IDAHOJOHPERD Idaho Journal of Health, Physical Education, Recreation, & Dance
A Look into IAHPERD’s Past Cover Photo from the spring 1980 journal cover. The photo was provided by Jennifer Farquaharson of BSU.
Fall, 2014
Then & Now
From the Editor
As I pondered on a theme for this years Idaho JOHPERD, I remembered that housed in the basement of Reed Gym at Idaho State University, was an old brown filing cabinet full of IAHPERD’s past. Upon investigation of this now archaic way of filing, I found, tucked away in one of the drawers, a pile of old Journals published by IAHPERD. I immediately began to flip through the pages of our history. The old photographs came to life as I paired them with articles written by admirable professionals from our great state. I soon found myself overcome with humility as I recognized the efforts of so many on behalf of our professions and passions. From those who saw this organization’s birth, to members who contributed (and continue to contribute) their expertise in an effort to inspire and improve the professions they care so much about. After my investigation of these journals, Then and Now quickly became the theme for this years journal. I have sought out original authors of past journal articles, as well as competent professionals to bring us up to speed on what is happening now within their profession. I hope you enjoy this brief look into our past! I would also encourage you to become more involved in this organization. You can submit to our publications (see page 3 and page for details), attend our conferences (see back cover), share your voice (see page 13), nominate someone for an award (see page 10), apply for a grant (see page 21 ), or serve on the board (see page 11). I promise, it will be worth it! Elaine Foster
Each year more than 7 million children participate in a JFH or HFH event! (shapeamerica.org) 1
THEN
NOW
Idaho JOHPER Athletics
Idaho JOHPERD
Fall 2014
Fall 1973
Last year, the online version of the Idaho JOHPERD was a huge success! We were able to substantially reduce our costs for this publication in addition to getting it to you all quickly! Thank you all for your support. We understand that there are times when having a print version of a journal such as this would be beneficial. To accommodate these situations, this online journal allows you, the reader, to print the journal (or pieces of the journal). If these circumstances do not meet your needs and you would prefer to have Idaho-AHPERD send you a hard copy of this journal, all you need to do is send your request with your contact information to Elaine Foster, davielai@ isu.edu journal editor, by January 15, 2015. We hope you enjoy! Elaine Foster
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Idaho-AHPERD BOARD
President Heather Bachman, Meridian Bachman.Heather@ meridianschools.org
Jump/Hoops for Heart Coordinator Paul Perotto, Boise paul.perotto@boiseschools.org
Past-President District 1 Representative Shawnae Somsen, Shawn Lawler, Rathdrum Soda Springs slawler@lakeland272.org shawnaesomsen@yahoo.com District II Representative President-Elect Philip Scruggs, Moscow Heather VanMullum, Lewiston pwscruggs@uidaho.edu hivanmullem@lcsc.edu District III Representatives Treasurer Michael Cummings, Meridian Launa Moser, Preston cummings.michael@ launa.moser@ meridianschools.org prestonidahoschools.org Shawn Patterson, Kuna Historian Elaine Foster, Pocatello davielai@isu.edu NASPE Representative KC Lee, Mcall klee@mvsd11.org Dance Representative Christa Davis, Lewiston CADAVIS@lcsc.edu Idaho SDE Representative Rhonda Heggen, Boise rheggen@sde.idaho.gov
SPatterson@kunaschools.org
District IV Representative Carol Hill, Twin Falls HillCa@tfsd.org District V Representative John Batacan, Pocatello batajohn@isu.edu District VI Representative Jennifer Christenson, Rexburg christensonJ@msd321.com
Submit to Idaho JOHPERD! The Idaho JOHPERD is an annual publication from the Idaho Association of Health, Physical Education, Recreation, and Dance (Idaho-AHPERD). It is published with the intent to inspire and assist HPRD professionals in Idaho. Topics that cover a host of issues and subjects related to HPRD professions are welcome. Manuscripts should adhere to the following guidelines: • Electronic format, double spaced with 1 inch margins. • Average document length should be around 5 pages and should not exceed 10 pages including references. • Content is applicable, straightforward, and easy to read. • Formatted following APA guidelines (including references) • Photographs (encouraged) are clear and support the document. Credit for and a description of the photo should be included. • Plagiarism is not acceptable. Submissions must be sent to Elaine Foster, davielai@isu.edu, journal editor, by October 15, 2015 to be considered for publication in the December 2015 Idaho JOHPERD. If you have any questions please contact Elaine via email.
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Idaho Association of Health, Physical Education, Recreation, & Dance
IDAHO JOHPERD Fall, 2014 ASSOCIATION NEWS
From the Editor………………………..…………………………..……………………….…………………………………………… 1 Letters from Idaho-AHPERD Presidents ..………………………………………………………………………………….. 5 2014 Conference Snapshots and Recap ..……………….….…………………….…..……………………………………… 8 2014 Awards……………………………………...……………………..…………………………….………………………………. 10 Idaho AHPERD Board Restructure……………...*IMPORTANT*……..…….……………………………… 11
ARTICLES IAHPERD Voices IAHPERD Members……………..…………..…………………………….….………..……………….………………. 13 THEN: All Schools to be Required to Hire a Certified Athletic Trainer Gary Craner, 1965 Journal…….………………………………………………………………………………………… 16 NOW: Response to: All Schools to Be Required to Hire a Certified Athletic Trainer. Where are we Now? Britnie Jones & Dani Moffit……………………………………….…………………………………………………… 17 THEN: For Physical Educators Only!!! Diane Walker, 1975 Journal…….…………………………………………………………………………………….. 22 NOW: Dance for Every Body!!! Lauralee Zimmerly.……………………..…………..…..…………………………………..……………………………… 23 THEN: Two Myths About Girls Athletics Dick Stickle, 1976 Journal…..………………………………….……………………………………………………… 25 NOW: Then and Now: Two Myths About Girls Athletics Sharon Stoll & Heather Van Mullem………………….………………………………………………………….. 27 THEN: The Development of Outdoor Programs in Higher Education Tom Whittaker, 1981 Journal…………………………………………….…………………………………….……. 35 NOW: A Second Look: The History of Outdoor Programs in Higher Education Ron Watters……….………………………………………….…………….……………………………………………….. 37 THEN: Discipline in Physical Education Richard A. Kirsch, 1986 Journal….………………………………………………………………………………… 43 NOW: Building a Successful Physical Education Program: The Key is… Paul Perotto ……………………………..……………………………………………………………………..…………… 45 THEN: Parents and Educators Working Together to Improve the Health of our Children Calie Spear, 1997 Journal….…………………………………………………………………………………………… 50 NOW: Healthy Habits Healthy U: A Collaboration between University, Public Schools and Hospital Caile E. Spear & Alicia Anderson ……………………………..…………………………………………………… 51
http://www.idahoahperd.org
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Letter From the President Hello. I hope that school year is off to a great start for you all. I was so pleased to see a lot of you at our conference this past August in Twin Falls. We had several wonderful presenters and keynote speakers. I have to say thank you to Trudy Weaver and team for putting on such a great conference. I hope to see all of you at our next state conference this summer in Pocatello. Speaking of conferences please don’t forget about the National SHAPE America Convention that will be taking place in Seattle this March. I would ask all of you to please consider this incredible opportunity. It isn’t too often that we have our National Convention right next door. As a board we have been very busy. We are in the process of restructuring the Idaho AHPERD board to make it more efficient at serving our members. Please take a moment to look at our proposal in this issue of the journal. We are also in the process of looking for an Executive Director for the board. If you are interested please go to our website and click on the announcements page to get the application. One of the things that I have learned serving on the Idaho AHPERD board is the power a group of dedicated professionals have. It is true that the strength of an organization is its membership. I would like to see our membership increase in the state of Idaho. It has been brought to my attention that we have teachers in our state that don’t know who we are. As a member I am asking for your help to advocate for our organization and let professionals out there know who we are. Let them know about Idaho AHPERD recognizing our best teachers in the state, how we provide funding opportunities through grants, how we can be an excellent resource for them and how we work hard in advocating for them through our Idaho legislature. Members please don’t forget our future professionals. Being a part of Idaho AHPERD in college opened a world of opportunity and connections for me. As professionals we need to take these future professionals under our wing and be that support system. I am very happy to be your president and I am looking forward to serving you. Please be sure to contact us at any time with your concerns and questions. We are here for you. Have an excellent year.
