在過(guò)去的十年中，越來(lái)越多的人開(kāi)始關(guān)注不斷增加的患有肥胖癥的兒童和成人，，這個(gè)數(shù)量如此之多，以至于我們認(rèn)識(shí)到這是一種“肥胖流行病”。單單在澳大利亞，因?yàn)轶w育活動(dòng)的明顯減少和只需很少動(dòng)力和運(yùn)動(dòng)的久坐不動(dòng)生活方式的增加，從1980年以來(lái)普遍性肥胖已經(jīng)翻倍（澳大利亞醫(yī)學(xué)雜志，2003）。
除了兒童和青少年缺乏體育活動(dòng)，澳大利亞人參與社會(huì)機(jī)構(gòu)比如家庭、教會(huì)、社區(qū)團(tuán)體活動(dòng)的比例也有所下降(Kusche & Greenberg, 1994)。在過(guò)去的一個(gè)世紀(jì)里，家庭變得更加忙碌，他們?cè)谝黄鸬臅r(shí)間就少了，這提高了學(xué)校滿足孩子社會(huì)和情感需求的要求(Kusche & Greenberg, 1994)。因此學(xué)校需要設(shè)置更多集中的課程，以適應(yīng)這樣的學(xué)習(xí)，幫助兒童在社會(huì)和情感的增長(zhǎng)和發(fā)展(Kusche & Greenberg, 1994)。

Over the past decade there has been increasing concern over the growing number of children and adults suffering from obesity, so much so that we now recognise this as an 'obesity epidemic'. In Australia alone the pervasiveness of obesity has doubled since the early 1980's due to a marked decrease in participation in physical activity and an increase in sedentary lifestyles full of activities which require little motivation and movement (Medical Journal of Australia, 2003).

Alongside the lack of physical activity children and young people are undertaking there has also been a decline in the level of participation Australians have in 'social institutions' such as their family, church or community groups (Kusche & Greenberg, 1994). Over the past century, as families became busier they are spending less time together and this has resulted in 'increased demands on schools to fulfil the social and emotional needs of children' (Kusche & Greenberg, 1994). Schools have since needed to include more focussed programs to accommodate for such learning to assist in the growth and development of children socially and emotionally (Kusche & Greenberg, 1994).

There has been a push, nationwide for schools to adopt more health and wellbeing programs to benefit children and young people as healthy children are seen to learn more effectively when participating in physical activity and wellbeing learning (Department of Health, Victoria, 2012). If we as a nation don't jump on board these wellbeing initiatives the children of today will grow to be sedentary adults with suffering an increase in disease and illness and lack the resilience to deal with negative experiences.

At St Paul's Ballarat (name changed) a school of approximately 300 children, they have adopted both the Bluearth program to account for the Movement and Physical Activity aspect of the Victorian Essential Learning Standards and the P.A.T.H.S (Promoting Alternative Thinking Strategies) program to fulfil the need for children's social and emotional development (School Website, 2012). These programs have been adopted at a whole school level and are implemented on a weekly basis to ensure consistency.

This report will compare and contrast the Bluearth and PATHS program and its effectiveness both generally and at St Paul's Primary School.

理性——Rationale

藍(lán)色星球——Bluearth

Bluearth is a national, not for profit organisation which was founded in Australia in 2000 by Malcolm Freake who wanted to make a contribution to the overall health and wellbeing of the nation by increasing children's participation in physical activity (Bluearth, 2009). His team of trained health professionals conceded that "the greatest long term benefit to any individual's health and wellbeing would be achieved through influencing critical habits and attitudes at a young age" (Bluearth, 2009).

Bluearth was created with the overarching determination to improve the health of children and 'prevent disease [caused by] sedentary living' through a program which assimilates 'body, mind and spirit' through shared involvement in physical activities (Bluearth, 2009).

Where sport lessons of the past were focussed on learning a particular game or skill for example soccer, Bluearth differs by focussing on the whole child by creating 'meaningful experiences which contribute to lifelong habits' (Bluearth, 2009).

In an article published in the Surfcoast Times, Queensland following the implementation of Bluearth programs in the state's schools, Griffiths (2011) wrote that Bluearth 'not only teaches children the enjoyment of being physically active, it also draws on their feelings, reactions and thoughts that stem from their participationa

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