttitmuitifitHitiiiiiin
What Are My Snack Options?

Please list the foods you find to snack on today. Make sure to list the food

in the food group column it belongs to.

Name: Date:

Grains

Group

Vegetable

Group

Fruit

Group

Milk

Group

Meat,

Nuts, and

Beans

Group

Fats, Oils,

Sweets

"Combo

Foods"

At School

Example

chips,

soda,

candy bar

In the cafeteria

In the vending

machine

At the school

store

Other

At Home

Example

In the

refrigerator

crackers carrots,

celery

apple,

banana

milk,

yogurt

peanuts cookies turkey

sandwich

continued

D

O

D

Z

<

x

Youth Nutrition and Fitness Activities 133

CHAPTER

7 CHAPTER

8
HANDOUT

Grains

Group

Vegetable

Group

Fruit

Group

Milk

Group

Meat,

Nuts, and

Beans

Group

Fats, Oils,

Sweets

"Combo

Foods”

In the freezer

In the cabinets

In Your

Neighborhood

Example

At the

corner store

At a fast

food place

bagel soda,

doughnut

cheeseburger,

pizza

Other

Please answer the following questions.

1. Which food group did most of the foods belong to?

(Circle no more than 2)

Bread Vegetable Fruit Milk Meat Fats, Oils, “Combo

Group Group Group Group Group Sweets Foods’

2. Which foods would you consider healthful options?

3. Are there any foods that you would like to have available for snacks?

134 Nutrition and Physical Activity the 100 Way
/*

Activity 7: My Physical Activity Options

Purposed:

Youth will assess their current physical activity patterns.

Youth will set a goal of getting 60 minutes of physical activity each day.

Session One

Before the session:

Make copies of My Physical Activity Goals (page 141) and My

Physical Activity Log (page 142) handouts.

What to do:

1. Pass out copies of My Physical Activity Goals handout and review the

instructions. List the activities you usually do in a week, including the

intensity of the activity (easy, moderate, or hard), and how long you do

the activity. Then add up number of minutes of physical activity you get

each day.

2. In a large group, find out what types of activities youth did. What were

their favorite activities?

Remind youth that there are lots of ways to be physically active,

including doing household chores.

Option: Ask youth to stand up each time you name an activity they

listed (e.g., stand up if you played basketball; walked or rode your bike

to school; played during breaks and recess at school; played tennis;

played football; mowed the lawn; took out the trash; vacuumed;

washed your own or your family’s car by hand).

3. Ask youth why they exercise. Do they enjoy it? Is it important to their

health? Do they feel better when they exercise? Does someone force

them to exercise? Find out what they think are the benefits of regular

physical activity. Possible responses are:

6

Youth Nutrition and Fitness Activities 135

CHAPTER

7 CHAPTER

8
Exercise may help:

Keep your bones strong

Keep your heart healthy

Strengthen your muscles

Increase your endurance and flexibility

Make you feel better

Reduce feelings of depression and anxiety.

4. Ask youth if they think they get enough physical activity every day, and

if they know how much daily activity is recommended.

Explain that 60 minutes of physical activity every day is

recommended for young people to maintain good health.

This includes moderate activity like playing basketball, soccer,

swimming, or running; and physical activity as part of everyday

life, such as doing household chores, walking to and from school,

taking the stairs instead of the elevator. It doesn’t matter when

they do it—10 minutes here, 10 minutes there, or 60 minutes all

at once-as long as they do it.

5. Explain to the youth that they are going to set goals to increase their

physical activity and meet the 60-minute recommendation for daily

activity.

Explain that a goal:

Is something you plan to accomplish,

Is a challenge you set for yourself, and

Can be short-term or long-term.

Review the three characteristics of a good goal:

CHALLENGING-more than you are doing now,

REALISTIC-something you know you can do, and

SPECIFIC-exactly what you plan to do.

136 Nutrition and Physical Activity the 100 Way
Ask a youth volunteer to share what he did for physical activity on a day

he spent less than 60 minutes doing it. As a group, come up with a

sample goal to increase the amount of time spent on the activity. For

example, if he already walks to and from school, the goal might be to

add 20 minutes of walking after school for fun.

Possible ways to increase physical activity are to:

trade inactive time for active time (instead of watching TV,

ride a bike or play basketball);

do more of what you are already doing (play longer);

add new activities (walk to school or church instead of

getting a ride).

6. Have youth consider how much physical activity they usually get during

the week (especially the days they do not get a full 60 minutes of

physical activity), and think about how they can increase their activity.

Then, ask them to write down three goals of their own that will help

them increase their daily physical activity.

Encourage youth to include non-sports-related activity options

as well, such as walking, riding their bikes, and doing household

chores.

7. Explain that over the next week, they will work on meeting their physical

activity goals by keeping track of all the physical activity they do, when

they do it, and for how long. Review the example of how to complete

the handout {My Physical Activity Log, example page 142) and answer

any questions they have.

Instruct youth to share what they plan to do with their parents. They

must get a parent’s signature on My Physical Activity Goals before

completing their activities, and on My Physical Activity Log after

completing their activities.

Ask youth to bring their completed handouts to the next session.

Option: Establish a points scale, and give points to youth who

turn in completed handouts.

Youth Nutrition and Fitness Activities 137
Session Two

Before the session:

Make extra copies of My Physical Activity Log handout.

What to do:

1. Poll the group to find out how many youth met their goals. Was it

difficult? What challenges did they run into? Ask for volunteers to

share their plans and activities. Discuss if they noticed any benefits

from getting 60 minutes of physical activity each day-did they have

more energy? Feel more alert?

2. Ask youth to share some of the barriers they might face in trying to

meet their physical activity goals. Ask those who did not meet their

goals to share some of the reasons why they were unable to complete

their plans. Possible responses are:

I didn’t have enough time.

I don’t like to exercise.

I don’t like to get sweaty.

I don’t want to mess up my hair.

I’m not good at sports.

I prefer other activities like watching TV, playing with

computers, talking on the phone.

I don’t care.

It’s not safe.

Write their reasons on a chalkboard or flip chart.

Have youth brainstorm ways they can overcome some of the

challenges and barriers to getting 60 minutes of physical activity each

day. Use the chart below to guide your discussion.

138 Nutrition and Physical Activity the 100 Way
Barriers/

Challenges What To Do

I do not have

enough tirrie.

Walk or ride bike to and from school or church. During school,

play basketball, jump rope, or tag at breaks and lunch time.

At home, help with household chores (wash the car, vacuum,

garden), dance in your room, or jump rope in the garage.

On the weekends, go for a bike ride or a hike with a family

member, go swimming, play tennis, play catch, go to the park,

go to a gym, help out around the house.

I don’t like to

exercise.

I don’t want to

get sweaty.

Be creative. Try walking instead of getting a ride, taking the

stairs instead of the elevator, baby-sitting a younger sibling or

relative, doing chores around the house, or dancing. These all

count as exercise.

I’m not good at

sports

I prefer other

activities such as

watching TV,

playing computers,

talking on the

phone.

I don’t care.

It’s not safe.

Try new activities like Tae Bo, Karate, Capoeira, Akido,

Yoga, Tai Chi.

Walk or ride bike to and from school or church. During school,

play basketball, jump rope, or tag at breaks and lunch time.

At home, help with household chores (wash the car, vacuum,

garden), dance in your room, or jump rope in the garage.

On the weekends, go for a bike ride or a hike with a family

member, go swimming, play tennis, play catch, go to the park,

go to a gym, help out around the house.

Try new activities like Tae Bo, Karate, Capoiera, Akido,

Yoga, Tai Chi.

Set limits on how much time you spend watching TV, playing

video games, surfing the Internet, or talking on the phone.

Find other people to be active with. Join a school or community

sports team or find a friend to be active with.

Walk or ride your bike to an arcade.

Think about all the benefits you get from being active:

increased energy level: stronger muscles, bones, and heart;

prevention of disease and weight control

Get a parent or older sibling to be active with you.

Continue with setting goals for physical activity. Distribute copies of

My Physical Activity Log, and have youth keep track of the activities

they do during the week. Challenge them to meet the recommended

60 minutes of physical activity a day.

Youth Nutrition and Fitness Activities 139

CHAPTER

7 \ CHAPTER

8
Follow-Up

Continue to collect activity logs and award points each week for

completed logs. You can open each session by asking for volunteers to

share their experiences with physical activities each week. Give youth an

opportunity to voice their challenges and brainstorm solutions.

140 Nutrition and Physical Activity the 100 Way
My Physical Activity Goals

How active are you? In the boxes below, write down the physical activity

you usually do in a week.

Did you get at least 60 minutes of physical activity every day?

Yes No

How can you be more active? Set three goals to increase your

physical activity.

Examples:

Trade inactive time for

active time. (I could ride my

bike instead of watching TV

after school on Mondays

and Thursdays.)

Add new activities.

(I could walk to church

instead of getting a ride.)

Do more of what you are

already doing. (I could play

basketball for 30 minutes a

day instead of 20 minutes

Monday through Friday.)

My Physical Activity Goals:

I could instead of.

(when?)

I could instead of.

(when?)

I could instead of _

(when?)

Youth Nutrition and Fitness Activities 141

CHAPTER

7 CHAPTER

8
HANDOUT

Ui

CDc

_o£o

~oc

CDO

TSDOc

CDO

T>3Oo

CD

CD

Q_ CD

CD

CD^

*1

|S0 0 .1= 03

=3©

O"^

0 03

>>0

> O)

'-p ZJ O o

03

000

' 0*

"O

_co00

>*, O0

"0g

'000DC3O

Q.

=3

"O

~o<

0

-4-<

CD Q

Q) &_U

HM

CDC

O)

</)

-4-<c0

i_

CD

CL

CD

-4-<

CD Q

0) D

-4-<

CDC

O)

</)3£

142 Nutrition and Physical Activity the 100 Way
My Physical Activity Log EX*

Use the goals you set to help you meet your daily physical activity requirement. Keep track of what you do, when you do it, and for how long.

Add up your minutes of physical activity each day to see if you get at least 60 minutes.

0

-»-» 0Qo»- D-t-* 0CU) C/)c00

Q- 00Q0

i_3+ > 0c

O)

'(/)D£

o>

13HWo>HW

oo

Youth Nutrition and Fitness Activities 143
Activity 8: What Are You Really Paying For?

Purposes:

Youth will learn about the different strategies food companies use to

get them to purchase products.

Youth will be able to assess how much money they spend on

convenience food.

Youth will be able to describe ways to reduce their convenience food

purchases.

Session One

Before the session:

Review How Much Do You Spend on Food Each Week? handout

(pages 150 and 151).

What to do:

1. As a group, discuss some of the things that influence snacking habits.

What is the first thing you think about when you want a snack?

What is most important to you when choosing snack foods?

