WSA_Youth and Family Master Plan Phase I - September 2009

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J®~nt use Joint use is when two or more entities, usually a school district and city government, share indoor and/or outdoor spaces increasing recreational resources and opportunities for children and adults (The Prevention Institute, 2009). In some cities, all public schools remain open after school hours, during evenings and weekends, to allow community members to take use school grounds and facilities as a way to engage in physical activity. In many communities, however, concerns about liability risk often keep school administrators from considering joint-use agreements, particularly in terms of negligence. Many of these concerns stem from perceived rather than actual risk, however, and there are several legal protections available to schools interested in entering into joint-use agreements (Spengler et al., 2007). Furthermore, it is important to note that locked schoolyards in urban areas have been linked to higher Body Mass Indexes (BMIs) for youth (Scott et al., 2007). Some cities have been able to surmount liability concerns and offer joint-use of school grounds. Other California cities include Chula Vista, Pixley, Fresno and Berkeley (The Prevention Institute, 2009). In Berkeley, all of its school grounds are open, including playgrounds, to the public during non-school hours (Flournoy, 2002). Other national examples include Pitt County North Carolina that opens its public school facilities, including access to gymnasiums, tennis courts, and playing fields, to community residents (Spengler, 2007). And lastly, the Seneca Valley School District in Pennsylvania allows residents to use school buildings for exercise walking during winter months (Izzo. 20051. ~ Sports ~ rr~r The 40 Developmental Assets model indicates that youth need a minimum of three hours perweek in sports, clubs, or other extracurricular activities (The Search Institute, 2009}. It is critical for youth to be involved in structured programming to build on other key assets such as the constructive use of time and setting boundaries. If those activities are not The 2005-2006 Healthy Kids Survey found that only 57% of 11th graders in Santa Ana Unified Schools reported having exercised vigorously at least 20 minutes at least 3 days of the last 7 days (the minimum standards recommended by the Centers for Disease Control and Prevention). accessible and are without substitution, it becomes increasingly difficult for youth to maintain adequate levels of fitness and to learn healthy behavioral patterns. As less time is devoted to physical education classes in schools, there are fewer opportunities for youth to be consistently physically active. Some legislative efforts are underway to help provide for more structured physical education (PE) programming. California SB 362 was authored to require such programming, establish a PE professional development program, and removal of certain physical education exemptions. When put into effect (late 2009), it will also will require students to have 400 minutes of physical education every 10 days and add physical education as a core subject. It is crucial that the state and local governments continue to work together with community stakeholders to use programming to make up for the deficits in safe places facing youth. Two of the biggest components to combating the growing childhood and adolescent obesity epidemic will be to provide safe, open spaces and structured programming for youth to engage in healthful levels of physical activity. The impetus for the Santa Ana Youth Master Plan was to lay out the strategy and achievable objectives for creating healthier youth. It is clear that having sufficient recreation activities in the City of Santa Ana will support youth in developing on a positive path.