Keynote Address

Jump with Jill Professional Development with the Touring Cast

 

You’ve seen Jump with Jill… but have you seen it when you’re supposed to be working?

KEYNOTE PRESENTATION DESCRIPTION

Conference attendees are VIP when they go backstage with the world’s only rock & roll nutrition show Jump with Jill to learn first hand about the strategies behind the show that are changing the landscape of childhood obesity prevention. Participants will hear songs from the show with commentary on the science behind the show’s high-impact messaging. This interactive session will recognize the impact of attendee contributions and help attendees develop a new understanding of how to motivate the communities they serve to be healthier.

 

LEARNING OBJECTIVES

Participants will gain knowledge and skills to:

  • Motivate their audiences to believe they can make healthy choices.
  • Adapt presentation language and style to their audiences.
  • Distill complex, scientific information to a simple, actionable messages.
  • Pace presentations to keep audiences interested.
  • Engage learners by presenting content in a visual, auditory, and kinesthetic way.
  • Hype the benefits of healthy behaviors and make threats for unhealthy behaviors relevant.

LEARNING NEED CODES

1130 Verbal communication skills, presentations
6040 Education theories and techniques for children and adolescents
7120 Marketing

PERFORMANCE INDICATORS

2. Communications
2.1 Utilizes appropriate communication methods and skills to meet the needs of various audiences.
2.1.1 Assesses the communication needs of the individual, customer or population.
2.1.2 Identifies barriers to effective communication.
2.1.3 Tailors message to meet the needs of the target audience.
2.1.4 Uses a variety of media to deliver information.
2.1.6 Evaluates the effectiveness of the communication.
2.1.8 Delivers accurate and credible messaging.

9. Education and Counseling
9.1 Recognizes and applies education and learning theories and principles in practice.
9.1.1 Demonstrates and applies age-appropriate education principles.
9.1.2 Identifies and works to minimize and overcome barriers to learning.
9.1.3 Identifies and analyzes factors that influence behavioral change.
9.1.4 Evaluates factors that influence the learning process and skill building.
9.1.5 Assesses, evaluates and applies educational theories.

11. Business, Industry and Product Development and Marketing
11.2 Uses evidence-based literature and research to support the marketing, advertising and sales of products and services.
11.2.8 Develops messaging, applying principles of change management, motivation and evidence-based practice.
11.2.9 Considers audience and adjusts messaging and delivery method accordingly.
11.2.10 Develops evidence-based scientific information that is clear and customer focused.

JUMP WITH JILL BIOGRAPHY

Jump with Jill is a music-based performance that travels the country transforming nutrition education into a rock & roll nutrition concert. Armed with catchy songs, upbeat dance moves, and a hip wardrobe, Jump with Jill energizes and engages audiences to make the choices that show their bodies the respect they deserve. Come rock songs from the show with the cast of the live show narrated by the show’s creator to learn about the science behind the show’s strategies in making nutrition rock. Expect to leave with pointers on cross-curricular teaching, kinesthetic learning, and a celtic punk song about water stuck in your head.

Jump with Jill Professional Development with Jill Jayne

 

You’ve seen Jump with Jill... but have you seen it when you’re supposed to be working?

KEYNOTE PRESENTATION DESCRIPTION

Conference attendees are VIP when they go backstage with the world’s only rock & roll nutrition show Jump with Jill to learn first hand about the strategies behind the show that are changing the landscape of childhood obesity prevention. Participants will hear songs from the show with commentary on the science behind the show’s high-impact messaging. This interactive session will recognize the impact of attendee contributions and help attendees develop a new understanding of how to motivate the communities they serve to be healthier.

LEARNING OBJECTIVES

Participants will gain knowledge and skills to:

  • Motivate their audiences to believe they can make healthy choices.
  • Adapt presentation language and style to their audiences.
  • Distill complex, scientific information to a simple, actionable messages.
  • Pace presentations to keep audiences interested.
  • Engage learners by presenting content in a visual, auditory, and kinesthetic way.
  • Hype the benefits of healthy behaviors and make threats for unhealthy behaviors relevant.

CDR LEARNING CODES

1130 Verbal communication skills, presentations
6040 Education theories and techniques for children and adolescents
7120 Marketing

SPEAKER BIO

Jill Jayne, MS, RD, is the country’s only Rockstar Nutritionist. She is the leading expert in creating and delivering interactive media about health to kids and families. Jill is the creator of the national nutrition education brand, Jump with Jill. To date, the Jump with Jill show has been performed nearly 3,000 times for a million kids across the United States, Canada, and Europe. This work has led to an Emmy® Award nomination, an invitation to the White House to meet Michelle Obama, a Grammy nomination consideration for Best Children’s Album, and performances at NFL stadiums. Jill is an accomplished musician and a Registered Dietitian (RD/RDN) with an MS in Nutrition Education from Teachers College Columbia University and a BS in Nutritional Sciences and Theater from Penn State University.