(e.g., cravings, taste, cost, convenience, availability, peer pressure,

family, advertising, nutrition).

2. Name a popular food or drink slogan and see if the youth recognize the

product associated with it.

3. Ask the youth how much of an effect food advertisements have on

them.

4. Ask youth to give examples of the strategies food companies use to

get people to buy their product. Some strategies include:

Ad Campaigns/Merchandising-These feature popular music, funny

slogans, bright colors, and celebrities. Advertising techniques lead

you to think you can be like the person in the ad and suggest that

everyone is eating/drinking their product.

Packaging-Attractive, bright colors

144 Nutrition and Physical Activity the 100 Way
t

u Location-Vending machines in schools, fast food places near

schools, cafeteria contracts with fast food restaurants

Gimmicks-Premiums, sweepstakes, clubs

- Claitns-Misleading statements about what their product can

do for you,

How do these strategies affect them? Which ones affect their

purchases the most?

5. Ask youth to guess what they think the average youth spends on

convenience food purchases each week. Explain that they can see how

much they spend on snacks in one week by keeping a record of these

purchases and how much they cost. Distribute the How Much Do You

Spend on Food Each Week? handout and explain how to complete it.

6. Tell youth to bring completed handouts to the next session.

Option: Establish a points scale. Youth who turn in completed

handouts earn points.

Session Two

Before the session:

1. Make copies and review What Are You Really Paying For? handout

(pages 148 and 149).

2. Remind youth to bring in their completed How Much Do You Spend

on Food Each Week? handout.

What to do:

1. Have youth tell a partner or a small group what he spent on food

in one week. Calculate the total and average the amount the entire

group spent.

2. Discuss the following questions:

What influenced your purchases (ad campaigns, merchandising,

taste, price, convenience, peers)?

On average, what types of food did you buy? Was the food high-fat,

high-sugar, or was it nutritious?

When do you buy your food (before school, during, after)?

Youth Nutrition and Fitness Activities 145

CHAPTER

7

\ CHAPTER

8
Where do you purchase most of your food (vending machines,

fast food restaurants, liquor stores)?

3. Ask youth if they feel their food purchases were worth the amount of

money they spent.

Are you getting the best value for your money in terms of value,

quality, and nutrition?

Are the foods you are eating meeting your nutritional needs?

Who really benefits from your purchases-the company or you?

4. Distribute copies of What Are You Really Paying For? Ask youth

if they feel they get their money’s worth. Discuss what they think

the consumer pays for when he buys convenience food products

(advertising campaigns, packaging, merchandising, location, gimmicks,

taste, quality, nutrition, convenience). Explain that all of the strategies

that they learned about in the last session are added into the cost of

the products.

5. Review the sections “Who Pays The Price”? and “Are You Getting the

Most for Your $?”.

6. Ask youth how they would benefit by buying fewer convenience food

items.

How much money could you save each week, month, year if you

spent less on convenience food?

What would you do with the money you saved? (Refer to

uWhat You Could Be Saving” on the What Are You Really Paying

For? handout.)

Do you think your health would benefit? If so, how?

7. Have youth discuss how they can save money on their food purchases.

(Refer to “What You Could Be Saving" on What Are You Really Paying

For? handout.)

146 Nutrition and Physical Activity the 100 Way
Additional Discussion Topics

1. Ask youth how they feel about food and soda companies advertising

unhealthful foods to young people. Should the companies take

responsibility for the health problems (type II diabetes, heart

disease) experienced by people who consume a lot of their

unhealthful foods? Is this different from tobacco companies taking

responsibilities for lung cancer? Why or why not?

2. Ask youth how they feel about convenience food companies

advertising in schools such as on scoreboards, in buses, or in text

books and other materials.

Extension Activity

Have youth watch their favorite television shows and count how many

times they see advertisements for fast food and/or snack foods (including

soda)-not only during ad breaks, but also within the shows.

Youth Nutrition and Fitness Activities 147

CHAPTER

7 CHAPTER

8
What Are You Really Paying For?

When you eat at the local fast food restaurant or buy chips, candy, or

soda from the corner convenience store, do you ever stop to think about

what you are really paying for?

Did you know?

Food companies spend billions of dollars each year in advertising,

marketing, and promotional costs that target young people. A major cola

company spends about $154 million each year; a large candy company

spends about $67 million, one potato chips producer spends about

$56 million; and a beverage company spends about $19 million in

advertising costs. The fact that their ads have popular music, flashy

special effects, catchy slogans, and celebrities is no coincidence. Food

companies do research on what types of images will attract young people

and convince you to buy their products. After all, young people have

money to spend!

Teen Spending...

Experts estimate that the average youth spends over $2,000 each year

on food. Center for Science in the Public Interest, 1995.

Ways food companies get you to buy their products:

They use flashy packaging.

Their products are sold where you are: at the mall, or near or

in your schools.

They offer appealing prizes and gifts.

They lead you to think you can be like the people in their ads.

They suggest that everyone is eating or drinking their products.

They appeal to your senses by using pictures or sound.

148 Nutrition and Physical Activity the 100 Way
/*

Who Pays the Price?

When you buy a burger at the mall or around the corner from your school you aren’t just

paying for the beef, bun, and special sauce. You also pay for part of the high rent fast food

places pay to be in a prime location where you hang out. And you’re paying for the flashy

ad that you see on TV featuring your favorite basketball star enjoying a burger. It’s not

cheap for companies to buy commercial time during peak hours when young people watch

TV, and we all know that star athletes do not work for free.

What You Pay What You Pay

When You Eat Out If You Make It Yourself

$2.29 for a burger with cheese $1.06 for hamburger and ingredients

$1.65 for a large fries $ .48 for store brand frozen fries

$3.94 $1.54

That’s a difference of $2.40!

Are you getting the most for your $?

Fast foods and snack foods are often loaded with fat, sugar, salt, dyes, preservatives,

artificial flavors, and other additives. Eating a lot of these foods may put you at risk for

developing diseases like diabetes and heart disease. Yes, YOU!

Compare and Decide

Food Calories Fat

Replacement

Food

Calories

Saved

Fat

Saved

Fruit Pie 470 22g Bagel 195 21 g

Chocolate

Candy Bar

Small Bag

Potato Chips

292

152

15g

10g

Rice and 192 13g

Marshmallow Bar

Pretzels 42 9g

Planning and making your own meals and snacks can save you money and improve your

nutrition. But even if you eat on the run, there are cheaper and more healthful foods to buy.

What You Could Be Saving

Do you ever think about how much money you could save if you ate less convenience food?

What You Spend

If you bought a 59$

candy bar on the way home

from school every day...

If you bought a

$1.00 soda every day...

If you bought a $3.59

burger and fries meal

3 times a week...

Money You

Could Save

In a Year

$144

$365

$517

What You Could Buy

with the Money You Save

17 regular priced movie tickets or

26 matinee-priced movie tickets

26 CDs (at $14/CD) or

37 tapes (at $10/tape)

7 new pairs of athletic shoes

(average cost of a pair estimated

at $75)

CO

^6

H

D

O

a

z

<

X

Youth Nutrition and Fitness Activities 149

CHAPTER

7 CHAPTER

8
HANDOUT

How Much Do You Spend on

Food Each Week?

Keep track of the food you buy. Make sure to list the type of food

(including brand name), how much it costs, where and when you

bought it. Use the following key:

BS = Before school DS = During school AS = After school

150 Nutrition and Physical Activity the 100 Way
Foods Purchased Cost Where When

Day 6:

$

$

$

$

Day 7:

$

$

$

$

Total $ Spent: $

Answer the following questions about your food purchases.

1. What influenced your food purchases? (Taste, price, convenience,

commercials, ads, peers)

2. Where did you spend most of your money?

3. When did you make most of your purchases? (Before school, during

school, after school)

4. How would you describe the food you bought the most? (Check one)

Good for you High fat High sugar

vd

D

O

D

z

<

x

Youth Nutrition and Fitness Activities 151

CHAPTER

7 CHAPTER

8
Activity 9: Making the Grade

Purposes:

Youth will recognize the relationship between good nutrition, regular

physical activity, and academic performance.

Youth will learn ideas for balanced breakfasts and snacks.

Youth will learn ideas for getting more physical activity.

Materials:

Healthy breakfast or snack (for all participants)

Before the session:

1. Plan and prepare a healthy breakfast or snack.

2. Make copies of Making the Grade handout (pages 153-155).

3. Choose five exercises that youth can do while seated or standing at a

desk. (See Making the Grade handout or “Games for Small Places” in

Chapter 4.)

What to do:

1. Set aside time during your program to serve a healthful, quick, and

easy breakfast or snack.

2. Throughout the session, demonstrate exercises that youth can do

between classes or while seated at a desk.

3. Distribute the Making the Grade handout. Review why proper nutrition

and regular physical activity play an important role in academic

performance.

4. At the end of the session, find out if the youth felt they were able to pay

attention, and stay alert and focused during the session. Get feedback

on the breakfast or snack served and the exercises.

Would you consider making the snack or breakfast at home on

your own?

Do you eat breakfast every morning?

Do you pack healthy snacks to take to school or for a long test?

Would you try these exercises during class or on a break?

152 Nutrition and Physical Activity the 100 Way
Making the Grade

Did you know that there are a lot of things you can do to be more

successful in learning? Have you ever noticed that when you haven’t

eaten you get headaches or stomach aches and feel tired and dizzy?

These symptoms are annoying, and they can also make it harder for you

to learn. What and how often you eat affects your concentration, problem

solving skills, memory, and ability to take tests. Eating balanced meals

throughout the day (every 3 to 4 hours) gives your body the energy it

needs to grow, stay awake, and be alert.

Follow these guidelines to be at the head of your class.

Break the Fast

After a full night of sleep, your body’s reserve of energy is low. Before

you leave for school in the morning, take a minute to fuel up. Start your

day off right with a balanced breakfast that includes some carbohydrates,

protein, and fat.

Quick and easy portable breakfast ideas:

Whole-wheat toast with peanut butter and a box of juice.

Box of cereal and a yogurt.

Low-fat granola bar and a piece of fruit.

Grilled cheese sandwich.

Leftover pizza from the night before.

A fruit smoothie or an instant breakfast shake made with 1 % or fat-free

milk in a thermal jug.

Youth Nutrition and Fitness Activities 153
Choose Healthy Snacks

Snacking throughout the day is a great way to satisfy hunger pains and

keep you fueled and ready to learn. But not just any snack will do. Eating

snacks that are high in fat or sugar might give you a temporary boost of

energy, but in the long run, they will slow you down. Stick to snacks that

contain complex carbohydrates such as bagels and rice cakes, and foods

that contain protein such as low-fat yogurt or fat-free milk. Plan your

snacks ahead of time to avoid being tempted by unhealthful vending

machine and snack-line foods!

