ATTCHMNT 3A GO NAAP SAC PA.PDF

ATTACHMENT 3A
GO NAP SACC
SELF-ASSESSMENT INSTRUMENT
PHYSICAL ACTIVITY
FTF-RC007-19-0632-00 Page 72 of 185

Go NAP SACC
Self-Assessment Instrument
Date:
Your Name:
Child Care Program Name:
Infant & Child Physical Activity
Go NAP SACC is based on a set of best practices that stem from the latest research and guidelines in the field. After
completing this assessment, you will be able to see your program's strengths and areas for improvement, and use
this information to plan healthy changes.
For this self-assessment, physical activity is any movement of the body that increases heart rate and breathing
above what it would be if a child was sitting or resting. These questions relate to opportunities for both children
with special needs and typically developing children.
Before you begin:
Gather staff manuals, parent handbooks, and other documents that state your policies and guidelines
about physical activity.
V Recruit the help of key teachers and staff members who are familiar with day-to-day practices.
As you assess:
Answer choices in parentheses ( ) are for half-day programs. Full-day programs should use the answer
choices without parentheses.
Definitions of key words are marked by asterisks (*).
• Answer each question as best you can. If none of the answer choices seem quite right, just pick the closest
fit. If a question does not apply to your program, move to the next question.
Understanding your results:
• The answer choices in the right-hand column represent the best practice recommendations in this area. To
interpret your results, compare your responses to these best practice recommendations. This will show
you your strengths and the areas in which your program can improve.
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca S, Hanson P, Ammerman A, Neelon 5, Sommers J, Bali S. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www,gonaPsacc.org .
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1. The amount of time provided to preschool children* for indoor and outdoor physical activity t each day is:
17 Less than 60 minutes LI 60-89 minutes U 90-119 minutes Lk 120 minutes or more
(Half-day: Less than 30 (Half-day: 30-44 (Half-day: 45-59 (Half-day: 60 minutes
minutes) minutes) minutes) or more)
* For Go NAP SACC, preschool children are children ages 2-5 years.
t Physical activity is any movement of the body that increases heart rate and breathing above what it would be
if a child was sitting or resting. Examples include walking, running, crawling, climbing, jumping, and dancing.
2. The amount of time provided to toddlers* for indoor and outdoor physical activity each day is:
LI Less than 60 minutes LI 60-74 minutes U 75-89 minutes D 90 minutes or more
(Half-day: Less than 15 (Half-day: 15-29 (Half-day: 30-44 (Half-day: 45 minutes
minutes) minutes) minutes) or more)
* For Go NAP SACC, toddlers are children ages 13-24 months.
3. Our program offers tummy time* to non-crawling infants: t
El 1 time per day or less El 2 times per day 11 3 times per day El 4 times per day or
(Half-day: 3 times per (Half-day: 4 times per (Half-day: 1 time per more (Half-day: 2 times
week or less) week) day) per day or more)
* Tummy time is supervised time when an infant is awake and alert, lying on her/his belly. Opportunities for
tummy time should last as long as possible to help infants learn to enjoy it and build their strength. For
infants who are not used to it or do not enjoy it, each period of tummy time can start at 1-2 minutes, and
build up to 5-10 minutes over time.
t For Go NAP SACC, infants are children ages 0-12 months.
4. The amount of aduft-led* physical activity our program provides to preschool children each day is:
0 Less than 30 minutes D 30-44 minutes LI 45-59 minutes II 60 minutes or more
(Half-day: Less than 10 (Half-day: 10-19 (Half-day: 20-29 (Half-day: 30 minutes
minutes) minutes) minutes) or more)
* Adult-led activities and lessons can be led by teachers or outside presenters. Examples include dancing,
music and movement, motor development lessons, physically active games, and tumbling. The total amount
of adult-led activity time may include multiple short activities added up over the course of the day.
5. Outside of nap and meal times, the longest that preschool children and toddlers are expected to remain seated
at any one time is:
D 30 minutes or more LI 20-29 minutes II 15-19 minutes 0 Less than 15 minutes
6. Outside of nap and meal times, the longest that infants spend in seats, swings, or ExcerSaucers at any one
time is:
II 30 minutes or more LI 15-29 minutes E 1-14 minutes El Infants are never
placed in seats, swings,
or ExerSaucers
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers 3, Ball 5. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill Available at: www.Ronapsacc.org .
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7. Our program offers the following in the indoor play space:
See list and mark response below.
• Space for all activities, including jumping, running, and rolling
• Separate play areas for each age group
• Areas that allow play for individuals, pairs, small groups, and large groups
• Full access for children with special needs
El None El 1 feature U 2 features 0 3-4 features
8. Our program has the following portable play equipment* available and in good condition for children to use
indoors:
See list and mark response below.
• Jumping toys: jump ropes, jumping balls
• Push-pull toys: big dump trucks, corn poppers, push and ride cars
• Twirling toys: ribbons, scarves, batons, hula hoops, parachute
• Throwing, catching, and striking toys: balls, porn poms, bean bags, noodles, rackets
• Balance toys: balance beams, plastic "river stones"
• Crawling or tumbling equipment: mats, portable tunnels
El None U 1-2 types 0 3-4 types 0 5-6 types
* Portable play equipment includes any toys that children can carry, throw, push, pull, etc. to help them build
gross motor skills. This does not include equipment fixed into the floor or the walls, but does include fabric
tunnels, mats, and other larger items that teachers can easily move and switch out. Portable play equipment
can be homemade or store bought.