Heather Bachman
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Message From the Past President Greeting Idaho! As I finish my last year serving Idaho-AHPERD, I reflect back to what I have learned. One of the strongest concepts is that we have the greatest jobs in the teaching profession. I love what I do. I believe in what I do. I also believe in you and our association. Our association has been around for a long time. It has had many changes. Idaho-AHPERD serves many Health and Physical Educators, Dance, Collegiate level educators, and a few others. We are diversified. We are dynamic. We belong to our parent organization SHAPE America (Society of Health and Physical Education of America) which has gone through some recent transformations. Not only has SHAPE changed their name, but they also have changed their structure. Idaho needs some transformations too. amazing yearaIdaho-AHPERD The Idaho-AHPERD board has reviewed, discussed, and worked to find structure that would best had! I want to thank you all suit Idaho. The board currently has 21 members that must travel, attend, and give input to issues for as your timeexpenses and dedication regarding Idaho-AHPERD. This poses a few problems, such large for travel to board to move our association meetings and also not having enough members to form a voting quorum. In order to have a voting forward so in attendance at the quorum, Idaho-AHPERD must have more than 50% of its board with members meetings. If a voting quorum is not established, any issue that needs a vote must be tabled until the next meeting. It is easy to see how this can slow a process down. A few proposals are going to be posted in this edition of our Idaho-AHPERD journal. We need your thoughts and opinion. This is our association, and you, being a member have a voice. We need to hear it. Even if you believe that one will rise over the other…tell us your thoughts. Please be heard. There is no perfect answer, but we are trying to do what is best for our association. I encourage you to talk to your district representative. Ask them about their thoughts, discuss the issues above. You are free to contact any member of the board and discuss this matter. We want to hear from you. The Idaho-AHPERD board will be meeting via the IEN (Idaho Education Network) in January. We would love to move forward on this challenge that our association faces. I have loved getting to know so many of you across this beautiful state. Keep creating “fun” experiences for our kids. The more we create a love for activity, the more they will actively engage in activity, while getting exercise and having fun. If we can help them develop a lifestyle built around being physically active, they will naturally be active and keep the activity going for future generations. Thank You for doing what you have a passion for. Represent our profession well, be examples of our work. Thank You for allowing me to serve Idaho-AHPERD. I will see you the first week of August 2015, at our summer conference “Do it for the Health of It” held at Idaho State University, Pocatello, Idaho. Shawnae Somsen
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Message From the President Elect Greetings from Lewiston, ID! My name is Heather Van Mullem. I am a professor in the Health and Kinesiology program and Chair of the Education and Kinesiology Division at Lewis-Clark State College. I have been a member of IAHPERD since moving to Idaho in 2005. I am honored to serve IAHPERD in the role of President-elect during 2014-2015. Our state is full of educators committed to providing optimal learning experiences and environments for students. As a parent of three young children and a sport studies scholar, I greatly appreciate and value your work and commitment to our youth as health and physical educators and coaches. The research is convincing and clear that creating safe and healthy spaces to engage in purposeful movement is imperative to the health and future of our nation. You are integral to accomplishing this goal. I look forward to working with you to continue to advocate for our profession. Heather Van Mullem, PhD
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Fun was had by all who attended our summer 2014 Idaho AHPERD convention Aug 5 & 6 in Twin Falls/Filer Idaho. We are very excited at the number of attendees for our first ever summer dates. We had overwhelming comments about how much fun and learning was had by all. Highlights from the conference included two very powerful keynotes from Derrick Boles with Stand Up America– an anti-bulling movement and Jen Ohlson, who presented her documentary Health Needs Hero. We were all inspired by both to continue to make the change in our youth. Monday evening a special Base Jump show off the Perine Bridge was put on by Magic Valley’s very own Red Bull jumper Miles Daisher. (picture below. After the special show, the awards dinner was a celebration of the best of the best in Idaho and was followed with dancing and beautiful views on the can-yon rim. More than 50 sessions took place over the two days. Thank you to everyone that presented, you helped create an in-credible professional development opportunity to over 150 attendees. Hundreds of hours and months of work go into putting together such an event, and the Idaho AHPERD board did everything they could to bring a top-rate convention to Idaho. If you have not attended a state or national convention please do everything you can to attend! We hope to see you next year in Idaho. Plan on bringing a fellow educator to the next convention near you!
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CONFERENCE SNAPSHOTS
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2014 Idaho-AHPERD AWARDS
High School PE Teacher of the Year: Michael Cummings Lake Hazel Middle School
(pictured above with President Shawnae Somsen) Collegiate Educator of the Year: Phillip Scruggs University of Idaho
Award nominations for 2015 can be completed online at http://www.idahoahperd.org/awards-grants/awards/awardnomination-form/. The deadline for nominations is January 15, 2015. 10
**PLEASE VOTE** The Idaho-AHPERD board has reviewed, discussed, and worked to find a structure that would best suit Idaho. The board currently has 21 members that must travel, attend, and give input to issues regarding Idaho-AHPERD. This poses a few problems, such as large expenses for travel to board meetings and also not having enough members to form a voting quorum. In order to have a voting quorum, IdahoAHPERD must have more than 50% of its board members in attendance at the meetings. If a voting quorum is not established, any issue that needs a vote must be tabled until the next meeting. It is easy to see how this can slow a process down. The proposed restructure has come after many hours of thought & discussion by the current board members. Now, we need to have your vote so we can move forward with this needed restructure. Please, review the proposed changes and cast your vote today!! All votes must be received by January 24, 2015.
Vote Now! 11
CURRENT IdahoAHPERD BOARD IDAHO-AHPERD
Idaho-AHPERD Executive Board President Past President President-Elect
Idaho-AHPERD Board District I Rep District II Rep District III Rep (2 representatives) District IV Rep District V Rep District VI Rep Journal/ Newsletter Editor Jump/Hoops for Heart Rep Archivist/Historian Secretary Treasurer NASPE Rep NAGWS Rep NDA Rep Recreation Rep State Department of Education Rep Student Rep
BOARD RESTRUCTURE PROPOSAL IDAHO-AHPERD
At-Large Board Members (non-voting)
Dance Representative District I Representative District II Representative District III Representative District IV Representative District V Representative District VI Representative Journal/ Newsletter Editor Jump/Hoops for Heart Representative
Idaho-AHPERD Executive Board President Past President President-Elect Idaho-AHPERD Board Extension (non-voting)
Idaho-AHPERD Executive Director Secretary Treasurer
Idaho-AHPERD Board Health Rep Physical Education – Secondary Rep Physical Education – Elementary Rep State Department of Education Rep
At Large members are not required to come to board meetings, but they are always invited. Their positions are important, and they represent specific areas of our state. Their input is highly valued and needed.
The Idaho-AHPERD Board will consist of seven voting members. These members along with the board extension members are requested to be at each board meeting. They should reach out for input from at-large board members, helping them make decisions concerning Idaho-AHPERD.
VOTE TODAY!!
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Idaho-AHPERD We asked our members:
How are you using technology/ social media to your benefit within your profession? Responses: “Our school website contains a blog that I write to keep students/parents informed.” -Carol Hill, Perrine Elementary “I use the app “Move it” in my health class. I set the time & every 15 minutes or so a simple movement activity pops up on the screen for students to complete.” -Angie Rodgers, HCCS “IPad, IPhone, Pedometers, QR codes, laptops, video analysis” -Michael Cummings, Lake Hazel Middle School “Map my tracks” -Carlene M. Forllria, Meridian School District
Continue the Conversation! Join our Facebook group to share your ideas and learn from others! 13
VOICES We asked our members:
Should winning be banned in Physical Education and teachers required to reward all students? Responses: “Competition is a worthwhile concept to teach- I think the focus should be ‘The most fun wins” -Katie Ball, Kamiah School District “No! Students need to learn how to solve problems to succeed even if they don’t win. They also need work for special privileges/ rewards.” -Danette Bruns, Jerome School District “We should reward students for effort and participation. In a society where we struggle with obesity and other co-morbidities we should celebrate, recognize, and encourage ANY participation in activity! -Karen Appleby, Idaho State University
Want to contribute to the next Idaho-AHPERD Voices? Give us your thoughts:
Should Physical Education be separated by gender? 14
In 1948… • • • •
• • •
• •
The bikini was gaining popularity Prefab houses were popping up everywhere 1 million households had a Television Average costs: gasoline = $0.16 per gallon bread = $0.14 per loaf new car = $1,250 NASCAR held its first race for modified stock cars at Daytona Beach Velcro was invented in Switzerland by George deMestral Average wage per year = $2,950
Ozzy Osbourne was born Scrabble was created by James Brunot (http://www.thepeoplehistory.com/1948.html)
And… The Idaho Alliance for Health, Physical Education and Recreation was organized under the guidance of Mr. Leon Green, Associate Professor of Physical Education and Director of Intramurals at the University of Idaho (Idaho JOHPERD Athletics, 1982).
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THEN: 1965
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Response to: All Schools to Be Required to Hire a Certified Athletic Trainer
Where Are We Now?
Britnie Jones, MPE-AA, CSCS, ATS & Dani Moffit, PhD, ATC, LAT Idaho State University
Athletic Trainers (ATs) are health care providers
who provide preventative service; emergency care; clinical diagnoses; and therapeutic intervention and rehabilitation of injuries and medical conditions in professional and collegiate sports, secondary and intermediate schools, sports medicine clinics, rehabilitation clinics, and physician offices (NATA, 2014). In 1950 the National Athletic Trainers’ Association (NATA) was founded in order to set professional standards and appropriate recognition for the profession of Athletic Training. By 1959 the first athletic training curriculum model was approved by the NATA Board of Directors with the NATA Certification Committee administering the first national certification exam in 1970. Twenty years later the American Medical Association recognized athletic training as an allied health profession in 1990. Today, in order to sit for the Board of Certification (BOC) national exam, AT students must graduate from a CAATE-accredited Athletic Training program at either a bachelor’s or master’s degree level prior to taking the exam. Once certified, ATs must continue to meet ongoing education requirements to maintain certification, must practice under the direction of a physician, and practice within their state practice act. Forty-nine states, excluding California, currently have legislation and regulatory standards for athletic trainers.
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On April 8, 2003 the governor of Idaho signed the Athletic Training Licensure Act which changed the status of Idaho Athletic Trainers from registered to licensed. Idaho statute states, “It shall be unlawful for any person to practice or to offer to practice as an athletic trainer, or to represent such person to be an athletic trainer unless such person is licensed under the provisions of this chapter" (Idaho Athletic Trainers’ Association, 2011). Specific to the state of Idaho, all ATs must work under the direction of a physician or chiropractor, are required to have an athletic training service plan/protocol on file with the Idaho Board of Medicine, and must provide documentation of continuing education under BOC guidelines (Idaho Athletic Trainers’ Association, 2011). Service plans must outline specific job duties an AT is allowed to perform and must be described by the directing physician. In 1973 the United States congress presented new legislation, the “Athletic Care Act”, calling for Athletic Trainers to be mandated in the secondary school setting. It was an amendment of the Higher Education Act of 1965 that stated no elementary or secondary school could engage in interscholastic athletic competition without having an Athletic Trainer employed; this legislation did not pass. Although there are a few states that require ATs in the high schools, such as Hawaii and New Jersey, currently fewer than 50% of all high schools nationally have athletic trainers on staff even though the risks of injuries, such as concussions, are highest at the interscholastic level. Athletic Trainers are typically the first medical providers that identify and evaluate injured athletes; especially athletes that may have a concussion.