Choose from the Limit these high sugar

following snacks: and/or high fat snacks:

Fresh or dried fruit or fresh vegetables

100% fruit juice

Low-fat yogurt or pudding

Graham crackers, fig bars, gingersnaps,

vanilla wafers, animal crackers

Whole-grain crackers with string cheese

Rice cakes, pretzels, unsalted nuts, bagels

Fruit drinks with added sugar

Sodas

Candy bars

Cookies

Chips

Keep Moving

Exercise can help you think and concentrate better, and give you energy.

Getting your blood pumping with regular activity sends oxygen to all of

your muscles and your brain.

Increase your daily physical activity by:

Walking or riding your bike to school

Taking the stairs in between classes

Playing a game of tag or shooting hoops during lunch.

154 Nutrition and Physical Activity the 100 Way
/*

Try these exercises while seated at your desk:

Leg extensions: Sit on a chair with your feet on the floor. Flex one foot

and slowly straighten the leg, wait, then lower. Repeat 20 times on

each side.

Straight-leg lifts: Sit on a chair with your feet on the floor. Flex one foot,

straighten, then lift the entire leg off the chair. Hold for 20 seconds,

then lower. Repeat 3 times with each leg.

Writing the alphabet: Sit at your desk, lift and rotate one foot to “write"

each letter of the alphabet. Switch feet.

Heel lifts: Sit at your desk. Press down on the toes of one foot as you

lift your heel. Hold for a few seconds, then lower. Repeat 10 times with

each foot.

Desk press: While sitting, place hands (palms down) on your desk.

Press down as hard as you can for 10 seconds. Rest, then repeat 7

times.

Chest press: While sitting at your desk, put palms together and press

together as hard as you can for 10 seconds. Rest, then repeat 7 times.

Reverse desk press: While sitting, place hands under the desk, with

palms facing upward. Push as hard as you can for 10 seconds. Rest,

then repeat 7 times.

Desk dips: Face away from desk, hands grasping the edge of the desk

with feet slightly forward. Lower your body until your knees are slightly

bent. Do 8 desk dips.

Don’t Forget to “Get Your ZZZs”

Young people need up to 9 hours of sleep a night!

Youth Nutrition and Fitness Activities 155

CHAPTER

7 CHAPTER

8
Activity 10: Facilitating a Youth Discussion on

Nutrition and Physical Activity Topics

Whether they see it on TV, hear about it from their peers, or read about it

on the Internet, young people are exposed to information on a variety of

health topics, including nutrition and physical activity. With access to all

this information, useful, misleading, or false, it is natural for young people

to form their own opinions and beliefs about nutrition and physical activity

issues.

In the African-American community, oral communication is a common

form of interaction, represented in such traditions as jiving, playing the

dozens, and boasting and toasting. Allowing your youth to have open

dialogue and exchange around important health issues is a great way for

them to voice their opinions and share information. However, be prepared

to be challenged during discussions, since argument and rebuttals are

necessary in order to understand and accept important messages.

Take 10 to 15 minutes at the open or close of your program sessions to

discuss a nutrition or physical activity topic with your youth participants.

Before the session:

1. Pick a discussion topic and review the background information and

Just the Facts sheet to become familiar with the topic and be prepared

to respond to questions or challenges.

2. Review the prompter questions and tailor them to your youth.

3. Make an overhead slide and/or copies of the Just the Facts sheet.

4. Make or obtain copies of any additional resource materials you plan

to distribute.

156 Nutrition and Physical Activity the 100 Way
What To Do:

1. Announce the discussion topic. Ask everyone whether they agree or

disagree with the statement and why. Use the discussion prompter

questions to inspire conversation and address related issues.

2. After everyone has had a chance to agree or disagree, and voice their

opinions, share the Just the Facts information with the youth (use as an

overhead or a handout). Discuss each fact and address any questions.

3. Find out if anyone has changed his or her opinion after hearing the

facts.

4. Distribute any related resources.

Discussion Topics:

A. I am too young to worry about what I eat or how much I exercise.

B. I don’t need to pay attention to how many fruits and vegetables I eat

every day.

C. It’s ok for me to drink soda whenever I am thirsty.

D. I can eat fast food every day.

E. Skipping breakfast and meals won’t affect my health.

F. I can improve my athletic performance by taking supplements.

Youth Nutrition and Fitness Activities 157

CHAPTER

7 CHAPTER

8
A. I am too young to worry about what

I eat or how much I exercise.

Discussion Prompters

Do you think it is important for young people to pay attention to what

they eat and how much physical activity they get?

Can your eating and physical activity behaviors affect your health

today? In the future?

Can you eat whatever you want and still be healthy? Can you not

exercise and still be healthy?

What do you think happens to your body when you eat lots of fat and

sugar? What do you think happens to your body when you don’t

exercise?

Background Information

Good eating and sound physical activity behaviors are extremely

important at any age, but especially for young people. Young people

often have trouble relating their current behaviors to consequences in

the future, but poor nutrition and too little physical activity can have a

bad effect on their health and well-being now. Clogged arteries and

elevated blood cholesterol and blood sugar levels are a reality for many

adolescents today, and we continue to see a rise in the number of new

cases of Type II diabetes and heart disease. Adolescents who eat poorly

and are not physically active also face everyday consequences such as

fatigue, low energy, weight gain or weight loss, decreased attention span,

difficulty in concentrating, poor performance in school, and frequent

illnesses.

Young people need to realize that the habits they establish during

adolescence will most likely become the habits they practice in

adulthood. A lifetime of unhealthful habits can lead to the development of

many serious diseases. Eating plenty of fruits and vegetables, drinking

enough water, limiting fat intake, and staying physically active are all

things they should be practicing to ensure their health now and in the

future.

158 Nutrition and Physical Activity the 100 Way
Additional Handouts/Resources:

Food Guide Pyramid (Appendix)

Take Charge of Your Health! A Teenager’s Guide to Better Health,

~ WeightLcontrol Information Network, 1999. To order call 800-946-

8098, or visit http://www.niddk.nih.gov/health/nutrit/pubs/winteen/

index.htm

Blood Cholesterol Models, Nasco Nutrition Aids. To order through the

specialty catalog, call 800-558-9595, or visit http://www.enasco.com

CHOW! A Nutrition Curriculum for Grades 7-12. Center for Science

in the Public Interest. To order call 202-332-9110, ext. 393.

Youth Nutrition and Fitness Activities 159

CHAPTER

7 CHAPTER

8
Just the Facts

Diet and Physical Activity

Poor diet is a known risk factor for the three leading causes of death —

heart disease, some types of cancers, and stroke-as well as for

diabetes and high blood pressure.

Poor diet and lack of physical activity account for 300,000 deaths in

the U.S. each year. Only tobacco use contributes to more deaths.

Researchers estimate that better eating habits could prevent as many

as 35% of cancer deaths.

Hardening of the arteries is an early sign of heart disease that begins in

childhood and adolescence with increased blood cholesterol levels

caused by poor diet.

As many as 30,000 young people have Type II diabetes caused by

poor eating and physical inactivity. The long-term effects of Type II

diabetes can include kidney failure, blindness, and amputation of toes

or legs.

64% of youth ages 6-17 eat too much total fat. Poor eating habits

(high-fat, high-sugar foods) and not being active enough can put you at

risk for becoming overweight/obese.

14% of adolescents ages 12-19 years are overweight. If you are

overweight or obese as a child or adolescent, you are more likely to

become overweight or obese as an adult. This puts you at an

increased risk for developing heart disease, diabetes, some types of

cancers, and other serious health conditions.

Studies of young people have found that watching too much television

is directly related to being overweight.

Healthful eating and physical activity can improve your ability to learn,

give you more energy, and prevent you from getting sick.

160 Nutrition and Physical Activity the 100 Way
B. I don’t need to pay attention to how many

fruits and vegetables I eat every day.

Discussion Prompters

Is it important to eat fruits and vegetables?

How do fruits and vegetables help your body?

How many fruits and vegetables should you eat every day?

What happens to you when you do not eat enough fruits and

vegetables?

Can you take a multi-vitamin instead of eating fruits and vegetables?

If you take a multi-vitamin, are you getting everything you need to be

healthy? How do you know?

Background Information

We have known for a long time that fruits and vegetables are important

for maintaining good health. Today, scientists are learning new things

about the importance of fruits and vegetables and the major role they

play in preventing disease. Fruits and vegetables contain vitamins and

minerals which keep our hearts, nerves, and muscles working, our bones

and immune system strong, our eyes, skin, and hair healthy, and our

digestive system functioning. In addition, they contain fiber and other

substances known as phytochemicals. Eating enough fiber not only

keeps your digestive system running smoothly but can also lower

your risk of developing heart disease and certain types of cancers.

Phytochemicals, which are only found in whole fruits and vegetables,

can also protect our bodies from disease.

It is recommended that young people eat at least five servings of

fruits and vegetables a day. Today, fewer than 15% of school children

eat the recommended servings of fruit and fewer than 20% eat the

recommended servings of vegetables. It is important for adolescents to

understand that by meeting their daily fruit and vegetable requirements

they are taking an important step towards disease prevention, and that

by not following recommendations they are actually putting themselves

at an increased risk for developing disease.

6

Youth Nutrition and Fitness Activities 161

CHAPTER

7 CHAPTER

8
Ways to increase fruit and vegetable consumption:

Drink 100% fruit juice, low-sodium vegetable juices.

Top your morning cereal or evening dessert with fresh berries,

bananas, peaches, or raisins.

Add fruit to yogurt, pancakes, and waffles.

Add fresh vegetables such as zucchini, broccoli, red peppers, and

mushrooms to soups and pasta.

Make a fresh fruit smoothie.

Additional Handouts/Resources

Time to Take Five a Day, National Institutes of Health, NIH (To order

call 1-800-4CANCER).

Discover the Secret 5 a Day for Better Health!, Cancer Prevention and

Nutrition Section, California Department of Health Services (To order

call 1-888-EAT-FIVE or eatfive@kp.corp.com).

Eat Smart. Play Hard. Brochures (To order visit www.fns.usda.gov/

eatsmartplayhard/).

162 Nutrition and Physical Activity the 100 Way
Just the Facts

Fruits and Vegetables

»

Fruits and vegetables contain vitamins and minerals that are important

for healthy growth and development.

Fruits and vegetables contain phytochemicals and fiber that a

multivitamin does not. These substances can help prevent you from

developing some types of cancers and other diseases.

Fruits and vegetables are low in fat. When you follow a low-fat diet, you

can decrease your risk of developing diseases.

Fruits and vegetables are high in fiber. A diet high in fiber can protect

you from developing certain types of cancers.

When you do not eat enough whole fruits and vegetables, you can

increase your risk of developing certain diseases.