9. Teachers offer portable play equipment to preschool children and toddlers during indoor free play time:*
E Rarely or never E Sometimes E Often LI At least a few items are
always available to
encourage physical
activity
* Indoor free play time includes free choice activities during center time. It can also include activities in a gym,
multi-purpose room, or other space that allows children to move freely.
10. Teachers offer developmentally appropriate portable play equipment to infants during tummy time and other
indoor activities:
1:1 Rarely or never El Sometimes El Often U Always
* Portable play equipment for infants includes balls, soft blocks, and rattles.
11. Our program's collection of posters, books, and other learning materials that promote physical activity includes:
U Few or no materials U Some materials with A variety of materials E A large variety of
Limited variety materials with items,
added or rotated
seasonally
Ward 0, Morris E, McWilliams C, Vaughn A, Erinosho 1, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers .1, Ball S. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
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12. To manage challenging behaviors, teachers take away time for physical activity or remove preschool children or
toddlers from physically active playtime for longer than 5 minutes:
El Always 111 Often E Sometimes E Never
13. Teachers take the following role during preschool children's physically active playtime:
LI They supervise only E They supervise and 0 They supervise, LI They supervise,
verbally encourage verbally encourage, verbally encourage,
physical activity and sometimes join in and often join in to
to increase children's increase children's
physical activity physical activity
14. During tummy time and other activities, teachers interact with infants to help them build motor skills:*
El Rarely or never n Sometimes LI Often El Always
* Motor skills are physical abilities and muscle control that children develop as they grow. Motor skills for
infants include lifting and turning the head, rolling over, sitting up, and reaching for and grasping toys.
15. Teachers incorporate physical activity into classroom routines, transitions, and planned activities:*
El Rarely or never D Sometimes Often LI Each time they see an
opportunity
* Physical activity during routines, transitions, and planned activities can include playing Simon Says or other
movement games while children wait in line or transition between activities, or using movement during circle
time or story time.
16. Preschool children and toddlers participate in planned lessons focused on building gross motor skills:*
E Rarely or never LI 1 time per month E 2-3 times per month D 1 time per week or
more
* Gross motor skills are physical abilities and large muscle control that children develop as they grow. Lessons
to build gross motor skills may focus on children practicing skipping, jumping, throwing, catching, kicking,
balancing, stretching, or other specific skills.
17. Teachers talk with children informally about the importance of physical activity:
E Rarely or never El Sometimes E Often El Each time they see an
opportunity
18. Teachers and staff receive professional development* on children's physical activity:
E Never LI Less than 1 time per E 1 time per year LI 2 times per year or
year more
* For this assessment, professional development on children's physical activity does not include training on
playground safety. Professional development can include taking in-person or online training for contact
hours or continuing education credits. It can also include information presented at staff meetings.
Ward 0, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers 1, Ball 5. (2014),
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition. Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org .
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19. Professional development for current staff on children's physical activity has included the following topics:
See list and mark response below.
• Recommended amounts of daily physical activity for young children
• Encouraging children's physical activity
• Limiting long periods of seated time for children
• Children's motor skill development
• Communicating with families about encouraging children's physical activity
• Our program's policies on physical activity
0 None 0 1-2 topics 111 3-4 topics 111 5-6 topics
20. Families are offered education* on children's physical activity:
El Never El Less than 1 time per 1 time per year 1:1 2 times per year or
year more
* Education can be offered through in-person educational sessions, brochures, tip sheets, or your program's
newsletter, website, or bulletin boards,
21. Education for families on children's physical activity includes the following topics:
See list and mark response below.
• Recommended amounts of daily physical activity for young children
• Encouraging children's physical activity
• Limiting long periods of seated time for children
• Children's motor skill development
• Our program's policies on physical activity
El None E 1 topic E 2-3 topics LI 4-5 topics
22. Our written policy* on physical activity includes the following topics:
See list and mark response below.
• Amount of time provided each day for indoor and outdoor physical activity
• Limiting long periods of seated time for children
• Shoes and clothes that allow children and teachers to actively participate in physical activity
X Teacher practices that encourage physical activity
Not taking away physical activity time or removing children from long periods of physically active playtime in
order to manage challenging behaviors
Planned and informal physical activity education
Professional development on children's physical activity
Education for families on children's physical activity
LI No written policy or E 1-3 topics LI 4-6 topics E 7-8 topics
policy does not include
these topics
* A written policy can include any written guidelines about your program's operations or expectations for
teachers, staff, children, and families. Policies can be included in parent handbooks, staff manuals, and other
documents.
Ward D, Morris E, McWilliams C, Vaughn A, Erinosho T, Mazzucca 5, Hanson P, Ammerman A, Neelon 5, Sommers J, Ball 5. (2014).
Go NAP SACC: Nutrition and Physical Activity Self-Assessment for Child Care, 2nd Edition, Center for Health Promotion and Disease
Prevention and Department of Nutrition, University of North Carolina at Chapel Hill. Available at: www.gonapsacc.org.
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