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Print Version    

Review of:

The bSAFE bFIT! Program for kids


Image courtesy of:
bSAFE bFIT!, Inc.
Producer:bSAFE bFIT!, Inc.
Date Produced:August 2006
Format(s):
  • DVD
  • CD-ROM
  • Brochure
  • Poster
  • Curriculum
  • Web Site
Audience(s):
  • Early Childhood (2-5 yrs)
  • Elementary School (6-8 yrs)
  • Middle School (9-12 yrs)
Topic(s):
  • General Nutrition
  • Weight Management
  • Health at Every Size
  • Physical Activity
  • MyPlate/DGA Training
  • Eating Patterns
  • Portion Sizes
  • Healthy Eating Tips
  • Grains/Whole Grains
  • Vegetables
  • Fruits
  • Dairy
  • Protein
  • Fats and Oils
  • Carbohydrates
  • Sodium and Potassium
  • Calories
  • Vitamins and Minerals
Description:The bSAFE bFIT! Program for kids is an innovative children’s educational fitness program that focuses on physical activity and nutrition education. The program uses 55 fun food characters called Fitness Pals that illustrate physical activity and emphasize the importance of both physical activity and nutrition. The program is based on the five health-related physical fitness components: Body Composition, Strength, Aerobic Fitness, Flexibility, and Endurance. An acronym and acrostic sentence is used to help children retain components. The first letter of each component is used to spell “bSAFE”. The acrostic sentence is constructed using the acronym “bSAFE”-"b"odies "S"taying “A”ctive “F”eel “E”nergetic.

The bSAFE bFIT! tools include:
1.Fitness Pal Posters--five 18 x 24” colorful posters
2.bSAFE bFIT! Manual with Lesson Plans--ages 2 through age 12, grouped appropriately by age
3.Fitness Pal Activity Cards--55 cards
4.“Move n’ with Fitness Pals” CD--10 fun and active exercise routines with Fitness Pals
5.bSAFE bFIT! Instructor DVD

Cost:All educational tools $119
Free?No
Ordering Info:bSAFE bFIT!, Inc. 33791 150th Street Le Mars, IA 51031
Web Site:www.bsafebfit.com
Comments:Can place orders on line, mail in orders, or fax orders


Content

A. Use of MyPlate/MyPlate or the Dietary Guidelines for Americans
Material based substantially on MyPlate or 2010 Dietary Guidelines for Americans.
B. Scope
Scope of information appropriate for target audience and essential topics discussed in appropriate detail.

Comments:
Some activities in the Age 2 - Preschool and Kindergarten - 2nd Grade may be too advanced for these age groups. Instructors will likely have to modify lesson activities and performance outcomes. Very young children may not necessarily need to understand body composition, ounce equivalents, and types of fat to learn healthy choices and habits. Very young children may lack the muscular development and coordination needed for activities like Carrot Clap. However, this nutrition information is appropriate for the home activities section for parents, as it is also placed.
C. Purpose
Purpose of material clearly stated in title or introduction.
D. Organization
Material well-organized and major points presented clearly.

Comments:
Lesson plans build on previously introduced concepts, activities, and materials and should serve to reinforce and expand newly acquired knowledge and skills.
E. Accuracy
Information is accurate and recommendations current with content of MyPlate and the 2010 Dietary Guidelines for Americans.
F. Learner Background
Material does not assume that reader has background information.
G. Learning Objectives
Learning objectives identifiable and met.

Comments:
Lesson objectives are based on performance outcomes that are aligned with National Standards for Physical Education and National Health Education Standards.
H. Learning Activities, Projects, or Interactive Learning Tools
Material includes a variety of stimulating and interesting learning experiences, questions, projects, or suggestions for further action that will involve the reader.

Comments:
Movement and music is part of virtually every lesson, which is in and of itself stimulating. Each lesson has curriculum infusion, inclusion, and/or family and community involvement suggestions.

Some of the instructor activities assume the instructor has a fairly solid understanding of MyPyramid concepts (for example, types of fats and discretionary calories). If not, the instructor will need to spend some time reading and learning the Appendix materials. Or, as suggested throughout the curriculum, an expert in nutrition from the community could be invited to speak. This may increase prep time for some lessons.

I. Objectivity/Sponsor Bias
Subject matter presented objectively and fairly. No brand name promotion or obvious sponsor bias.
J. Inclusion of learning objectives, learner activities, instructional aids, lesson plans, evaluation component, identification of required instructional materials, web site with additional materials.
Material includes five or more of the above.

Comments:
The supplementary materials, including an instructor DVD, posters, flash cards, and music CD enhance the curriculum. The website referenced has an even more detailed explanation of the basis of the curriculum and links for additional information and resources.
K. Recipes (if included)
No recipes are included.