A minimum of 5 servings of fruits and vegetables every day is

recommended for good health.

Try these tips to eat more fruits and vegetables:

Drink 100% fruit juice and vegetable juices.

Add fresh berries, bananas, peaches, or raisins to your cereal

in the morning.

Add fruit to yogurt, pancakes, and waffles.

Snack on carrot or celery sticks.

Make a fresh fruit smoothie.

Try dried fruit.

O

X

>

H

M

&

O

X

>

H

oo

Youth Nutrition and Fitness Activities 163
C. It’s ok for me to drink soda

whenever I am thirsty.

Discussion Prompters

Should you worry about how much soda you drink?

How much soda is too much?

Is soda bad for you?

What is soda made from? What nutrients do you get from soda?

What can happen to you if you drink too much soda?

What can you drink instead of soda?

Background Information

Young people should be concerned with how much soda they are

drinking. Sodas are loaded with sugar and calories, as well as caffeine

and other food additives. Sodas have been linked to the rise in obesity

rates among young people. A recent study found that drinking one extra

soda a day gave children a 60% greater chance of becoming obese*

Sodas provide no vitamins or minerals and can put young people at

risk of developing nutrient deficiencies, tooth decay, and weight gain.

Teenage males are especially heavy consumers of soda, with over a

third of them drinking more than three sodas a day. According to

government and other studies, soft drinks are currently the leading source

of added sugars in the daily diet of young Americans. Adolescent men

average 58 grams of sugar per day from soda. This adds up to about 232

calories or about 10% of their total daily calories.

Soda is readily available at school, at home, at church, and in the

community. Manufacturers target young people by establishing contracts

with schools to place vending machines in hallways and advertisements

on school buses and scoreboards. They also spend billions of dollars on

television advertisements, especially during peak times when young

people are watching. Statistics show that they get their money’s worth as

consumption by young people has doubled or tripled. Soda companies

are getting rich from addiction to a product that has little nutritional value

and can actually be detrimental to health.

* “Relationship between consumption of sugar sweetened drinks and childhood obesity: a

prospective, observational analysis.” David S Ludwig, et al. The Lancet, 357:505-508. 2001.

164 Nutrition and Physical Activity the 100 Way
Additional Handouts/Resources:

Do You Know What Is In Your Soda? (Activity 2, “The Low-Down on

Sugar,” page 114)

»

Liquid Candy, Center for Science in the Public Interest, 1999.

To order call 202-332-9110 or visit www.cspinet.org/sodapop/

liquid_candy.htm.

Youth Nutrition and Fitness Activities 165
Just the Facts

Drinking Sodas

A 12-ounce can of cola contains about 10 teaspoons of sugar and is

loaded with empty calories and additives.

Young people who drink sugary drinks may be at a greater risk of

becoming obese. The increase in obesity rates of young people has

been partly blamed on the increase in soda consumption.

Drinking lots of soda in place of milk can decrease your calcium intake

and put you at a greater risk for breaking a bone.

Consuming soft drinks regularly promotes tooth decay because your

teeth are bathed in sugar-water.

Contrary to popular myth, drinking soda that contains yellow dye will

not decrease your sperm count. However, most sodas do contain

caffeine, an addictive stimulant that can cause nervousness, irritability,

sleeplessness, and rapid heart beat.

The average medium soft drink at a fast food restaurant sells for about

$1.29 and contains roughly $.09 worth of syrup.

Water, nonfat or 1% low-fat milk, 100% fruit juice with no added sugar,

and unsweetened teas are healthier choices.

166 Nutrition and Physical Activity the 100 Way
D. Skipping breakfast and meals

won’t affect my health.

Discussion Prompters

What is the most important meal of the day?

Where does your body get the fuel to perform everyday tasks?

What happens to your body when you skip meals? How do you feel

when you have not eaten?

Are you able to take tests or play sports when you are hungry?

Background Information

Young people need to eat regularly (every 3 to 4 hours) to provide

enough energy for their daily activities as well as to support all the growth

and development that takes place during adolescence. When they skip

meals they not only compromise their health but also lessen their ability to

perform both physically and mentally. Failing to eat breakfast in the

morning or a balanced lunch at school can affect test scores, grades, and

performance during after-school activities.

It is especially important to eat a well-balanced breakfast in the morning

after a full night’s sleep. While you sleep, the body is digesting foods,

growing taller, building muscles, and repairing cells. When you wake up,

you need to replace the energy used during this body-building time. If you

don’t replenish the fuel in your body, your brain loses energy, making it

hard for you to concentrate. You may even become sleepy and get

headaches.

Additional Handouts

Making the Grade (Activity 9, “Making the Grade,’’ pages 153-155)

Youth Nutrition and Fitness Activities 167
HANDOUT

Just the Facts

Skipping Breakfast and Meals

What you eat every day is related to your physical health, growth and

development, your ability to learn, and your chance of getting a

disease.

Not eating healthful foods can affect how much you grow, how your

brain develops, and how well you perform in school.

Not eating healthful foods makes you more likely to catch colds.

Not eating healthful foods can affect how you learn and how well you

succeed in school.

Not eating healthful foods can make you irritable and moody.

Not eating healthful foods can make your hair dull and dry, your nails

brittle, and your skin pale and flaky.

Skipping breakfast and meals can give you headaches and stomach

aches.

Skipping meals can stunt your growth, make you tired all the time,

increase your risk of getting sick, decrease your bone mass, and

increase your risk for breaking bones.

Skipping breakfast can make it difficult for you to solve problems at

school.

Eating breakfast before school can increase your attention span and

improve your test scores and your performance in school.

The bad eating habits you develop while you are young will probably

lead to bad eating habits as an adult.

168 Nutrition and Physical Activity the 100 Way
t

E. I can improve my athletic performance

by taking supplements.

Discussion Prompters

Do athletes need more nutrients to perform?

What does your body use as fuel?

How does your body gain muscle?

Can you get more energy from supplements than from food?

Name some popular supplements.

Do you take dietary supplements? Do they work? Are they worth the

money?

Are there any risks associated with taking these supplements?

Background Information

The key to succeeding in athletics is hard work, dedication, and

consistency. The best thing young athletes can do to improve their

performance is follow a proper training regimen, eat a healthful and

balanced diet, get enough fluids and plenty of rest. Despite popular

belief, athletes do not need to consume excessive amounts of protein or

other dietary supplements to improve their performance. It is true that to

compensate for increased energy needs and increased muscle building

and breakdown, young athletes need to consume additional calories and

fluids. However, these additional needs can easily be met by increasing

food portions at meals and incorporating snacks during the day.

It is not uncommon for young athletes to believe they can take a

supplement to improve their performance. However, no supplement on

the market today can make up for poor eating and activity habits, or a

lack of discipline or talent. Although many supplements sold today make

claims to improve athletic performance, they have not been proven to

be effective. Taking large doses of vitamins or other types of nutritional

supplements can actually be dangerous. Little is known about the

possible long-term side effects of taking supplements. Before you spend

a lot of money and possibly put your health at risk, it is important to

research what you might stand to gain or lose from taking a supplement.

6

V.

Youth Nutrition and Fitness Activities 169

CHAPTER

7 CHAPTER

8
Nutrition Do’s for Young Athletes

1. Follow a balanced diet of carbohydrate, protein, and fat. Use the Food

Guide Pyramid (see Appendix) to guide choices.

2. Eat enough calories. Many athletes emphasize protein intake over

caloric intake when trying to build bulk. Athletes who are having trouble

gaining weight are usually not consuming enough calories.

3. Take time to eat before and after workouts to provide energy that is

burned during workouts and replace depleted muscle glycogen stores.

Athletes can maximize muscle glycogen storage by eating highcarbohydrate, moderate-protein snacks right after each workout. Good

snack choices include bagels, fruit, peanuts, sunflower seeds, or a cup

of milk or orange juice. (See The Competitive Edge handout in the

Appendix, pages 201-203, for additional recommendations.)

4. Drink enough fluid before, during, and after workouts. Athletes lose

concentration, coordination, and endurance when they are dehydrated.

(See The Competitive Edge handout on pages 201-203 for additional

recommendations.)

Nutrition Don’ts for Young Athletes

1. Don’t skip meals. Your body relies on fuel from foods to perform.

2. Don’t overload on protein. Although some protein is necessary for

muscle growth and development, eating enough carbohydrate is the

key factor in increasing muscle mass and replenishing muscle

glycogen stores.

3. Don’t waste money on nutrition supplements that make outrageous

and unsupported claims.

Consider that:

Supplements are not required to be tested for safety or

effectiveness to be sold in the United States.

When you buy a supplement like amino acids, herbs, or a foodrelated supplement, you can never be sure about the amount of

active ingredient that the supplement actually contains.

Foods can provide all your basic nutrient needs to fuel performance.

Good nutrition, proper fluid replacement, adequate training, and rest

are the most important factors in improving performance.

170 Nutrition and Physical Activity the 100 Way
Glossary

Carbohydrate: Includes starches (breads, pasta, rice, and beans) and

sugars (fruits and foods made with added sugar) that are absorbed for

energy. Ortce digested, carbohydrates are broken down into glucose,

which is stored in cells as the body’s main energy source.

Protein: A nutrient made of amino acids and used by the body for tissue

growth and repair. Protein is not a significant energy source for the body

during rest or exercise. Protein is found in both animal (meat, fish dairy,

eggs, and poultry) and plant foods (beans, grains, and nuts).

Glycogen: The stored form of carbohydrate that provides energy to

muscles.

Additional Handouts/Resources

The Competitive Edge (Appendix, pages 201-203)

Sports Nutrition: Eat to Fuel Performance Kit, Iowa Beef Industry

Council. To order call 515-296-2305 or visit www.iabeef.org/.

Power Up from the Inside Out, National Dairy Council. To order call

800-426-8271 or visit www.nationaldairycouncil.org.

Youth Nutrition and Fitness Activities 171
Just the Facts

Dietary Supplements

You can get all the nutrients you need to perform well in sports from

foods. Pills that contain vitamins, minerals, and herbs do not contain

calories and do not provide energy for the body.

Eating extra protein or taking amino acid supplements will not make

your muscles bigger or make you stronger. Your protein needs can

easily be met by eating balanced meals and snacks. Extra protein your

body does not need or use is stored as fat, not as muscle!

Eating extra protein can actually make you dehydrated because your

body has to use more water to get rid of the waste products of protein

breakdown. When you become dehydrated you lose concentration,

coordination, and endurance.

Your muscles use energy supplied by carbohydrates (breads, grains,

fruits) more efficiently than protein. Although your body uses protein for

muscle growth and repair, eating enough carbohydrates is more

important than protein to provide energy for strength and growth and

to increase muscle mass and replenish muscle glycogen stores.