Only
38% of
Idaho schools currently have a certified athletic trainer (Svokos, 2014)
In March, 2014, the NATA released its new position statement on the management of sport concussion. The NATA explains that concussions are not only occurring due to forces being applied to the skull and the resultant acceleration and deceleration of the brain, but the concurrent ionic balance and metabolism changes from neuronal shearing. (Broglio, Cantu, Gioia, Guskiewicz, Kutcher, Palm, & Valovich-McLeod, 2014). The ionic changes lead to signs and symptoms such as headache, sensitivity to light and noise, confusion, disorientation, changes in processing speed, and changes in emotion. New data from the National Electronic Injury Surveillance System estimates that concussions in 8 to 19 year olds resulted in 500,000 visits to emergency rooms, half of which were from sport related injuries (Broglio et. al, 2014). With the increase in concussions among adolescent athletes and lack of proper management, all fifty states have now passed laws specifically addressing the proper management of concussions, return-to-play guidelines, and the proper steps for clearing athletes to play following a concussion. The growing concern of the long-term effects of concussion has become a national concern that was addressed by President Obama in his
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recent speech at the Health Kids and Safe Sports Concussion Summit. During his speech the president described the need for continued education and research on one of the leading injuries in sport. The National Football League (NFL) donated $25 million dollars to create health and safety forums for parents and coaches and they are pushing to get more Athletic Trainers at high school football games (Office of the Press Secretary, 2014). The National Football League Foundation has developed a grant that will help provide funding for ATs at local high school football programs. The Certified Athletic Trainer Gant Initiative allocated $500,000 in club matching grants for the ATC outreach initiative in 2014. The grant is set up as a 1:1 matching ratio with a limit of $25,000 in NFL Foundation funding per club that is developed. This grant is used to expand the access of ATs and outreach initiatives at the high school athletic departments. Many NFL teams such as the Browns, Vikings, and Bears have developed organizations that now provide ATs to their surrounding communities. Each organization that is developed dictates the amount of coverage that can be provided based on funding. Ideally, each high school would be staffed with a full time AT; however, due to funding, most organizations either supply game day coverage or provide group AT coverage where ATs do rounds to cover multiple schools. For instance the Bears partnered with Athletico, their Physical Therapy partner, to supply ATs to specific Chicago public schools on game days. Athletico staffed 146 Chicago public school fields in 2013 and provided free follow up injury appointments at any one of their clinics.
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In Idaho, there is no NFL partnership to be had. The current AT coverage occurs in one of a few ways: (a) the high school provides the Athletic Trainer, (b) a local hospital or clinic provides the Athletic Trainer, or (c) another health care provider “acts” as an Athletic Trainer, but doesn’t call him/herself “Athletic Trainer.” There are obvious problems with each. The high schools that provide the ATs are usually at the 5A level, they don’t have a full-time AT, and have many of the ATs working as teachers, as well. The local hospital or clinic providing the AT is often limited to coverage of home games (of the highest injury risk sports) and the number of outreach positions they can provide. The other health care provider is trained in his/her area of expertise, but may not have the emergency care training, is lacking in another area of training, and is only available on the sidelines of games.
Probably the most obvious reason there aren’t ATs at all the high schools in Idaho is lack of funding. Had the United States Congress passed legislation on the “Athletic Care Act”, funding would have been a huge issue. Though congress was willing to make grants
available for people to go to school for the degree, there was nothing said regarding funding at the public school level to hire these professionals. This would have been a hardship for all schools, but especially for the smaller schools that make up the majority of the schools in Idaho. The Athletic Care Act was an important piece of legislation that could have changed Athletic Training coverage at the interscholastic level. Unfortunately this legislation was not passed and today in Idaho we continue to see the influence it’s had on the safety and emergency care of interscholastic athletes. Athletic Trainers are specifically trained and certified in emergency care, sports injuries, rehabilitation, and injury management. All are areas specific to sport; therefore ATs are ideal for sport safety and emergency injury assessment at the interscholastic, collegiate, and professional levels. It is an ideal piece of legislation that would only enhance the well-being and safety of every athlete. Without such legislation it has pushed safety back forty years in providing health care for our student-athletes.
References Broglio, S. P., Cantu, R. C., Gioia, G. A., Guskiewicz, K. M., Kutcher, J., Palm, M., & Valovich McLeod, T. C. (2014). National Athletic Trainers' Association Position Statement: Management of Sport Concussion. Journal of Athletic Training, 49(2), 245-265. doi:10.4085/1062-605049.1.07 Idaho Athletic Trainers’ Association. (2011). Idaho state licensure-athletic trainers.. Retrieved from: http://www.idahoata.com/licensure. Office of the Press Secretary. (2014). Remarks by the President at the healthy kids and safe sports concussion summit. Retrieved from: http://www.whitehouse.gov/the -pressoffice/2014/05/29/remarks-presidenthealthy-kids-and-safe-sports-concussionsummit National Athletic Trainers’ Association. (2014). Athletic training defined. Retrieved from: http://www.nata.org/athletic-training
Without such legislation it has pushed safety back forty years in providing health care for our student-athletes
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As a member of the Idaho-AHPERD, you are eligible to apply for the Idaho-AHPERD Grant Program. The grant provides recipients the opportunity to purchase equipment that will enhance their program in a way that aligns with Idaho State Standards and Guidelines. The number of grants awarded depends on funding and resources available. All Idaho-AHPERD members are eligible and encouraged to apply. Grant Program recipients will receive a maximum of $500.00.
Apply Now! Due by January 15
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1975 Idaho JOHPERD Athletics 22
Dance for Every Body!!! 40 Years Later - Reflections upon:
DANCE: For Physical Educators Only!!! Dr. Lauralee Zimmerly School Of Performing Arts Department of Theatre & Dance Idaho State University
Photo Above: Participants join in a dance session during the 2014 IAHPERD Conference
he third day in December is “National Thank A Dance Teacher Day”, a T day to fill social media with messages that honor our dance teachers! My “Thanks” goes to Dianne Walker, not only for writing this article 40 years ago, but also for continuing to be a vital force for Dance in Idaho! Her persistence as an advocate for dance in education speaks to the importance that dance has for those that have been kissed by the muse in their journey to pursue and realize their movement potentials.
Who needs Dance? We all do. Dance, and its associated curriculums, is a movement discipline that often leaps across the domains of sport, physical education, and art education (Lussier, 2010). On the other side of the coin, I am sure that many dance artist/educators have found themselves straddling the divide between the art of dance and the associated curriculums of physical education. My entry into the world of dance was through the doors of Physical Education programs in California elementary schools and I owe a lot of my success in dance to physical education programs. My first university teaching position was in a dance program in a Physical Education Department. My first job after completing my graduate degree in dance was in a Physical Therapy office. My second university teaching position was in a Physical Education and Sport Science Department. When I implemented one of my dance education programs, Movement Enriched Curriculum, it was sponsored by 23
a College of Education, Physical Education Department (not by the dance program). The university students I took out to the schools to implement the creative movement program were from the PE department (not from the dance department!). Yes, PE students can enact a creative movement program! Movement is the very basis of both dance and physical education disciplines. As movement curricularists both disciplines ask: What does it mean to be physically literate? Physical Literacy is a recent foundational base of the physical education praxis that seems to bridge the aesthetic gap that has existed between dance and physical education and acknowledges that dancers and dance educators have a lot in common with physical educators and athletes: a desire to experience movement fully and to realize the way our embodied dimension contributes to our humanness (Whitehead, 2010). The concept of Physical Literacy has been used in the physical education profession for a few years “as an alternative to the idea of being physically educated” (Whitehead, 2001). It was introduced to the physical education profession by Margaret Whitehead, a British educational scholar, as an alternative to former ideas of being physically educated to one of creating literacy in movement. Whitehead describes this as educating the “whole child” with a desire to “awaken intelligence and imagination in our embodied beings” and recognizing the body as an “instrument of expression” (2010, p.10). As a Physical Educationist she re-envisioned the field to capitalizing
on our human movement potential to make a significant contribution to the quality of life. Physical Literacy concepts can revise a physical education curriculum to awaken intelligence, imagination and expression in movement and further elucidate embodied ways of knowing and experiencing the world – much of what we do in dance education – the kinesthetic of movement (Lloyd, 2011). By working closely with their Dance colleagues, Physical Educators can adopt a humanistic and phenomenological framework to movement in an effort to forward the poetic in PE (Train, 2012) and enact a curriculum that values students’ movement more fully and envisions movement as a lived experience; to inspirit the PE curriculum (Akoi, 2005) and to experience the beauty and pleasure of movement through aesthetic engagement of the body. Dance…Who needs it? WE ALL DO! References
Aoki, T. (2000/2005). Language, Culture, and Curriculum. In William F. Pinar & Rita Irwin (Eds.). Curriculum in a New Key. Mahwah, New Jersey: Lawrence Erlbaum Associates, Publishers. Lloyd, R.J. (2011). Awakening movement consciousness in the physical landscapes of literacy: Leaving, reading, and being moved by one’s trace. Phenomenology & Practice, 5(2), 7395. Train, P.A. (2012). Listening to curriculum in
British Columbia and appreciating the space for movement: a different kind of literacy in PE.
Retrieved from https://www.academia.edu/3526823/Listening_to _the_Land_a_different_kind_of_physical_literacy Whitehead, M.E. (2001). The concept of physical literacy. British Journal of Teaching Physical Education. Retrieved from http://www.physicalliteracy.org.uk/concept.pdf Whitehead, M.E. (2010). Physical literacy throughout the lifecourse. NewYour, NY: Routledge.