Comments:
Some food tasting ideas are presented.
L. Recipes (if included)
No recipes are included.
M. Instructional Resources
Instructor resources included with suggestions for enhancing the teaching process. Suggestions for follow-up learning activities/discussion questions included.
N. Credits, References and Resources (Including dates, publisher, etc.)
Current and complete credits, references, and resources listed.
O. Summary
All major ideas summarized or reviewed to reinforce key concepts; summaries easily identified.

Diversity
A. Role Models
Positive role models are provided in text and illustrations. Role models presented as having many roles, traits, and emotions.

Comments:
Role models are in promotional materials and DVD, although it could be a little more diverse.
B. Multi-cultural Representation
Racial, ethnic, and religious groups are represented in a factual manner showing a variety of roles, occupations, and values.

Comments:
Role models are in promotional materials and DVD, although it could be a little more diverse.
C. Different lifestyles and food patterns
Material emphasizes a variety of values, practices, and/or food patterns representative of different lifestyles, cultures, and socioeconomic levels.

Print Materials
A. Writing Style
Main ideas are clear and flow smoothly.
B. Writing Approach
Writing approach is positive and personal. Active voice is used most of the time.
C. Vocabulary
Vocabulary used is appropriate for intended audience. Minimizes use of technical terms and if used, are defined.

Comments:
Some words/phrases and meaning may need to be translated to more understandable terms for younger audiences.
D. Supportive Illustrations
All of the illustrations contribute to the material and are on the same page as their textual references. Tables and graphs are as simple and easy to read as possible. All information needed in graphs and tables is provided in a form requiring no further explanation.
E. Layout and Design
Color, design, and layout of material are attractive, and stimulate interest, without being too busy. There is good balance between print and blank space.

Comments:
Posters and flash cards need to be viewed close up, which could limit size of audience or space to do physical activity.
F. Visual Quality
Paper weight used is heavy enough so that print from one side cannot be seen on the other side. Text is written in a font size that is easy to read, and the main body is not written in capital letters.
G. Headings/Cueing Devices
Clear headings are provided for each topic area. Cueing devices (shading, boxes, arrows, etc.) are used to direct attention to key points.
H. Approximate Reading Level
Reading level is at 9th grade level or above.

Comments:
Instructor materials.


Audiovisual Materials

A. Concept Presentation
Audio and/or visuals are mutually supportive to presentation of concepts.
B. Pace
Presentation progresses at a pace that permits comprehension. Pacing of dialogue is appropriate for absorbing concepts presented. Blank time is provided.
C. Auditory Quality
Speaker, voice and music are clear; sound is audible and has good quality.
D. Visual Quality
Visuals are clear and properly framed; graphics and titles are clearly visible; color, lighting, and editing enhance presentation of content.
E. Continuity
Continuity provides cohesiveness and smooth flow. Visuals in logical order. Auditory portion precisely matched with visual portion.


Web Sites
A. Currentness of Information
Web site information is current; there are no broken hyperlinks.
B. Readability
Text size is adequate for viewing. Good contrast between text and background.
C. Navigation
Navigation through the web site is logical and aided by navigation buttons and a site map or search tool.


Overall Comments on Resource Reviewed

A. Positive Points of the Reviewed Resource:
Incorporation of activities in various physical and nutrition content standard areas, as well as others, such as responsible personal and social behavior that respects self and others, is one of several unique features of this curriculum. Lesson plans are progressive, consistent and logical, beginning first with nutrition and then physical activity.

Curriculum is not too costly, and there is an option to buy individual components. Lessons are short, but can be expanded. Lessons and materials are colorful, fun and creative.

B. Points that Could Be Improved:
Simplification of some of the nutrition and physical activity lessons for Age 2 - Preschool. Would like to see more emphasis on "how" to make healthy choices.
C. General Comments
Although these 5-10 minute lessons/activities alone may not make dramatic, lasting impacts on lifelong habits, they have an important place in physical activity and nutrition education. Even 5-10 minutes daily of learning, movement and fun is better than none, which is what so often occurs in school and other settings.

This curriculum and its accompanying materials can be used in a multitude of settings, as a supplement to nutrition and physical activity education, or as a stand alone curriculum. As a stand alone curriculum, it may not be comprehensive enough to meet nutrition education standards in some school districts.

D. Overall Summary
The curriculum kit supports its stated mission and goal: to keep kids moving and learning about physical activity and nutrition, and to help all children develop health-related fitness, cognitive understanding, physical competence and positive attitudes so they can adopt a lifestyle that reflects lifetime wellness. Teachers and other youth program leaders will appreciate this fun, flexible, easy to use curriculum kit.


Reviewer Rating
Any opinions expressed about any resource in this web site (either expressly or implied) are solely and completely the responsibility of the reviewer and do not necessarily represent the views or opinions of the Society for Nutrition Education and Behavior.

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