The best way for athletes to increase muscle size and strength is by:

Getting proper training and rest,

Following a good diet that includes regular meals and snacks before

and after training, and

Staying hydrated.

Don’t waste your money on expensive supplements.

You can get everything you need from foods.

172 Nutrition and Physical Activity the 100 Way
You can maximize your muscle glycogen storage by eating highcarbohydrate, medium-protein snacks right after each workout.

Try these foods after exercising:

1 6 oz. orange juice

1 carton of yogurt

A large apple or banana

1

/2 cup dried fruit

1

/2 cup peanuts

1

/2 cup sunflower seeds

1 slice of bread or bagel

1 cup dry cereal

Your body can’t tell the difference between protein from expensive

supplements and protein in foods. Amino acid supplements usually

contain only 200-500 mg. of amino acids per capsule. By contrast,

1 oz. of beef, chicken, or fish has 8 grams of protein and 7,000 mg. of

amino acids!

Make sure to drink enough fluid during

the day to stay hydrated.

Have a glass of orange juice with breakfast.

Make sure to pour enough milk on your

cereal.

Take a 32 oz. water bottle with you to

school every day and drink the whole thing!

For dessert try a fruit smoothie made with a

cup of your favorite 100% fruit juice.

Have a cup of hot chocolate milk while

studying.

The following foods are also good sources of protein:

Food

1 cup nonfat milk

1 cup nonfat yogurt

1 egg

1

/2 cup beans, cooked

1

/2 cup roasted peanuts

3 Tbsps. nonfat milk powder

Protein (Grams)

8

8

7

6

18

11 (can add to other beverages)

Youth Nutrition and Fitness Activities 173

CHAPTER

7 CHAPTER

8
HANDOUT

Before you spend a lot of money and possibly put your health

at risk, do research on what you stand to gain or lose from

taking a supplement.

Dietary

Supplement

What They

Claim To Do Truth

Amino acids and

protein powders

Increase

muscle mass

and strength,

weight gain

Amino acids are the building blocks of protein. Research shows

that extra protein from amino acids supplements or protein

powders does not increase muscle mass and may do more

harm than good.

Androstenedione

(Andro)

Increase

testosterone

production

Andro plays a role in the production of the hormone

testosterone. (Testosterone is responsible for bigger muscles

and other male characteristics.) There is no proof that taking

more andro will increase testosterone levels and improve

performance. Your body naturally regulates testosterone

production, producing more when levels are low, and producing

less when levels are high. Taking andro or other related

hormones can cause acne, breast enlargement, liver and heart

problems, and personality disorders.

Carnitine

“L-Carnitine”

Burn fat Carnitine is found naturally in our bodies. Unless you have a

rare condition that causes you to be deficient, taking a carnitine

supplement will not help your body burn fat or increase your

strength. Your body already has all the carnitine it needs and

extra is excreted as waste.

Chromium

“Chromium

Picolinate”

Burn fat and

build muscle

Chromium is a mineral that helps move sugar from the blood

into muscle cells. Taking extra chromium has not been proven to

burn fat or build muscle in athletes. A well-balanced diet including

foods such as corn, potatoes, apples, peas, and chicken

breasts will provide you with all the chromium you need.

Coenzyme Q10 Increase

energy

Coenzyme Q10 can help with energy production in the body.

However, there is no dietary requirement for this substance

because humans are never deficient. Taking extra Coenzyme

Q10 will not increase energy.

Creatine

“Creatine

Phosphate”

Increase

muscle

strength

and size

Creatine is stored in your muscles. Some research has shown

that creatine supplements may improve performance of elite

athletes during short-term exercises like sprinting. There is no

good evidence it is beneficial in “average athletes." But research

has also shown that creatine supplements increase water

retention which is believed to contribute to muscle cramps,

muscle spasms, and even pulled muscles. You can get all the

creatine your body needs from a well balanced diet.

Caffeine, and

herbal products

like Ephedra

(Mau-huang)and

ginseng

Increase

energy,

burn fat

These products are found in drinks, diet pills, bars, powders,

teas, and supplements. Taking an herbal supplement can

be harmful to your health and possibly life-threatening. For

example, taking ephedra can put you at risk of having a heart

attack, seizure, stroke, or kidney damage, and taking caffeine

before exercising can lead to dehydration and abnormal heart

rhythms and cause diarrhea.

Vanadium

“Vanadyl Sulfate”

Build muscle Vanadium is a trace mineral. There is no daily requirement for

vanadium and no evidence that it is useful for increasing muscle

mass. Large doses of vanadium have been shown to cause

diarrhea, green tongue, and cramps.

174 Nutrition and Physical Activity the 100 Way
Think twice before you buy!

Nutritional supplements are not requierd to be tested for safety or

effectiveness to be sold in the United States.

Little is known about the possible long-term side effects of taking

nutritional supplements.

Youth Nutrition and Fitness Activities 175

CHAPTER

7 CHAPTER

8
176 Nutrition and Physical Activity the 100 Way
CHAPTER

Resources

Section Contents

1. Recommended Nutrition and Physical Activity

Contacts and Resources

2. Recommended Websites Related to Nutrition and

Physical Activity

3. Nutrition and Physical Activity Vendors and

CHAPTER

Materials

7 CHAPTER

8

Recommended Nutrition and Physical Activity

Contacts and Resources

American Alliance for Health, Physical Education,

Recreation and Dance

800-213-7193

http://www.aahperd.org

American Cancer Society (ACS)

Check your phone book under “American Cancer Society” for your

regional office.

http://www.cancer.org

Provides guest speakers for classrooms, parent groups, and health fairs.

American Council on Exercising

5820 Oberlin Drive. Suite 102

San Diego, CA 92121-3787

858-535-8227

http://www.acefitness.com

American Diabetes Association

1701 North Beauregard Street

Alexandria, VA 22311

800-DIABETES (800-342-2383)

www.diabetes.org

Materials include New Soul Food Cookbook for People with Diabetes

American Dietetic Association (ADA)

800-366-1655

www.eatright.org

Can provide referrals to a Registered Dietitian in your area.

American Volkssport Association

1001 Pat Booker Rd., Suite 101

Universal City, TX 78148-4147

800-830-9255 or 210-659-2112

For organized, noncompetitive hikes and walks for walkers of all abilities

throughout the country; call to reach local chapters.

http://www.ava.org

7

Resources 177

CHAPTER

8
Association of Black Cardiologists, Inc.

6849-B2 Peachtree Dunwoody Rd., NE

Atlanta, GA 30328

678-302-4ABC

http://www.abcardio.org

California Adolescent Nutrition & Fitness Program

2140 Shattuck Ave, Suite 610

Berkeley, CA 94704

800-200-3131 or 510-644-1533

http://www.canfit.org

Center for Science in the Public Interest

1875 Connecticut Ave., N.W., Suite 300

Washington, DC 20009-5728

202-332-9110

http://www.cspinet.org

Materials include the Nutrition Action Healthletter

Food and Nutrition Information Center (FNIC)

National Agriculture Library, Rm. 304

10301 Baltimore Ave.

Beltsville, MD 20705-2351

301-504-5719

http://www.nal.usda.gov/fnic

Minority Health Professions Foundation

3 Executive Park Drive, NE, Suite 100

Atlanta, GA 30329

404-634-1993

http://www.minorityhealth.org

American Heart Association (AHA)

Contact your division or regional American Heart Association office

your phone book.

http://www.americanheart.org

National Center for the Advancement of

Blacks in the Health Professions

PO. Box 21121

Detroit, Ml 48221

313-342-1522

dm2103@aol.com

178 Nutrition and Physical Activity the 100 Way
National Hypertension Association (NHA)

324 East 30th Street

New York, NY 10016

212-889-3557

http://www.nathypertension.org

National Institutes of Health (NIH)

National Center on Minority Health & Health Disparities

6707 Democracy Blvd. Suite 800

Bethesda, MD 20892-5465

301-402-1366

http://www.ncmhd.nih.gov

Society for Nutrition Education (SNE)

9202 North Meridian, Suite 200

Indianapolis, IN 46260

317-571-5618 or 800-235-6690

http://www.sne.org

National Kidney and Urologic Diseases Information

Clearinghouse

3 Information Way

Bethesda, MD 20892-3580

301-654-4415

http://www.niddk.nih.gov/health/kidney/nkudic.htm

Maintains a database of patient and professional education materials that

are geared towards African-Americans.

Centers for Disease Control and Prevention

Division of Nutrition and Physical Activity

4770 Buford Highway, N.E. Mailstop K33

Atlanta, GA 30341-3717

770-488-5820

http://www.cdc.gov/nccdphp/dnpa/

Nutrition and Physical Activity Information Line 888-CDC-4NRG

Office of Minority Health Resource Center

Can provide a list of health professionals in your area for guest speaking.

P.O. Box 37337

Washington, DC 20013-7337

800-444-6472

http://www.omhrc.gov

Resources 179
U.S. Department of Agriculture

Food and Nutrition Service

TEAM Nutrition

3101 Park Center Drive, Rm. 632

Alexandria, VA 22302

703-305-1624

http://www.fns.usda.gov/tn/

TEAM Nutrition is the implementation tool for the USDA’s School Meals

Initiative for Healthy Children.

Office of the Centers for Disease Control and Prevention

Associate Director of Minority Health

1 600 Clifton Road, N.E.

Mailstop D39

Atlanta, GA 30333

404-639-7210

http://www.cdc.gov/od/admh/

U.S. Department of Agriculture

Center for Nutrition Policy and Promotion

3101 Park Center Drive, Rm. 1034

Alexandria, VA 22302

703-305-7600

http://www.cnpp.usda.gov

Materials include the Food Guide Pyramid and Healthy Eating Index.

U.S. Food and Drug Administration (FDA)

5600 Fishers Lane, HFE-88

Rockville, MD 20857

888-INFO-FDA (463-6332)

301-827-7130

http://www.fda.gov/opacom/morecons.html

FSIS Food Safety and Consumer Education

1400 Independence Ave. S.W., Rm-2932-S

Washington, D.C. 20250-3700

www.fsis.USDA.gov

http://www.fightbac.org

180 Nutrition and Physical Activity the 100 Way
Recommended Websites Related to

Nutrition and Physical Activity

See also the web addresses for organizations listed in the Resource

Organizations. The Centers for Disease Control and Prevention, the

U.S. Department of Agriculture/Food and Nutrition Service, the California

Adolescent Nutrition and Fitness Program, the 100 Black Men of

America, and the Boys and Girls Clubs of America do not monitor or

endorse the information contained in the referenced websites.