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1976, Idaho JOHPERD Athletics
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THEN and NOW
Sharon Kay Stoll, Ph.D. Heather Van Mullem, Ph.D.
When Elaine Foster, Idaho JOHPERD Editor, asked that I write a follow-up article of the 1976 Fall Article by Dick Stickle of the IHSAA – I immediately thought of asking a colleague who was a female athlete recipient of the outreach of Title IX to give her perspective and to couple her experience with my own personal experience which predates the time of the Stickle article. I was a coach and athlete before 1976. Thus, Heather Van Mullem, chair of the Division of Education and Kinesiology at Lewis-Clark State College, is writing with me. Heather played junior and senior high school basketball during the late 1980s and 1990s. Her perspective is and will be very different than mine. I coached before and during the passage of Title IX – and have numerous stories of the difficulties of actually making Title IX functional during this period. When I read the article by Stickle I was struck by two immediate questions: (1) Why the choice of the picture at the top of the article, and (2) Who was Dick Stickle and why was he (a man) discussing myths about Girls athletics? Sharon Kay Stoll, Ph.D., is a Professor of Physical Education & Director of the Center for Ethics at the University of Idaho. Dr. Stoll served as the Journal Editor for IAHPERD from 1983-1990. Heather Van Mullem, Ph.D., is a Professor in the Health and Kinesiology program and Chair of the Education and Kinesiology Division at Lewis-Clark State College. Dr. Van Mullem has served as a district representative and is currently the President Elect for Idaho-AHPERD. 27
Elaine Foster
Two Myths about Girls Athletics
The Picture I received my bachelor’s degree in physical education in 1968, predating Title IX by two years, and my master’s in 1970. At the time, physical education curriculums for college women throughout the US were NOT focused on Title IX – because it had not been passed, and the curriculum was not focused on coaching. However, every woman physical educator took courses in individual sports, team sports, and perhaps a course or two in officiating. The courses for women were dominated by the work of Holly Beth Poindexter and Maryhelen Vannier, whose texts Physical Activities for College Women and Individual and Team Sports for Girls and Women were the definitive sources for preparing women in the field (Vannier & Poindexter, Physical Activities for college women, 1964, 1969; Vannier & Poindexter, 1968). Officiating courses were based on the rulebooks printed by the Division for Girls and Women’s Sports through the American Alliance of Health, Physical Education, Recreation, and Dance. There is a large caveat to the above – competitive athletics for women was not generally available and many women physical educators at the collegiate level were antiathletics. There was a historical notion that if women played men’s games they would be subject to the worst abuses of the men’s games. There was also a hysterical bias that if women played men’s games, they would be physiologically compromised. DGWS historically had roots dating back to 1899 when the American Physical Education Association (APEA), formed the women’s Basket Ball rules committee to examine different rules used for women’s basketball and systemize them through the development of a rule book. In 1916 APEA created the Standing committee on women’s athletics which was responsible for developing guides and rule books for a variety of women’s sports. DGWS became the National
Association of Girls and Women’s Sports in 1974 and its mission no longer is about developing rule books but “[to] promote opportunities for girls and women in sport …} (Mitchell & Ennis, 2007, p. 83).
“Women’s Basketball at the turn of the century.” Photo from the cover of the 1981 IDAHO JOHPERD ATHLETICS. Contributed by Edith Betts, University of Idaho.
I have a true story that parallels this hysteria. In 1962, I was introduced to a bizarre game called girl’s six-on-six half-court basketball by my physical education teacher, who was a good person, a good teacher, and a good woman. The rules were: Six girls on each team, however, three girls played guard on one half of the basketball court and three others girls played forward on the other half of the court. The guards guarded the forwards of the other team, and their guards guarded our forwards 1DGWS
historically had roots dating back to 1899 when the American Physical Education Association (APEA), formed the women’s Basket Ball rules committee to examine different rules used for women’s basketball and systemize them through the development of a rule book. In 1916 APEA created the Standing committee on women’s athletics which was responsible for developing guides and rule books for a variety of women’s sports. DGWS became the National Association of Girls and Women’s Sports in 1974 and its mission no longer is about developing rule books but “[to] promote opportunities for girls and women in sport …} (Mitchell & Ennis, 2007, p. 83).
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“My teacher told me that if I ran too much my ovaries would fall out.” who were able to shoot the ball for the basket. The guards could not cross the center line, nor could the forwards. We also were limited to three dribbles, or one overhead dribble. This game survived for many years as ‘girls rules’ and was the design for the famous Iowa girls competition 6 on 6, which came to an end in 1993 (More than a game: 6 on 6 basketball , 2014). When my teacher finished explaining the rules, I – in my usual obnoxious fashion - asked why we played this silly game. I had seen my brother play basketball, and this game in no way mirrored his game. I wanted to play like he did and run up and down the court. My teacher told me that if I ran too much my ovaries would fall out, or if not, I would be compromised and never have children. I tell this tale so that you the reader have some notion of the silliness of the time, which is reflected in the Stickler article. The picture that headlines the Stickle article is so 1976 – notice that the subjects of the picture are not girls but women, I am guessing a college physical education IAHPERD session for women. The women are not wearing uniforms. The facility is not a gymnasium but some sort of ballroom flooring surface with chandelier lighting; perhaps the session was at a conference in a hotel. And, most importantly the women are not participating in an activity that would be described as “athletics”. The activity that is shown was typical of a class in movement fundamentals in which students learned balance and flexibility. In the late 1960s and early 1970s, there was a large physical education movement across the US for college women in which self-awareness and self 29
Concept was the goal (Biles, Harvey, & Barrat, 1968). Its curriculum was directed toward learning about the body through movement. I am betting the editor of IAHPERD Journal needed a picture and this was available – I doubt that Stickle chose this photo. The Content of the Stickler Article After I read the content, I called one of my former doc students, Dr. David Hansen, who was a long time administrator in the Meridian School District and he is the nephew of the former executive director of the Idaho High School Activities Association, Bill Young. Mr. Stickler had died a few years earlier, so I, obviously, could not talk with him personally, but I thought David could flesh out the story by contacting Mr. Young who followed Mr. Stickle in the role of executive director. David talked with Mr. Young, and his interpretation is that Mr. Stickle wanted to set the record straight that the Idaho Activities Association was always supportive of girls’ high school athletics and that it was not the men who were keeping girls from participating. And if one checks the history, girls’ athletics were already on the way to success. I must agree with Mr. Stickle’s point that it was women physical educators who were the problem children – I lived through the experience. A year after my physical education teacher told me that my ovaries would fall out, the game of basketball for girls changed with the addition of a roving guard, who could cross the center line and be a forward and shoot the ball, or return and be a guard. Since I was never asked to be that roving guard, I was a bit peeved. So just to be a pain, when my teacher delegated one of my classmates, Lisa, as the roving guard, I asked, “So why are we sacrificing Lisa’s ovaries?” My teacher was not amused.
This silliness about damage to reproductive organs and girls not having the emotional or psychological stamina was alive and well throughout my preparation in physical education at the undergraduate and master’s level. The silliness slowly evaporated after Title IX was passed, but very slowly in some physical activities. Remember women couldn’t compete in the Boston Marathon until after 1972. “In 1966, Roberta Gibb hid behind a bush at the start of the Boston Marathon, sneaking into the field and finishing the race in an unofficial time of 3:21:25. She was the first woman known to complete the arduous Boston course. Gibb had been inspired to run by the return of her race entry with a note saying that women were not physically capable of running a marathon (Lovett, 1997).” This historical silliness continued until 1988 when the IOC provided the women’s marathon at the Seoul Olympic Games. Even with agreeing with much of Stickler, I do take exception to the Stickler article from my own personal experience – many men and male athletic directors were not “so supportive” of girls in athletics. In 1976 I was coaching girls’ athletics in Ohio. I had been coaching since 1968, and the battle for equal practice time and equal funding was never ending. In 1970, I was coaching four girls’ sports, volleyball, gymnastics, basketball, and track and field, at Garfield High School, in Akron, Ohio. At the time, there were not a lot of volunteers and few men would coach so I was a one woman athletic department for a school population of 2200 students. I had volleyball practice in the morning and gymnastics practice in the afternoon. At Garfield, there were two gymnasiums, one a large arena affair and the other, a smaller gymnasium. I was housed in the smaller gymnasium by choice; I
could actually lock the doors and keep miscreants out of the gymnasium. The wrestling mat was in my facility, which we often used for the girls’ gymnastics. On October 15, the wrestling coach appeared and informed me that my team and I could not be in the gym when they were practicing – he ordered me out in rather profane fashion. I left; I immediately went to the school principal who told me quite emphatically that the boys had first choice and my girls could not practice except when the boys were done. I left his office with a “we will see about that”. I contacted parents and a few were very supportive; letters were sent to other parents with a letter heading from a prominent law firm - we contacted the local ACLU and started proceedings. A few days later, I was in my office – not a very inspiring place. It was rather a sad office – I had one functioning chair – the other had a broken leg. I looked up and in the door frame stood the vice superintendent of Akron Public Schools. He introduced himself – he didn’t have to, I knew who he was with his three piece tailored suit. He said, “Miss Stoll, your action with the ACLU is ending at this moment.” I thought, okay, here is where I get fired. Instead, he said, “You and your teams will have access to the facilities the same as the boys. Your principal and the wrestling coach will work with you. If you have any problems with them or feel you or the girls’ teams are not being treated fairly, let me know.” Girls’ athletics won that one, but the hostility with the wrestling coach continued until the day I left in 1976 to pursue my doctorate. It was not an open hostility, just a smoldering one. And his hostility was not the only one. Thus for my experience, Title IX was an important vehicle because the concept of equal access and equal opportunity was smoldering in the legal community.