Sessions

Morning Workouts with Jill

Are you in charge of booking a 7 AM exercise session for your health-focused conference? Workouts have to span many abilities and interests to get those butts on their feet. A mix of cardio and strength training using participants own body weight, the one-hour setlist includes Jump with Jill music and current popular music choreographed and led by Jill. We provide a full sound system to properly rock.

This session was last seen at 6:45 AM at the Michigan WIC Training and Educational Conference.

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Notes from Presentations

Want to repeat a demonstration you saw at a Jump with Jill presentation but can’t remember the exact details? The descriptions below are Jump with Jill versions of  demonstrations taught at Teachers College Columbia University by Dr. Pam Koch EdD and Dr. Isobel Contento PhD (1).

Metabolic Syndrome Risk Illustration (6th Grade and Up)
Ask audiences to raise their hands if they or someone in their family has 1) high blood sugar or diabetes 2) high blood pressure 3) high blood fats like triglycerides 4) fat in the abdominal area. These are all risk factors for metabolic syndrome, which leads to heart attacks, stroke, and diabetes. If they run out of hands, stand up.

Osteoporosis Illustration (6th Grade and Up)
Fill a spaghetti storage container with small sponges. Demonstrate the normal process of bone turnover by taking out sponges (osteoclasts) and naming calcium-rich foods as you replace them (osteoblasts). Take the sponges out again and make excuses for not getting enough calcium. Show the group what that osteoporotic bone looks like.

Sugar Demonstration (3rd Grade and Up)
grams of sugar x # of servings = teaspoons of sugar
4

Pour into clear, 8 ounce cups to maximize visual effect. Get different sizes of the same drink to show portion size increase over time.

Fat Demonstration (3rd Grade and Up)
grams of fat x # of servings = teaspoons of fat
5

Display in measuring cups. Use white construction caulking if you’d like a permanent prop and you have time for it to dry. Use Crisco® shortening for a one-time use and when you need it immediately.

To show the health impact of fast food’s fat content on the body:

1) Create fake blood by adding food coloring to water in a liquid measuring cup.

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2) With a plastic knife, scrape Crisco to slightly occlude a short piece of clear piece of PVC pipe.

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3) With a plastic tray underneath, pour the fake blood from the liquid measuring cup through the blood vessel to illustrate the poor flow of blood through the blood vessel.

Effects of High Fat Diet (3rd Grade and Up)
In a pour measuring cup, put red food coloring into a cup of water. Pour 1/2 cup of “blood” through a 6” piece of clear PVC pipe. PVC pipe is a plastic and vinyl combination material used in plumbing and can be found at any hardware store. This tube is your visual for a healthy blood vessel. Measure the fat in a fast food meal onto a paper plate using white Crisco® shortening (see above) and shove the Crisco® into the PVC pipe with a spatula. Pour the other 1/2 cup of “blood” through the clogged clear PVC pipe. Ask students to describe what they saw emphasizing how food choices impact health in the short and long-term.

Water Loss
Adults lose about 8 cups of water per day; kids lose about 6 cups of water per day. Just sitting there! An active body will need 4-6 more cups of water per day!

Display twelve cups (the average water loss in a day for an active adult) in a line across the table. Ask students to think of ways that the body loses water each day. As each is correctly named, knock the cups off the countertop to show they are lost. The kids will love to catch them!

  • SWEAT: 2 cups lost per day; 1 whole cup from soles of our feet! Ew! Stinky feet!
  • BREATHING: 2-4 cups per day
  • PEEING: 6 cups per day

= ~12 cups lost per day

Explore the question, “What happens when we don’t drink as much water as out body needs?” Thirst is the last outward sign of extreme dehydration. When you are dehydrated you can have dry skin, chapped lips, and experience headaches, fatigue, and light-headedness. We feel this way because our body is 75% water! We need water to:

  • Aid in digestion and absorption (constipation)
  • Regulate body temperature (sweat)
  • Carry nutrients and oxygen to cells in our blood
  • Remove toxins and wastes (pee)
  • Lubricate joints

We can determine your hydration status with a quick and easy test – what color is your urine? The more yellow, the less hydrated you are; the more clear the more hydrated you are. Did you think we’d be talking about stinky feet and pee?!

If water is so important, why don’t most people drink the amount of water that they need? Explore the competition from other drinks (do the sugar demonstration described above for soda and energy drinks).

How can we get the amount of water that our body needs?

  • Replace soda with water
  • Have a glass of water with each meal
  • Carry a refillable water bottle with you during the day
  • Eat foods that are high in water—like fruits and veggies

(1) Contento, I. (2010). Nutrition education: Linking research, theory, and practice. 2nd edition. Boston: Jones and Bartlett Publishers.