African-American Websites

African-American Health Page

http://www.nlm.nih.gov/medlineplus/africanamericanhealth.html

African-American Village

http://www.iminorities.com/african.html

Black Facts Online

http://www.blackfacts.com

Eat Ethnic.com

Food, culture, and nutrition resources and materials

http://www.eatethnic.com/resources.htm

General Websites

Dietary Guidelines for Americans

http://www.health.gov/dietaryguidelines/

Dole’s 5 A Day

http://www.dole5aday.com

Food Composition Information

http://www.nal.usda.gov/fnic/foodcomp

Food and Drug Administration’s (FDA)

Center for Food Safety and Applied Nutrition

http://www.cfsan.fda.gov/list.html

Resources 181

CHAPTER

8
Found Health

http://www.foundhealth.com

Health and Fitness Page

http://k2.kirtland.cc.mi.us/~balbachl/fitness.htm

International Food Information Council

http://ificinfo.health.org

Kid’s Health for parents, kids and teens

http://www.kidshealth.org/index.html

Team Nutrition

http://www.fns.usda.gov/tn/

U.S. Department of Agriculture (USDA)

What We Eat in America-Food Surveys Research Group

http://www.barc.usda.gov/bhnrc/foodsurvey/home.htm

Tufts University Nutrition Navigator:

A Rating Guide to Nutrition Websites

http://www.navigator.tufts.edu

Your Health Daily

http://www.yourhealthdaily.com

Youth Websites

Bodies in Motion...Minds at Rest

http://library.thinkquest.0rg/12153/

In the Mix Sports

http://www.pbs.org/inthemix/shows/show_sports.html

Kid’s Health for parents, kids and teens

http://www.kidshealth.org

Nutrition on the Web for Teens

http://library.thinkquest.org/10991/nutriquiz.html

82 Nutrition and Physical Activity the 100 Way
Information on Fast Food

Fast food calorie and fat gram counter

http://www.gocarolinas.com/shared/health/tools/fastfood.html

Food database—fast foods

http://www.foundhealth.com/food/

Food Finder

http://www.olen.com/food/

Resources 183

CHAPTER

8
Nutrition and Physical Activity

Vendors and Materials

Nutrition

Recommended Nutrition Counseling Education Service® (NCES®)

Materials on Nutrition/Physical Activity

Credit card orders: Call 1-800-445-5653 (M-F 9 a.m. to 5 p.m. Central)

Fax your credit card or purchase orders any time. Fax: 1-800-251-9349

Mail orders to: NCES, 1904 E 123rd St., Olathe, KS 66061 or order from

the website: http://www.ncescatalog.com/.

Nutrition and Cookbooks

Eating on the Run, Evelyn Tribole, RD

One of the most helpful books we have come across. Tribole shows

how to combine nutritious eating with fast-paced living. She provides

strategies for weight control, meal and snack planning, and 40 recipes

that can be prepared in less than one minute! This book is filled with

calorie and nutrient content charts and tips on dining out.

#1012 Soft-cover 1992 $15.95

Bowes and Church’s Food Values of Portions Commonly Used,

17th Edition, Jean A.T. Pennington, Ph.D., RD.

It’s all here.. .the data you need on the nutrient content of foods in

quick reference.

#2000 $47.00

184 Nutrition and Physical Activity the 100 Way
Nasco Nutrition Teaching Aids

Featuring Lifeform Food Replicas

Call: 800-558-9595

Nasco-Modesto

4825 Stoddard Rd.

P.O. Box 3837

Modesto, CA 95352-3837

Phone: 209-545-1600

Fax: 209-545-1669

http://www.enasco.com

or

Nasco-Fort Atkinson

901 Janesville Ave.

P.O. Box 91

Fort Atkinson, Wl 53538-0901

Fax: 920-563-8296

Resources 185

CHAPTER

8
Physical Activity

Collage Video-Exercise videos for home use and classes

1-800-433-6769

http://www.collagevideo.com

Accusplit-Pedometers and stopwatches

2290A Ridgewood Ave.

San Jose, CA 95131

Order by phone: 1-800-935-1996

http://www.accusplit.com

ProFit Instructor Supplies

Books, nutrition education supplies-fat tubes, food maps, strengthening

equipment, balls, bands, step counters

Order by phone: 425-255-3817 or fax 425-255-0478

ProFit

12012 156th. Ave. SE

Renton, WA 98059

http://www.exercisexpress.com

SPORTIME

Physical Education, Recreation, Athletics, Aquatics, Dance and Health

supplies and equipment

Phone orders: 1-800-283-5700

Fax orders: 1-800-845-1535

http://www.sporttime.com

SPRI

Xertube Products-low-cost, physical activity equipment

(e.g., tubes, bands)

To order call: 1-800-222-7774

http://www.spriproducts.com

186 Nutrition and Physical Activity the 100 Way
CHAPTER

Appendixes

Section Contents

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Let the Pyramid Guide Your Food Choices

What You Should Know About Your Adolescent’s

Nutrition and Fitness (Parent Handout)

Healthful Cooking (Parent Handout)

Homestyle Biscuits

1-2-3 Peach Cobbler

Good-For-You Cornbread

Mock-Southern Sweet Potato Pie

The Competitive Edge (Youth Handout)

Looking Good and Feeling Great (Youth Handout)

Sample Menu Guidelines Memo

CHAPTER

8
&

f

3

e3

e3

«

C"

#3

f

3
Let the Pyramid Guide Your Food Choices

Different foods contain different nutrients and other healthful substances.

No single food can supply all the nutrients in the amounts you need.

For example, oranges provide vitamin C and folate but no vitamin B1 2;

cheese provides calcium and vitamin B1 2 but no vitamin C. To make sure

you get all the nutrients and other substances you need for health, build a

healthy base by using the Food Guide Pyramid (page 188) as a starting

point. Choose the recommended number of daily servings from each of

the five major food groups (see box below). If you avoid all foods from any

of the five food groups, seek guidance to help ensure that you get all the

nutrients you need.

How Many Servings Do You Need Each Day?

Food group

Children ages 2

to 6 years, women,

some older adults

(about 1,600

calories)

Older children,

teen girls, active

women, most men

(about 2,200

calories)

Teen boys,

active men

(about 2,800

calories)

Bread, Cereal, Rice,

and Pasta Group

(Grains Group) -

especially whole grain

11

Vegetable Group

Fruit Group

Milk, Yogurt, and Cheese

Group (Milk Group)-

preferably fat free

or low fat

2 or 3* 2 or 3* 2 or 3*

Meat, Poultry, Fish,

Dry Beans, Eggs, and

Nuts Group (Meat and

Beans Group)-preferably

lean or low fat

2, for a total

of 5 ounces

2, for a total

of 6 ounces

3,for a total

of 7 ounces

Adapted from U.S. Department of

Agriculture, Center for Nutrition Policy

and Promotion. The Food Guide

Pyramid, Home and Garden Bulletin

Number 252, 1 996.

' The number of servings depends on your age. Older children

and teenagers (ages 9 to 1 8 years) and adults over the age of

50 need 3 servings daily. Others need 2 servings daily. During

pregnancy and lactation, the recommended number of milk

group servings is the same as for nonpregnant women.

Appendixes 187

APPENDIX
Food Guide Pyramid-A Guide to Daily Food Choices

Fats, Oils, & Sweets

USE SPARINGLY

Bread, Cereal,

Rice, & Pasta

Group

6-11

SERVINGS

Milk, Yogurt,

& Cheese

Group

2-3 SERVINGS

Vegetable

Group

3-5 SERVINGS

Fruit

Group

2-4 SERVINGS

Meat, Poultry, Fish,

Dry Beans, Eggs,

& Nuts Group

2-3 SERVINGS

KEY

n

Fat (naturally occurring ° Sugars

and added) (added)

These symbols show fat and

added sugars in foods.

What Counts as a Serving?

Bread, Cereal, Rice, and Pasta Group

(Grains Group)—whole grain and refined

1 slice of bread

About 1 cup of ready-to-eat cereal

1

/2 cup of cooked cereal, rice, or pasta

Vegetable Group

1 cup of raw leafy vegetables

1

/2 cup of other vegetablescooked or raw

% cup of vegetable juice

Fruit Group

1 medium apple, banana, orange, pear

1

/2 cup of chopped, cooked, or

canned fruit

% cup of fruit juice

Milk, Yogurt, and Cheese Group

(Milk Group)*

1 cup of milk** or yogurt**

11/2 ounces of natural cheese**

(such as Cheddar)

2 ounces of processed cheese**

(such as American)

Meat, Poultry, Fish, Dry Beans, Eggs, and

Nuts Group (Meat and Beans Group)

2-3 ounces of cooked lean meat, poultry,

or fish

1

/2 cup of cooked dry beans* or V2 cup of

tofu counts as 1 ounce of lean meat

2

1

/2-ounce soyburger or 1 egg counts as

1 ounce of lean meat

2 tablespoons of peanut butter or V3 cup

of nuts counts as 1 ounce of meat

NOTE: Many of the serving sizes given above are

smaller than those on the Nutrition Facts Label. For

example, 1 serving of cooked cereal, rice, or pasta is

1 cup for the label but only Vi cup for the Pyramid.

*This includes lactose-free and lactose-reduced milk

products. One cup of soy-based beverage with

added calcium is an option for those who prefer a

non-dairy source of calcium.

** Choose fat-free or reduced-fat dairy products

most often.

* Dry beans, peas, and lentils can be counted as

servings in either the meat and beans group or

the vegetable group. As a vegetable, Vi cup of

cooked, dry beans counts as 1 serving. As a meat

substitute, 1 cup of cooked, dry beans counts as

1 serving (2 ounces of meat).

188 Nutrition and Physical Activity the 100 Way
What You Should Know About Your

Adolescent’s Nutrition and Fitness

The Problem

Young people are eating more, exercising less, getting heavier, and

becoming unhealthier. Obesity rates have risen to an all-time high of

13% among African-American youth ages 12 to 17. Experts say being

overweight at any age increases your risk of developing serious health

conditions such as diabetes and heart disease.

Who or What Is to Blame?

Adolescents today face many challenges when it comes to making food

and activity choices:

Little knowledge of good nutrition and the negative effect of

poor nutrition.

Widespread availability of low-cost, high-fat, high-sugar foods.

Being bombarded with advertising for unhealthful foods.

Lack of food selection and preparation skills.

Limited access to safe physical activity options.

Too many opportunities to be physically inactive (cell phones, video

games, Internet, television, cars).

CN

00

The Solution

Proper nutrition and regular physical activity are not only important for

good health but can also improve your youth’s energy level and attention

span and promote better learning. Making sensible eating and activity

choices begins at home. As parents, there are many things you can do to

support good nutrition and fitness and help your child develop health

habits that can last a lifetime.

Appendixes 189

APPENDIX
1. Encourage your adolescent to meet these recommendations.

Eat at least 5 servings of fruits & vegetables each day to support

good health and growth. Diets rich in fruits and vegetables are associated

with decreased risk of some types of cancers and heart disease.

Drink 8 glasses of water every day.