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It took my school district a bit of time to pay for equal performance. Within a few years, all coaches were paid the same stipend, however, the support for the teams was not equal. My teams had to raise their own funds which we did through bake sales, car washes, and a sundry other activities. My gymnastics team had a yearly show in which we sold tickets. No boys’ team had bake sales or shows to raise money. Title IX made a big difference in access and pay, but it struggled in forcing school districts to distribute funds equitably. Yes, I know I wasn’t coaching high school athletics in Idaho, however, I doubt very much Mr. Stickle’s argument that, “School people through the United States deserve the credit that girls interscholastic athletic participation has grown more than 43.3%...” From my experience, it was a determined coach and a community of parents who made this happen.
The View from a Participant, Heather Van Mullem I am a post-Title IX baby. As a result, I reaped the benefits of the work that women and men who believed in equal access and equitable resource distribution achieved. Opportunities to play competitive athletics were never in question but were always available and encouraged. I was the daughter of a man who wanted a son but got daughters instead and playing sports was a focus of the community in which I grew up. Because the population of the community I was raised in was small, youth sport opportunities were co-ed. I grew up playing with and competing against boys and was applauded for doing so. Youth sports opportunities led to junior high, high school, and then intercollegiate athletics participation.
I found support and encouragement by both women and men who were teachers, coaches, family, and community members. At 31
the junior high and high school level, the girl’s teams often achieved more success than our male counterparts. We won and we won often. I identified as being an athlete. As a sports studies scholar, I’m embarrassed to admit that issues regarding gender equity in athletics didn’t become obvious until graduate school when I became a coach. I was so consumed by my experience as an athlete that I didn’t recognize my experience in athletics. However, when I became a coach, the lens through which I viewed experiences in athletics shifted dramatically. As a coach I began to question things like funding, scheduling, and access. I began to wonder why women’s teams seemed to have to do more fundraising than their male counterparts and why we often got less desirable practice times. I started to reflect on my experience in athletics and remembered countless times when practices were interrupted by an athletic administrator who couldn’t wait until practice concluded to ask questions of the coaching staff that had no bearing on practice delivery. I also became
much more cognizant of language choice and non-verbal communication strategies. The statement of, “you play like a guy,” no longer carried the same weight as a compliment. I began to ask questions like, “what’s wrong with playing like a girl?” It is my perspective that Title IX encouraged a social shift. The law mandated equity and more girls and women are playing sports than ever before (Acosta & Carpenter, 2012). But the law cannot be fully credited with the changes we reap the benefits from today. Since the 1960’s, multiple factors have worked in conjunction with each other to influence social change. Additional influencing factors could include the global women’s rights movement, the health and fitness movement, and increased media coverage of women’s sports (Coakley, 2009). Time and social change has brought transformation. Equity is expected. It may not yet be a reality, but it is expected. Young girls grow up expecting the opportunity to play. “Young women today grow up with a sense of entitlement to playing sports, even at the most elite levels of competition, and in most cases
what Title IX really means is simply this: In one generation, we have gone from young girls hoping there is a team to young girls hoping they make the team” (2012, p. 8). I, as a post-Title IX baby, was a young girl who hoped to make the team. I loved to run, jump, climb, ride my bike, and play as many sports as I could. I wanted to be an athlete and I wanted to be successful. I invested time, effort, and energy into improving. Athletics became such an important part of my life that it influenced every major life decision I made. Basketball influenced where I went to college, how I met my spouse, what we named our first pet, and the first gift we gave each of our children. Access to and encouragement in sport provided me with various opportunities to travel, meet new people, and grow as a person in addition to reinforcing social values like hard work, determination, teamwork, and perseverance. I benefited from Title IX, not just in sport, but also in education. Opportunities and encouragement to engage and pursue success spread from the court to the classroom. Title IX has benefited countless girls and
“What’s wrong with playing like a girl?” no longer hope for, but actually expect, a scholarship” (Kane, 2012, p. 3). Mothers and fathers expect that their daughters will have opportunities and a supportive environment in which to participate. “A sense of entitlement extends to parents as well, and they have become some of the fiercest defenders of Title IX” (Kane, 2012, p. 8). Expectations are powerful and they facilitate change. Dr. Kane shared, “For me, the key to understanding
women, boys and men. Increased opportunities to play and compete in sport have positively influenced members of both sexes by providing experiences and changing perspectives. But, work still needs to be done. While great changes have occurred, concerns continue to exist regarding equity and fairness. As Dr. Ladda shared, “Even with the increased opportunities afforded from Title IX, we should not take these opportunities for
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granted and should always maintain vigilance regarding equity. … Compliance with the law is a much lower expectation than a changed attitude of fairness and equity” (2012, p. 17). References Acosta, V. & Carpenter, L. (2012). Women in intercollegiate sport: A longitudinal, national study, thirty five year update. 1977-2012. Retrieved from: http://acostacarpenter.org/AcostaCarpent er2012.pdf Biles, F., Harvey, V., & Barrat, M. (1968). Foundations for movement. Wm C. Brown Company. Coakley, J. (2009). Sports in society: Issues and controversies. Boston, MA: McGraw Hill. Kane, M.J. (2012). Tile IX at 40: Examining mysteries, myths & misinformation surrounding the historic federal law. President’s Council on Fitness, Sports &
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http://www.feminist.org/research/sports/sports3.html
Nutrition Research Digest, 12, 2-9. Ladda, S. (2012). Examining Title IX at 40: Historical development, legal implications, and governance structures. President’s Council on Fitness, Sports & Nutrition Research Digest, 12, 10-20. Lovett, C. (1997). Olympic Marathon: A centennial history of the Games most storied race. . New York: Praeger. Mitchell, N., & Ennis, L. A. (2007). Encyclopedia of Title IX and sports. Westport, CT: Greenwood Press. More than a game: 6 on 6 basketball . (2014). Retrieved from Iowa Public Television. Vannier, M., & Poindexter, H. (1964, 1969). Physical Activities for college women. W. B. Saunders Company. Vannier, M., & Poindexter, H. B. (1968). Individual and team sports for girls and women. St. Louis, MO: W. B. Saunders.
Health & PE in Idaho High Schools:
What is required?
Health/Wellness. One (1) credit is required. Course must be aligned to the Idaho Health Content Standards. Effective for all public school students who enter grade nine (9) in Fall 2015 or later, each student shall receive a minimum of one (1) class period on psychomotor cardiopulmonary resuscitation (CPR) training as outlined in the American Heart Association (AHA) Guidelines for CPR to include the proper utilization of an automatic external defibrillator (AED) as part of the Health/Wellness course. (3-12-14)
Physical Education. Students participating in one (1) season in any sport recognized by the Idaho High School Activities Association or club sport recognized by the local school district, or eighteen (18) weeks of a sport recognized by the local school district may choose to substitute participation up to one (1) credit of physical education. (3-12-14)
In association with the American Heart Association, Idaho-AHPERD has been working diligently for the past two years to strengthen Physical Education requirements in the state of Idaho. Meetings, which included physical education teachers from all around the state, key stake holders, and a lobbyist, were conducted to poll the top priorities for P.E. requirements. The proposed requirements started off with many elements, but were modified several times. In the end, specific amounts of time were suggested as a state requirement in elementary, junior high/middle school, and high school. Along with the PE requirement, it was proposed to teach CPR in junior high/middle school, and again in high school. In February, the Idaho Senate Education Committee, after postponing the vote four different times, rejected the PE minutes requirement for all schools. They passed the CPR requirement, but not the PE minutes/week. Unfortunately, this means the PE requirement is done for this legislative session. Idaho-AHPERD plans to regroup and try again. There are movements all around our nation to make P.E. a core class. Idaho has a dream to see this movement come unto fruition. -Shawnae Somsen, (From the Spring 2014 Newsletter)
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From 1973- 1983, the association’s journal was titled
Idaho JOHPER Athletics. The following article was included in the spring 1981 edition.