Eat fiber-rich foods every day. Good sources of fiber are beans, sweet

potatoes, carrots, peas, apples, pears, oranges, grapefruit, oatmeal,

whole-wheat breads, crackers, and breakfast cereals. Read the Nutrition

Facts label to find out if the food is a good source of fiber.

Eat 3 servings of calcium-rich foods every day* to build and maintain

strong bones and proper blood flow. Many African-Americans shy away

from calcium-rich milk and milk products because they suffer from lactose

intolerance. Other sources of calcium include calcium-fortified juices and

cereals, black-eyed peas, broccoli, greens, kale, spinach, and almonds.

*This recommendation is especially important for African-Americans as studies have linked

these nutrients to the prevention of colon cancer and high blood pressure. These diseases

have a high prevalence in our community.

2. Be aware of what they are eating.

With independence comes the responsibility for making appropriate food

choices. What youth eat away from home is sometimes a mystery. If they

are not eating school lunch, chances are they might not be getting the

nutrition they need. Youth often have access to unhealthful fast and

convenience foods on school grounds. Meal and snack choices might

include chips or a soda and a candy bar from a vending machine. Talk

with your adolescent about how food choices can affect health.

Encourage him/her to balance food choices and eat a variety of foods.

Discuss healthier food selections and assist him/her with planning and

selecting meals and snacks.

3. Practice makes perfect.

Have youth participate in meal planning, selection, and preparation. Take

them with you to the grocery store; show them how to pick fresh produce

and teach them to look for expiration dates. Invite them into the kitchen to

prepare a nutritious meal or snack. Point out the safety hazards in the

kitchen and how to properly use utensils and other cooking equipment.

Teach your child low-fat cooking methods (e.g., substituting low-fat milk in

recipes, baking/broiling rather than frying). If armed with the tools and the

knowledge, your child will be more likely to prepare his/her own meal or

snack when left alone.

190 Nutrition and Physical Activity the 100 Way
r

4. Keep a variety of food in the home.

Adolescents say availability is one of the reasons why they do not choose

healthier foods. Make healthful snack foods visible and convenient (see

grocery list on next page). Wash and cut up their favorite fruits and

vegetables’ahead of time and place in a clear container in the front of the

refrigerator. Have foods on hand that appeal to a variety of cravings.

Si/veef-dried fruit, low-fat pudding, granola bars, vanilla wafers, fig bars

Salty- pretzels, unbuttered popcorn, baked chips

Crunchy- bread sticks, whole-wheat crackers, ready-to-eat,

low-sugar cereals

5. Encourage regular physical activity.

Young people need 60 minutes of physical activity each day. Research

has shown that young people who participate in regular physical activity

perform better on tests, are sick less often, and have higher self-esteem.

Find out what activities your child likes and help him or her to get involved

in a leisure sports activity or a competitive league in your community.

Select gifts that encourage physical activity (e.g., skates, balls, jump

ropes) and set limits on television watching and computer use. Set aside

time to share at least one outdoor activity with your child each week (e.g.,

go for a walk or hike, clean up the yard, play ball).

6. Set an example.

Be a role model by showing that nutrition and physical activity are

important to you!

00

Appendixes 191

APPENDIX
Grocery List

At the store buy the following...

Foods high in vitamins A and C

Sweet potatoes

Turnip greens

Dandelion greens

Mustard greens

Peas and carrots

Red and green peppers

Canteloupe

Strawberries

100% Cranberry juice

w/vitamin C added

Collards

Spinach

Beet greens

Broccoli

Tomatoes

Apricots

Peaches

Citrus fruits

100% Apple juice

w/vitamin C

Sources of calcium

Low/non-fat yogurt, milk, pudding

Low-fat cheeses (part-skim ricotta,

mozzarella, Parmesan, Swiss)

Collard greens

Salmon, canned w/bones

Foods high in fiber

Whole-wheat bread, muffins,

crackers (100% whole-wheat

flour is the first ingredient)

Brown rice

Beans

Multi-grain frozen waffles

Oatmeal

Dried fruits

Cereal fortified with calcium

Black-eyed peas

Juices fortified with calcium

Whole-grain cereals

Cornmeal (whole)

Potatoes with skin

Whole-wheat pancake mix

Graham crackers

Popcorn (air popped)

192 Nutrition and Physical Activity the 100 Way
Healthful Cooking

Making small changes in the kitchen can add up to big gains in your health.

But who said you have to sacrifice taste for nutrition? Try the following tips

and substitutions to make the meals you serve better for health.

When sauteing onion for flavoring

stews, soups, and sauces

When making a salad dressing

Use nonstick spray, water, or stock.

Use equal parts water and vinegar and half as

much oil. To make up for less intense flavor,

add more mustard and herbs.

When making chocolate deserts

When making cakes and

soft-drop cookies

When making muffins, quick

breads, biscuits

When making muffins or

quick breads

When baking or cooking

When making pie crust

When you need sour cream

When a recipe calls for butter,

lard or shortening

To cut saturated fat

Use 3 tablespoons of cocoa instead of

1 ounce of baking chocolate (if fat is needed

to replace the fat in chocolate, add

1 tablespoon or less of vegetable oil).

Use no more than 2 tablespoons of fat

for each cup of flour.

Use no more than 1-2 tablespoons of fat for

each cup of flour.

Use 3 ripe, very well mashed bananas

instead of Vi cup butter or oil.

Use 3 egg whites and 1 yolk instead of

2 whole eggs; use 2 egg whites instead of

1 whole egg.

Use only Vi cup margarine for every

2 cups of flour.

Blend 1 cup low-fat cottage cheese with

1 tablespoon skim milk and 2 tablespoons

lemon juice, substitute plain or nonfat low-fat

yogurt, or try some of the reduced-fat sour

cream substitutes.

Choose margarine with liquid vegetable oil as

the first ingredient listed on the label.

Use regular soft margarine made with

vegetable oil instead of butter or lard.

In general, diet margarine should not be

used in baking.

co

00

Adapted from Down Home Healthy, National Institutes of Health

Appendixes 193

APPENDIX
APPENDIX

Try... Instead of...

CO

00

Broiling, steaming, roasting/baking, Frying, basting with fat, cooking in fatty

microwaving, grilling, braising/stewing, sauces and gravies

boiling, simmering, stir-frying with a little

bit of oil (no more than 1 -2 tablespoons

oil for 4 servings)

Lean meats such as round, sirloin, Regular ground beef

chuck arm pot roast, loin, lean and

extra lean ground beef

Chicken and turkey with skin removed Fried chicken

Baked, broiled fish, tuna packed in water Fried fish, tuna packed in oil

Beans made with smoked turkey parts Beans made with lard, ham hock

Skinless chicken thighs Neck bone

Turkey thighs Ham hocks and fatback

Small amount of vegetable oil Lard, butter, or other fats that are solid at

room temperature

Turkey bacon, lean ham, Canadian bacon Pork bacon, sausage

Ground turkey breast Ground beef or pork

Low-fat (1%) or nonfat milk Whole milk or 2% milk

Low-fat or part-skim milk cheeses Whole-milk cheeses

(check labels)

Evaporated skim milk Cream

Mustard, low-fat mayo and salad dressing Regular mayo and creamy salad dressing

Vegetables prepared without added fat Vegetables made with butter or seasoned

with meats

Low-sodium bouillon and broth Regular bouillon and broth

For healthful recipes

Check out the following websites:

http://www.intelihealth.com

http://www.cookinglight.com

http://www.deliciousdecision.org

http://www.allrecipes.com

http://www.mealforyou.com

Adapted from Down Home Healthy, National Institutes of Health

194 Nutrition and Physical Activity the 100 Way

Or healthful cookbooks:

More Healthy Homestyle Cooking,

Evelyn Tribole

AHA Meals in Minutes, American Heart

Association

*

•"

«

«

«»

*

«

«

m

©

#

m

©

©

©

©

m
Homestyle Biscuits

Ingredients:

2 cups flour

2 tsps. baking powder

1

/4 tsp. baking soda

1

/4 tsp. salt

2 Tbsps. sugar

% cup buttermilk, 1 % fat

3 Tbsps. vegetable oil

+1 tsp.

00

Directions:

1. Preheat oven to 450 degrees F.

2. In a medium bowl, combine flour, baking powder, baking soda, salt,

and sugar.

3. In a small bowl, stir together buttermilk and oil. Pour over flour mixture;

stir until well mixed.

4. On a lightly floured surface, knead dough gently for 10 to 12 strokes.

Roll or pat dough to % inch thickness. Cut with a 2-inch biscuit or

cookie cutter, dipping cutter in flour between cuts. Transfer biscuits to

an ungreased baking sheet.

5. Bake for 1 2 minutes or until golden brown. Serve warm.

Nutrition Facts:

Makes 15 servings

Serving Size: 1 (2-inch)

Calories: 99

Fat: 3 g.

Saturated Fat: less than 1

Cholesterol: less than 1

Sodium: 72 mg.

biscuit

9-

mg.

Appendixes 195

APPENDIX
1-2-3 Peach Cobbler

Ingredients:

1

/2 tSp.

1 Tbsp.

2 Tbsps.

1 cup

1

/4 CUp

2 1 6-oz.

cans

cinnamon, ground

vanilla extract

cornstarch

peach nectar

pineapple juice or

peach juice

peaches, sliced,

packed in juice,

drained (or 1 % lbs)

fresh

Topping:

1

/2 tsp. nutmeg

Directions:

1 Tbsp. tub margarine

nonstick cooking

oil spray (for baking

dish)

1 cup pancake mix, dry

% cup all-purpose flour

1

/2 cup sugar

% cup evaporated

skim milk

1 Tbsp. brown sugar

1. Combine cinnamon, vanilla, cornstarch, peach nectar, and pineapple

or peach juice in a saucepan over medium heat. Stir constantly until

mixture thickens and bubbles.

2. Add sliced peaches to mixture.

3. Reduce heat and simmer for 5 to 10 minutes.

4. In another saucepan melt margarine and set aside.

5. Lightly spray an 8-inch square glass dish with cooking oil spray. Pour

hot peach mixture into the dish.

6. In another bowl, combine pancake mix, flour, sugar, and melted

margarine. Stir in milk.

7. Quickly spoon this mixture over peach mixture.

8. Combine nutmeg and brown sugar. Sprinkle mixture on top of batter.

9. Bake at 400 degrees F for 15 to 20 minutes or until golden brown.

10. Cool and cut int

196 Nutrition and Physical Activity the 100 Way
Nutrition Facts:

Makes 8 servings

Serving Size:

Calories:

Fat:

Saturated Fat:

Cholesterol:

Sodium:

1 square

271

4

9-

less than 1 g.

less than 1 mg.

263 mg.

to

00

Appendixes 197

APPENDIX
Good-For-You Cornbread

Ingredients:

1 cup cornmeal

1

/4 cup white sugar

1 cup buttermilk, 1% fat

1

/4 cup margarine,

regular, tub

cup flour

tsp. baking powder

egg, whole

tsp. vegetable oil

(to grease baking pan)

Directions:

1. Preheat oven to 350 degrees F.

2. Mix together cornmeal, flour, sugar, and baking powder.

3. In another bowl, combine buttermilk and egg. Beat lightly.

4. Slowly add buttermilk and egg mixture to the dry ingredients.

5. Add margarine and mix by hand or with a mixer for 1 minute.

6. Bake for 20 to 25 minutes in an 8- by 8-inch greased baking dish.

Cool. Cut into 10 squares.

Nutrition Facts:

Makes 10 servings

Serving Size: 1 square

Calories: 178

Fat:

Saturated Fat:

Cholesterol:

Sodium:

6 g.

1 9-

22 mg.

94 mg.

198 Nutrition and Physical Activity the 100 Way
Mock-Southern Sweet Potato Pie

Ingredients

Crust:

1

1

/4 cups flour

1

/3 cup skim milk

Filling:

1

/4 cup white sugar

V2 tsp. salt

3 large eggs, beaten

1 tsp. vanilla extract

1

/4 tsp. sugar

2 Tbsps. vegetable oil

1

/4 cup brown sugar

1

/4 tsp. nutmeg

1

/4 cup evaporated skim

milk, canned

3 cups sweet potatoes (cooked and mashed)

Directions:

1. Preheat oven to 350 degrees F.

Crust:

2. Combine the flour and sugar in a bowl.

3. Add milk and oil to the flour mixture.

4. Stir with fork until well mixed and then form pastry into a smooth ball

with your hands.

5. Roll the ball between two 12-inch squares of waxed paper using

short, brisk strokes until pastry reaches edges of paper.

6. Peel off top paper and invert crust into pie plate.

Filling:

7. Combine sugars, salt, spices, and eggs.

8. Add milk and vanilla. Stir.

9. Add sweet potatoes and mix well.

10. Pour mixture into pie shell.

11. Bake for 60 minutes or until crust is golden brown.

Cool and cut into 16 slices.

Appendixes 199

APPENDIX
Nutrition Facts:

Makes 16 servings

Serving Size: 1 slice

Calories: 147

Fat: 3 g.

Saturated Fat: less than 1 g.

Cholesterol: 40 mg.

Sodium: 98 mg.

©

«

«

«

6-

200 Nutrition and Physical Activity the 100 Way
The Competitive Edge

Eating and drinking the right foods and fluids gives you the energy you

need to play and perform at your best. Eating too much of the wrong

foods and drinks can make you feel slow, weak, and can even give you

stomach cramps.

00

00

Follow the Food Guide

Pyramid Each Day

By eating the recommended number of servings from each food group,

you can be sure that you are at the top of your game. As an active youth,

you may need to eat more servings from each food group to keep your

energy up. And you will need to drink more water too, at least 8 to 12

cups per day. Remember to drink before you get thirsty. No one can eat

the perfect diet every day, but the better you eat the healthier you’ll feel.

Make small changes every day. You’ll soon notice the difference.

Game Day

On competition days it is especially important to pay attention to what

you eat and drink. Most of the energy you will use comes from the food

you eat and drink that day. Healthful foods to fuel your best performance

have carbohydrates and very little fat. Carbohydrates are an important

source of energy for intense sports, like runnning or basketball. Foods

such as pasta, rice, breads, and fruits are good examples of “healthful

carbohydrates.” High-fat and high-protein foods stay in your stomach

longer, and during exercise can cause stomach cramps, nausea, and

even vomiting. Eating sugary foods can also make your stomach hurt

during sports activities.

Appendixes 201

APPENDIX
Fuel Up Before You Exercise

Foods to eat 3 to 4 hours before exercising: fruit or vegetable juice,

fresh fruit, bagel with low-fat cream cheese, bread or English muffin

with peanut butter, lean meat, low-fat yogurt, baked potato, low-fat

cheese or yogurt, cereal with low-fat (1%) milk, pasta with tomato

sauce.

Foods to eat 2 to 3 hours before exercising: fruit or vegetable juice,

fresh fruit, bagel, bread, English muffin. Avoid cream cheese and

peanut butter; the fat in these foods might make you feel sick while

exercising.

Foods to eat 1 to 2 hours before exercising: fruit or vegetable juice,

fresh fruit (especially low-fiber fruits such as bananas, plums, melons,

cherries and peaches).

Don’t eat right before you exercise. Digestion takes energy and food

that is left undigested can leave you feeling full and/or sick.

Don’t eat high-fat foods. High-fat foods take longer to digest. Eating a

high-fat food before you exercise can make you feel tired and sluggish

and may cause stomach cramps or vomiting.

Don’t eat high-sugar foods. Eating sugary foods such as soda and

candy bars before exercise can make you run out of energy too soon.

Don’t eat high fiber foods such as bran cereals, beans, or popcorn

before exercising. They can cause gas and discomfort. Instead, eat

these foods on days when you do not have an important game or

competition.

Drink Up

When you exercise your body loses water by sweating and through

breathing. If you lose too much water, you can become dehydrated, which

can leave you feeling weak and tired and not able to perform at your best.

To avoid becoming dehydrated:

Drink 10 to 12 ounces of water (11/4 to 1

1

/2 cups) 1 to 2 hours before

exercising.

Drink 10 ounces of water (1VA cups) 10 to 15 minutes before

exercising.

202 Nutrition and Physical Activity the 100 Way
r

During Exercise

Drink 3 to 4 ounces (about V2 cup) of water every 15 minutes to

replace lost fluid.

Tip: If you will be exercising longer than 1 hour you should refuel with

carbohydrates. For example, try juice mixed with water or a sports drink. 00

00

Why is water the best for you?

Of all drinks, water is absorbed easiest by your body and it is usually

free or relatively inexpensive. Sports drinks can be costly. Soda is

loaded with both sugar and caffeine, a combination that can give you

stomach cramps. Caffeine also pulls fluid from your body and

dehydrates you even more. The main thing to remember is to drink even

if you do not feel thirsty.

After Exercising

Eat a high-carbohydrate meal or snack to refuel your body. Try fresh

fruit or vegetables, bean burritos, sandwiches, spaghetti.

Drink at least 2 cups of water after exercising to replace the fluid you

lost from sweating. If it is a hot day or you just feel thirsty, drink more.

Appendixes 203

APPENDIX
Looking Good and Feeling Great

Did you know that eating a well-balanced diet that includes plenty of

fruits, vegetables, and water, along with doing regular physical activity,

can help prevent some common adolescent problems?

Break-outs and Pimples

Frustrated by those unexpected and uninvited guests that always appear

at the worst possible time? You are not alone.

Here are some things you can do to prevent those breakouts:

Feed your skin. Vitamin A and vitamin C, found in fruits and vegetables,

are important for keeping skin healthy and producing new skin cells.

Foods such as cantaloupe, watermelon, sweet potatoes, carrots,

tomatoes, collard greens, and spinach are all good sources of

vitamins A and C.

Stay hydrated. Water helps your body get rid of unwanted toxins and

keeps your skin hydrated. Avoid beverages with a lot of caffeine like

coffee or soda that can dehydrate you.

Keep your face clean by washing twice a day, especially after

exercising. Avoid using rough surfaces to clean your skin as they can

cause more irritation. Use your hands, plain soap and water, or oil-free

products for best results!

Avoid the temptation to pick and pop. By picking at or popping

pimples you run the risk of spreading the bacteria that cause pimples

in the first place. You can also irritate your skin even more and cause

permanent scarring.

Try not to get stressed out! Relax, try exercising and mediating to

reduce your stress.

Getting Sick All the Time

Does it seem as if each month you notice the same symptoms: the

scratchy throat, the heavy head, that overall achy feeling, fever, chills?

And before you know it, you have come down with a cold.

204 Nutrition and Physical Activity the 100 Way
To help fight off future colds:

Increase your fruit and vegetable consumption. Fruits and vegetables

are high in vitamin C, the nutrient that helps to strengthen your body’s

ability to resist infection and improve its ability to heal wounds. Foods

such as orange juice, grapefruit juice, cranberry juice, strawberries,

collard greens, green and red peppers, okra, and squash are especially

good sources of vitamin C.

Get enough sleep. Your body needs rest in order to be able to fight off

disease. Experts recommend at least 9 hours of sleep, every night.

Get regular exercise.

Avoid sharing drinking cups, silverware, or towels with other people.

Wash your hands frequently even if they do not look dirty. Germs can

appear on all types of surfaces, door handles, poles, railings.

Try not to get stressed. When your body is under stress it is unable to

fight off infection, making it easier for you to get sick.

Stay clear of cigarette smoke.

ON

00

Feeling Stressed

Whether it’s the math test you have next week or the school dance

next month, young people have a lot on their minds. It is easy to feel

overwhelmed, under pressure and stressed out by everyday life. But

being stressed out all the time can weaken your immune system, and you

are more likely to get sick, get pimples, or feel depressed.

Here are some things you can do to help manage your stress level:

Be physically active. Regular activity such as walking, biking, playing

basketball are all good ways to deal with stress.

Hang out with friends more frequently.

Adopt a hobby to keep your mind off things.

Remember to breathe deeply. Increased oxygen to the body and brain

helps you to feel more relaxed and calm.

For more information on these and other teen health issues, visit the

Teens Health website at http://www.kidshealth.org.

Appendixes 205

APPENDIX
APPENDIX

Sample Menu Guidelines Memo

Date:

TO: Catering Manager

FR: Client

RE: Menu Guidelines for our event

Since we are an organization dedicated to promoting good health

to our members, we have made a commitment to “practicing what

we preach." Therefore we are requesting that when catering meals for

our organization, you make every effort to follow the menu guidelines

listed below.

Menu Guidelines

For Continental Breakfasts

No Danish, croissants, or pastries. Instead provide bagels (including

whole wheat, rye), low-fat muffins, and/or breakfast breads. Provide jam,

low-fat cream cheese, and 1% or nonfat milk.

For All Meals

Whenever salads are served, the dressing should be on the side and/or

supply a low- or nonfat dressing.

Beverages should be regular or decaffeinated coffee, teas (including lots

of herbal teas), 100% juices, juice squeezes, and waters. No sodas or

fruit drinks with added sugars.

206 Nutrition and Physical Activity the 100 Way

p

p

+

&

&

p

&

**

#

**

&

&

&

&

m

p

p

?

?

?

?

NATIONAL AGRICULTURAL LIBRARY

USDA 1 o o

BLACK MEN

OF AMERICA, INC.

Centers for

Disease

Control and

Prevention

U.S. Department

of Agriculture

Food and

Nutrition Service