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NOW A Second Look: The History of Outdoor Programs in Higher Education Ron Watters, Professor Emeritus Idaho State University In the spring of 1981, Tom Whittaker published an article in the Idaho JOHPER Athletics (the title of the journal at the time) titled "The Development of Outdoor Programs in Higher Education." Whittaker’s article traced the history of outdoor education starting in the 1920’s and 30’ in pre-war Germany to contemporary times, and its eventual integration into college and university programming. Why revisit this article? One answer is that there’s always something new to be learned when past work is examined through the lens of intervening years. But there’s something else of interest here. It’s about Tom Whittaker himself. After penning this article, his life went on a trajectory that he could never have imagined at the time. Little did he know that in a few short years, he would become a part of the history of which he was writing. More about Whittaker later, but first let’s briefly review some of the personalities and events which led to the modern outdoor education movement. I’ll summarize some of Whittaker’s article but will supplement it with a fair amount of new material. 37
Although the roots of the outdoor education movement run deeper still, Whittaker begins his account with the German educationist Kurt Hahn. During the years when the Nazis rose to power, Hahn ran a school which, in addition to the usual academic subjects, placed an emphasis on character building by including fitness and outdoor adventure activities in the curriculum (Miner & Boldt, 1981). Hahn was highly intelligent, well educated, and would have had a successful career as an innovative educator in Germany had it not been for one small problem. He was Jewish. Hahn quickly ran afoul of the Nazi regime and was imprisoned. Fortunately, Hahn had friends and supporters in Great Britain, and appeals through diplomatic channels were successful in obtaining his release, and enabling him to find sanctuary in Scotland where he immediately founded a similar school (Stetson, n. d.). It was inevitable that war would come, and by 1939 all of Britain and Europe were consumed in the fight. Britain’s darkest days of the war came in 1940 when the German Luftwaffe dropped tons of bombs on London, but a year later the raids were only sporadic, presaging that the tide of the war was beginning to shift in the Allies favor. It was that summer, the summer of 1941, when the first glimmerings of hope were in the air that Hahn approached Lawrence Holt, a wealthy parent of one of his students to ask for the support of Holt’s shipping company (Richards, 2008, p. 5). Hahn had envisioned offering short courses, several weeks in duration, that would use physically demanding and challenging activities to train merchant marine cadets in small boat skills. To do that, however, he needed financial help. Holt saw the value in what Hahn was proposing and bought into the idea. Together the two men founded what would become known as Outward Bound, a term which they adopted from nautical parlance meaning a departing ship. Traditionally, an outward bound ship
would fly a blue signal flag with the letter “P” which indicated that preparations were in order, that the vessel would soon be leaving the safety of its home port (National Oceanic and Atmospheric Administration, n. d.). Likewise, Hahn’s Outward Bound courses trained young men so that upon leaving the safety of home, they would have the skills and the mental confidence to handle emergencies, better preparing them for the vagaries of war—and personal challenges they might also face when peace finally came. The school was a resounding success. In the post war years, Outward Bound expanded beyond water-based training to encompass land-based skills, and too, geographically, its prestige grew far beyond the shores of the small island nation. By 2014, Outward Bound International (n. d.) could boast on its website that its sanctioned schools were found in 33 different countries which served over a quarter million participants each year. One of those countries with a strong Outward Bound presence is, of course, the United States. It was a 1943 Princeton graduate, Joshua Miner who imported Outward Bound to the US, but not before Miner had immersed himself in Hahn’s educational philosophy, working at Hahn’s Scottish School. Once back home and with the help of Princeton friends, Miner launched the Outward Bound in the United States with the first series of courses taking place in Colorado on June 16, 1962 (Miner, 1981, p. 97). Those beginnings quickly expanded to wilderness areas in Oregon, Maine, North Carolina and Minnesota. While Outward Bound now offers a variety of courses in different formats, the original American version consisted of distance runs, swimming in icy streams and lakes, 38
ascents of mountains, long backpack trips. Students learned skills in first aid, map and compass, rock and snow climbing techniques, survival tactics, outdoor cooking, shelter building and other skills. Courses also included solos where individuals were isolated in a remote location and spent three days alone with only a few camping items. Adopting Hahn’s original format, the courses usually ended with a final expedition where a group of students orienteered across a wild area and ending at a designated place on the map.
If Outward Bound had simply offered outdoor courses, it would have had a significant impact on outdoor education in the U.S., but its influence was far greater. It attracted intelligent and independent young men and women who taught the courses. Galvanized by their own experiences, they turned the organization into a boiling caldron of ideas, an incubator for all things involving adventure programming. Instructors for Outward Bound branched off and formed their own organizations and schools. In 1965, Idaho native and influential mountaineer Paul Petzoldt (1974) left Outward Bound and started the National Outdoor Leadership School. After a number of years, he went on and started yet another school, the Wilderness Education Association. Another offshoot of the organization which still flourishes today is Project Adventure which repackaged Outward Bound ideas so that they could be incorporated into 39
the physical education curriculum of public schools, and, in time broadened its scope even more so that the organization now offers a diverse selection of challenge-related workshops and courses for teachers and students in both an indoor and outdoor environment (Priest & Gass, 1997). Hahn’s notions were soon to be felt by American colleges and universities. Outward Bound instructor Roy Smith was hired by Prescott College and immediately set about re-working the College’s physical education program to include such wilderness outdoor activities as mountain rescue, whitewater kayaking, sailing, rafting, backpacking, etc. In the fall of 1968, Prescott College offered a three week wilderness orientation to freshmen before classes began. The three week course was similar in most respects to the standard Outward Bound course (Miner, 1981, pp. 306-308). At the same time, Roy Smith was designing new outdoor courses in Arizona, Sam McKinney was beginning to organize outdoor trips at Portland State through the school’s student union. McKinney had listened to a talk by Joshua Miner and adapted Outward Bound ideas into a freer, less structured form, offering purely recreational trips for students. McKinney was fond of saying that the only rule for his program was that there were no rules (Watters, 1986). Others liked the open, unadulterated approach to outdoor programming that McKinney was advocating, and similar programs, also organized through university student unions spread to the University of Oregon, Western Washington State, and Idaho State. University of Idaho and Boise State would soon follow. “Common Adventure,” a term borrowed from the legal field became a way of describing such programs whereby trips and activities weren’t organized by an authoritarian leader who made all of the decisions, but were rather democratically structured, a group
effort where each member contributed to make it successful (Watters, 1999). The early outdoor programs had hit upon something that struck a revolutionary chord with college students, and the numbers of students participating ballooned. There had always been outing clubs on campus. The eastern Ivy league schools have some outing clubs going back years, but there were changes afoot in the 1960’s and early 70’s, and it was most apparent from an outdoor perspective at universities in the Pacific Northwest. It had something to do with the climate of the times, the swelling numbers of students as the Baby Boom generation reached college age, and the cultural experimentation associated with that unruly generation. Students were disinclined towards bureaucratic structures—and clubs with membership requirements, committees and subcommittees, and regulations held little attraction compared to the new Outdoor Programs which offered spontaneity and freer structural form (Watters, 1986).
Which brings us back to Tom Whittaker. Originally from Wales, he was hired as a graduate student to work in the Outdoor Program at Idaho State University. An experienced mountaineer and whitewater kayaker, he had been brought up in Britain’s regimented outdoor education system whereby students work their way through a series of certification badges. What he liked about Idaho State and similar university outdo-
or programs was that they dispensed with a lot of the rules (a la McKinney) and just concentrated on doing outdoor trips which were run on a cooperative basis. Whittaker is pictured in his Idaho JOHPER Athletics article with long, dark hair resting on the collar of his open shirt. Gregarious by nature and effortlessly able to light up a room with his British wit and beguiling English accent, the JOHPER photograph shows him in his youthful glory, ruggedly handsome, and with a schoolboy’s mischief in his eyes, he appears ready to take on the world—a world, as Shakespeare might say, that was his oyster. Shortly after the article was published and with his new graduate degree in hand, he really was ready to tackle the oyster, leaving Pocatello in late fall to move on with his career in the outdoors. He was driving on Highway 26, across the long flat stretch of sagebrush on the way to Sun Valley when an on-coming vehicle swerved on ice and hit his vehicle head on. In an instant, his life—and his future in the outdoors—had changed. The accident resulted in the amputation of his foot (Whittaker, 2001, pp. 79-82). The Idaho State Outdoor Program immediately put together a relief fund to help with his medical bills and the Student Union even provided one of the building’s upstairs guest rooms in which Whittaker was able to recover upon being released from the hospital. Months later, he filled a coffee can with foam, slipped it over his stump, duct taped it to his ankle, and with that odd prosthesis he began to recapture the joy of doing things outdoors (“Lofty goals propel,” 1998). He began with whitewater kayaking, and in time, after the coffee can had been discarded for a professionally made prosthetic foot, he even began climbing again (Whittaker, 2001, p. 125). He had lived through the entire process: the trauma of the loss of a body part, the long recovery, the depression that comes from loss and a dramatic life change—and then, finally, finding hope and salvation in the outdoors.
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He had always known that the outdoors could be influential in one’s life, but his experience convinced him in the most intimate way that it was also a powerful way to heal. Why not, he thought, use the outdoors as a rehabilitation tool? And why not use the same open, free, no-rules approach of the Outdoor Program environment to do that?
narrow chasms, guided teams of disabled individuals down whitewater rivers. With the help of mechanically minded friends, he adapted climbing equipment, rafts, kayaks, pulk sleds, and skis which enabled individuals with developmental disabilities, cerebral palsy, spina bifida, multiple sclerosis, spinal cord injuries and a host of other disabilities to spend extended periods of time in wild areas. C. W. HOG was the first disabled group to run the Colorado River through the Grand Canyon. Participants from the program trekked through Himalayas to Everest Base Camp (“History of C. W. HOG,” n. d.).
The university put him to work on the idea. The first order of business was a name and Whittaker chose “Cooperative Wilderness Handicapped Outdoor Group.” It was pure, tongue-in-cheek Whittaker. The program’s acronym sounded like a spry British gentlemen with a whimsical last name: C. W. HOG. Through Whittaker’s program, disabled individuals http://www.isu.edu/outdoor/whitaker.htm Tom used risk as a tool, were no longer relegated to the indoors or to “safe” activities. They could like a mechanic might use a wrench, making participate in the same adventurous activities a careful distinction between two types of as their able bodied counterparts (Idaho State risk: perceived risk and actual risk. Perceived University Outdoor Program, n. d.). Under risk was high, but with safeguards built into Whittaker’s care, the program quickly the activity, the actual risk was much lower. expanded, attracting people with disabilities The open environment let individuals make from all around the region, and, at the same their own decisions whether to participate or time, the program attracted the attention of not and to progress at their own pace. the national media. His program, and the participant centered, When Whittaker came on the scene, there dispense-with-the-cuddling approach to had been some use of outdoor recreation as a adventure programming for the disabled, has rehabilitation tool including early work in since become a part of outdoor education adaptive skiing, horseback riding and canoeing, history. But the story doesn’t end there. but his contribution to the field was a fullWhittaker has also made mountaineering throttled approach to adventure activities. history. On May 27, 1998 Whittaker became Many disabled individuals, he found, were the first person with a disability to reach the living over-protective, stiffing lives, but he summit of Mt. Everest (Patton, 1998). Great offered an opportunity for them to break free Britain recognized him for his work in and the best way to do that was to allow them outdoor education and his achievement in to take risks. Turning the tenets of the mountaineering world by awarding him rehabilitation upside down, he lowered the “Member of the Order of the British Empire,” wheelchairs off buildings and cliff faces, sent a designation just a heartbeat away from paraplegics on airy rope traverses across knighthood (“Tom Whittaker story,” n. d.). 41
It was certainly a life’s journey that Whittaker didn’t anticipate back in 1981—and he certainly would never have wished upon himself—but he took an adversity and turned it into a triumph, in the process creating an adaptive form of outdoor adventure education that has made the difference in so many lives of disabled individuals, including his own. References History of C. W. HOG (n. d.). Retrieved from Idaho State University, Cooperative Wilderness Handicapped Outdoor Group website: http://www.isu.edu/cwhog/kumboo/History/history.html Lofty goals propel disabled climber. (1998, June 26). Deseret News. Retrieved from http://www.deseretnews.com/article/637395/Lofty-goals-propel-disabled-climber.html?pg=all Miner, J. L., & Boldt, J. (1981). Outward Bound USA: Learning through experience in adventure-based education. New York: William Morrow and Company, Inc. National Oceanic and Atmospheric Administration. (n. d.). Who’s blue peter? Retrieved from http://oceanservice.noaa.gov/education/for_fun/WhoBluePeter.pdf Outward Bound International (n. d.). Retrieved from http://www.outwardbound.net/ Patton, L. (1998, May 28). Everest conquered by disabled veteran at third attempt. The Guardian. Retrieved from http://www.theguardian.com/world/1998/may/28/everest.nepal Petzoldt, P. (1974). The wilderness handbook. New York: W. W. Norton & Company, Inc. Priest, S., & Gass, M. A. (1997). Effective leadership in adventure programming. Champaign, IL: Human Kinetics. Richards, A. (2008). The genesis of Outward Bound. Retrieved from http://www.kurthahn.org/writings/GenesisofOB.pdf Stetson, C. P. (n. d.). An essay on Kurt Hahn founder of Outward Bound. Retrieved from http://www.kurthahn.org/writings/stet.pdf. Tom Whittaker: Former Outdoor Program staff member and founder of C.W. HOG. (n. d.). Retrieved from Idaho State University, Outdoor Adventure Center website: http://www.isu.edu/outdoor/whitaker.htm The Tom Whittaker story. (n. d.). Retrieved from http://www.tomwhittaker.com/about/ Watters, R. (1986). Outdoor programming manual. Pocatello, ID: Idaho State University Press. Watters, R. (1999). Revisiting the common adventure concept: An annotated review of the literature, misconceptions and contemporary perspectives . In Harwell, R. & Emmons, K. (Eds.). Proceedings of the 13th International Conference on Outdoor Recreation and Education (pp. 82-94). Boulder, CO: The Association of Outdoor Recreation and Education. Whittaker, T. (Spring, 1981). The development of outdoor programs in higher education. Idaho JOHPERD Athletics, 11-12. Whittaker, T. (2001). Higher purpose: The heroic story of the first disabled man to conquer Everest. Washington, DC: Lifeline Press.
For more information on C.W. HOG visit http://www.isu.edu/cwhog/kumboo/History/history.html
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Building a Successful Physical Education Program:
The Key is…
Paul Perotto Hidden Springs Elementary School I am proud of the work that I do in education. As a 25-year veteran of YMCA coaching and certified physical education specialist for the past ten years, I realize that great teaching is multi-faceted. Through all the experiences I have found that a ton of things go into special teaching. Teachers must know their stuff: pedagogy, scope and sequence, discipline, management, and student engagement. That being said, I have found that the key to building a successful P.E. program is to make sure the school community (students, parents, and staff) continues to be engaged in physical activity beyond the 30-minute class period. This can only be done by providing a variety of special programs that occur outside of class! I am lucky to teach in such a great community like Hidden Springs. When I first started, Hidden Springs Elementary School was a charter school. The P.E. program consisted of some unorganized games twice a week and chess component twice a week. The charter’s focus was academics; the entire learning community was unaware of what well-thought-out physical education looked like. I began teaching P.E. the second year of the charter 45
school’s conception. Resources were limited. I had a bucket of cones, a few jerseys, flags, and a random assortment balls and NO GYM. All teaching and learning happened in portables. The good news was that things could only go up from there. I was a young teacher and first wanted to make sure that I had the parents on my side. They needed to know what was going on in my class, so they could get excited about what their kids were learning. That means the first thing I did was craft a newsletter. It included all the units/activities that we would do for the year. It was a working syllabus for the parents. My next parental involvement strategy was to introduce myself and show a short video of these units at the annual‘Meet the Teacher’ or ‘Back to School Night’. Parents needed to realize that their children were getting the best physical education and that it most likely looked different than what they experienced in elementary school. This went a long way to laying the ground work for some exciting special things to come. Without a gym, we were outside all the time; even bad weather did not keep us
inside. Students received four periods of P.E.
a week, thus I needed to be creative. We ran through the neighborhood, me with my bullhorn shouting encouragement to the kids. Parents and other community members routinely came outside like they were watching a parade. They cheered us on while sitting in their robes and drinking coffee. Some even joined us for play at the park, or a quick climb on the trails up the mountains. But with no equipment, this could only be novel for so long. I had to find a way to get some help. Sure, the parents contributed a little, but I wanted to have the kids’ support as well. I was aware that the YMCA offered money to P.E. programs that have the greatest amount of participants at their annual funruns. A light bulb went off! I started encouraging my students to sign up for the family orientated mile runs. It was a perfect way to get the families active. And once again promote my program. The students and I met before the races, took pictures, and of course bonded. I made signs that had our school name on them so everyone could find our group. It was a family party with a fitness component built in. We started winning. Our schools started to win money because we had the most representation of all the local schools. I would get 80 kids and families to race, and it would be a super event. We would win $250.00, or sometimes $500.00 a race. As we participated in more of these events, we also had something to talk about the next week in class! Pretty soon, the equipment shack, started to fill up. The normal items that one should see in a great P.E. program started popping up in my class. The kids and the parents were now part of the process that
would make this program something that everyone could be proud of. After this success, I introduced a walking club that the kids could participate in during their lunch hour. Students loved moving, and it gave them something to do. We set up a quarter mile course on the field, and the kids received a quarter mile token for each lap. After 4 laps, they traded these in for a dollar that said ‘Mile’ on it. The kids took these back to class, and their homeroom teachers tracked the students’ totals on rosters. The teachers totally bought in because the kids were so excited about it. Walking clubs are not especially unique, but I chose to change the traditional approach a bit. I awarded the class that walked the most over the course of the year, and the top walker from each of the other classes by providing a field trip to the YMCA for a day of swimming and climbing on the wall! The kids were excited! I wanted to also get as much parental support for this special program. Because I desired parental support, I specialized it by instituting a once a month Double Day. The kids could invite any of their family members to come and walk with them and they would receive double tokens for their child. It was a huge success! Some days there would be 300 parents and students outside walking in a circle. Some parents stayed for the whole two-hour lunch because they had children in two or three different grades. The kids, staff, and the parents were sold on being fit and being active together! “What else could I do?” I asked. During my student teaching experience, I was mentored by a super-great teacher who embedded a Punt, Pass and Kick competi46
tion into her program. I wanted to add this to my special programs. I looked into this program sponsored by the National Football League. I found out that the N.F.L. would send participating schools footballs and kicking tees so the kids could compete. I began with a throwing and kicking unit in class, and the students liked to play flag football at recess, so the buy in was already there. Basically, the students would perform one throw, one punt, and one kick. Next, distances were added up. If a student won in their age group, the student received a trip to the sectional event held in Horseshoe Bend at the time. This special event was and continues to be performed during lunch recess, with 10-15 parents and staff coming out to the field to help score the kids. Our first event nine years ago sent four students to the sectional event. Although my own children had not won, I drove the family to the event and then all of us, students and my personal family, had lunch after the competition. It was another great family event. The next year one of my female students won! I will never forget. What happened next? The best sectional winners were invited to a Seattle Seahawks’ football game. Wow! This
was a thrill. Although she didn’t win at this next level, it had set the bar for the next year. It took us four more years of consistently sending students to the sectional before one our own made it to Seattle. What an exciting thing for the family and for my program. Next challenge would be to get someone to the national finals. That day came three years later! After football season comes winter. Since my family loves to ski and snowboard, the next special program that I wanted to introduce was something at Bogus Basin. 47
The ski school offered schools the opportunity to come and ski at night as a group. That was another family event that also was a lifetime activity that everyone could participate in. The package included a lesson, rentals, and a pass for the night for $25. What a deal! They also offered a bus to get the kids up the mountain. The community response was huge. The first time we went, 45 kids signed up and rode the bus and several parents rode up to Bogus Basin with me. I soon realized that this was going to be big. Other school families drove up and just skied with us. The bus rides were part of the novelty because as a charter school, there was no bussing to the school. We engaged in this activity six times that year, and the bus was full every time. This year will be our 7th year; however we have since changed from the bus, to having the kids get up to the mountain themselves. We still average 2025 families every time we go. One of the biggest moments in my life, my 40th birthday was celebrated during one of those school nights. I came in from the lesson, and the whole lodge started singing ‘Happy Birthday’! I was totally caught off guard. My feelings poured out- I was almost in tears as 40 families from my school/ community helped me celebrate! Maybe the biggest special event that I promote is the Jump Rope for Heart. It is special for me because I lost my grandmother to heart disease. Some teachers participate in the program, but they do it in class. I wanted to make it truly special having the kids come after school for a couple of hours of games, jumping, and fun. It was supposed to be something that they looked forward to. It was not supposed to be about the money raised,
although these funds really do help a ton of people. My first Jump Rope for Heart was 10 years ago. This was during the time I taught with no gym. The plan was to jump rope in some stations, to do some parachute games, and then to do some trail running. 32 students came and together raised $1,100. It was so cool to see the kids and the parents come and support the program. Every year after that, it just got bigger and bigger. Once our gym was built, the program just exploded. I then combined our Jump Rope for Heart with the Hoops for Heart program. We raised a whopping $20,000 one year! The Summerwind Skippers (a nationally recognized jump rope team from Idaho) called me and wanted to have an assembly. We took some of the students who contributed the most money to the Life Flight helicopter for a field trip. The principal and I slept on the roof of our Merc, because the school raised $20,000, while 50 families camped out in tents! Our school has been nationally recognized for the work for the American Heart Association. And think, this all started with 32 kids being active and trying to save lives. What a journey it has been. The P.E. program has ballooned into something that is respected throughout the Boise School District, maybe even the state. Of course the kids still need quality instruction in skill and movement concepts, but the ‘SPECIAL’ things have propelled this program to new levels. The newsletter offers a great way to stay in the conversation with families at home. With technology new things have made this even easier. My school’s interactive webpage is now where I keep parents up to speed on everything we do. This tool also offers the parents and students
a way to instantly share thoughts and ideas with me directly. All of these special things do take time. I think some teachers are not willing to take the time to give their students the options to get together and be active outside of school. But hopefully you can appreciate the benefits of doing these things. The absolute
buy in from students, staff and parents can never be achieved unless everyone involved feels some ownership in the program. My situation is unique, and the community I teach in is as well. But if teachers actually looked at their situation and found something special they could do that was above and beyond their normal work load, they would see the true benefits! As an elementary P.E. teacher, we are sometimes called ‘specialists’. All I try and do is put the ‘special’ into everything I do. Ultimately, the families start to feel ‘special’ and then you really have something special! Resources
http://www.bogusbasin.org/ski-board/specialprograms/index.aspx http://www.nflppk.com/ http://www.heart.org/HEARTORG/Educator/SchoolPr ograms/School-Programs_UCM_312838_SubHome Page.jsp#
October 2013: Paul Perotto receiving the Idaho Top Duo School for Jump Rope & Hoops for Heart from IAHPERD President Trudy Weaver
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Requesting information for the Spring Newsletter SHARE WITH US!! • A new activity that you have discovered or created • Experiences with incorporating common core into your classroom • Activities your students learn the best from • Community events/ projects you are involved in • Research that you are working on • Anything else related to our profession that is currently happening! Document length should be no more than 800 words Send submissions to Elaine Foster, Journal Editor at davielai@isu.edu Submission deadline is March 22, 2014
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From the 1997 Idaho JOHPERD
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Healthy habits Healthy U:
Caile E. Spear Ph.D., MCHES
Alicia Anderson Boise State University
A collaboration between University, Public Schools, and Hospital
Health education
as a profession has become more community-focused and committed to the development of community-academic partnerships. These partnerships have existed for many years and provide opportunities for college students to complete service-learning projects, internships, practicums and student teacher experiences. Across the U.S. universities are incorporating more service-learning pedagogy into their professional preparation programs as a way to connect students to their communities. The Affordable Care Act (ACA) requires hospitals to focus more on the prevention of chronic diseases in their communities and this provides new opportunities for further collaboration. Under the new guidelines for the ACA hospitals conduct community health needs assessments to determine the most pressing health challenges in a community. The hospitals partner with other community agencies, such as public schools, to reduce these health challenges and improve the overall health of the community and region. These collaborative efforts provide a great opportunity to bring multiple partners together and reinforce quality health education in the public schools. This article describes Healthy Habits Healthy U (HHHU) a new collaborative project between a university, a public school district and a local hospital in Idaho. Methods Healthy Habits Healthy U started as a pilot project in 2013 and is phasing into more schools in 2014. The project’s motto is “working together to reduce obesity and cancer risks in Idaho School children.� According to the Idaho Physical Activity and Nutrition Program (2011) over 29% of Idaho children are overweight and obese. Overweight and obesity are associated with multiple cancers including colon, liver, kidney, pancreas, and breast (National Cancer Institute, 2014). Low rates of 51
physical activity and poor nutritional behaviors are linked to increased BMI putting children at greater risk for many chronic diseases including cancer. The American Cancer Society (2014) estimates about one-third of new cancer cases are related to overweight and obesity, physical inactivity and poor nutrition. Since 2008, cancer has been the leading cause of death in Idaho (Idaho Vital Statistics, 2012). The HHHU program is an adaptation to educational programming a local oncologist
provided during his medical residency. The medical students went to the local public schools and showed students the detrimental effects of alcohol, tobacco, and other drugs (ATOD) on human organs. The public school students were able to see actual organs, not plastic models or pictures from a text book. The ATOD lessons provided students a unique opportunity to see how their organs could be impacted by drugs. The educational sessions received great reviews from students and teachers. Healthy Habits Healthy U is an interactive two-day lesson designed for fourth and eighth grade students. It builds on this teaching method of bringing in preserved organs and tissue samples to show students how cancer impacts different areas of the body. The lessons stress the importance of healthy food choices, reduced consumption of sugar sweetened beverages and increased physical activity as a means of reducing one’s cancer risk. HHHU reinforces the health curriculum message of adoption or continued practice of positive health habits. The lessons were co-developed with public school teachers and the HHHU project managers, a hospital-based community cancer prevention educator, and a university health education faculty member. HHHU integrates with the school district health curriculum and Common Core. Prior to the HHHU class visits, principals are notified about the program and asked to share the HHHU information with the PE teachers, counselor, school nurse, and parents. A permission slip template is provided for each teacher to use at their discretion. On day one the teachers provide an overview of how unhealthy habits can
affect one’s organs and increase disease risk. The 4th grade lesson includes an overview of cancer, a short video segment from MD Anderson “Kid to Kid: Your Parent Has Cancer”, an explanation of how the amount and kinds of foods eaten affect health, including body weight, and how physical activities promote fitness and improve overall health. Students discuss what foods are good for their bodies and how food helps their bodies. Then they complete a MyPlate word search handout and circle foods that fight cancer. Next the students brainstorm the importance of being physically active, the types of activities they like to do, how physical activity helps the body, and then they complete a physical activity word search. Students then learn about the function of the organs that will be presented the next day by the HHHU team. The eight grade lesson covers similar content but at a higher level. Students watch a short video about cancer, read various cancer related articles and create posters highlighting the main points. These posters provide the initial talking points for the day two HHHU team. The cancer articles are typically a few pages long and are provided by HHHU. The teacher divides the class into small groups and distributes five or six articles for the students to read and use in constructing group posters. These posters provide the initial talking points for the start of day two for the HHHU team. During the second class meeting the HHHU instructors bring in organs to reinforce the connection between positive health habits and cancer reduction. The students are informed the organs and/or sample tissues were donated from people who wanted others to learn how to live 52
healthier lives. The organs and tissue samples are sealed to protect the students and the samples. High quality photos of the organs were taken soon after harvesting and prior to sealing. They have been enlarged to show greater detail. The photos are used for students who do not want to see the actual organs and to allow the students to compare and contrast the tissue samples with photos. After every student has viewed the multiple organs and recorded their observations on the organ identification sheet the instructor reviews the answers with the entire class. This allows time to verify observations and reiterate the role of the organs and why they would be prone to cancer. The last part of the assignment requires the students to record actions steps they can take to reduce cancer risk. Several students are then asked to report out to the entire class. To reinforce the message of positive nutritional choices and physical activity each student is given a water bottle or hacky sack. In addition, all students receive a parental information sheet highlighting the assignment, resources on the web and in the community, plus action steps to improve nutrition and physical activity.
Conclusion Initial feedback from the spring 2014 pilot study showed the fourth and eighth grade teachers liked the lessons and felt the students benefited from seeing the actual organ and tissue samples. The majority of the students (90%) correctly differentiated between the cancerous and noncancerous samples. Most of the students (95%) listed immediate actions they could take to improve their nutrition and physical activity. Refinement of the lessons is ongoing and there is a desire to expand to all of the Boise School District 4th grade classes and beyond. Currently, student interns and Health Education and Promotion volunteers, who want hands-on experience in their field, are being utilized to administer the lessons. Next spring, the plan is to add several service-learning students in a Personal Health class as teaching assistants. This will help reinforce the university class material with hands on experience in the public school classroom. This project has been a great collaboration between a local hospital, university and school district. It provides a mechanism for each entity to bring its expertise to the table and provide a memorable cancer prevention message to school students.
References American Cancer Society, Diet and Physical Activity: What’s the Cancer Connection? Retrieved on October 30, 2014 from http://www.cancer.org/cancer/cancercauses/dietandphysicalactivity/diet-and-physical-activity Idaho Physical Activity and Nutrition, Obesity Epidemic in Idaho. Retrieved on October 30, 2014 from http://www.healthandwelfare.idaho.gov/portals/0/health/ipan/obesityepidemic.pdf Idaho Vital Statistics, Mortality, Downloaded 10/30, 2014 http://www.healthandwelfare.idaho.gov/Portals/0/Users/074/54/1354/2012death.pdf MD Anderson Cancer Center, Kid to Kid—Your Parent Has Cancer, Retrieved October 30, 2014 from http://www3.mdanderson.org/streams/FullVideoPlayer.cfm?xml=cfg%2FKid2Kid--cfg National Cancer Institute, Obesity and Cancer Risk. Retrieved on October 30, 2014 from http://www.cancer.gov/cancertopics/factsheet/Risk/obesity20
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Membership Form January 1- December 31* Name ___________________________________________________________________________________________ Work Mailing Address_________________________________________________________________________________________ Workplace Name __________________________________________________________________________________________________ Street __________________________________________________________________________________________________ City State Zip
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AAHPERD Member
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IAHPERD Membership Type (circle one) Professional $35 Student $15 Make all checks payable to IAHPERD and mail this form to: Launa Moser Preston High School 151 E. 2nd S. Preston, ID 83263 IAHPERD Treasurer Register online at: www.idahoahperd.org