2015 Idaho Johperd by Elaine

SHAPE Idaho Journal of Health, Physical Education, Recreation, & Dance

IDAHOJOHPERD

Inclusion of Disabled Students in PE The Ninth Grade Transition A Step-by-Step Ankle Taping Tutorial

Fall, 2015

SHAPE Idaho Constitution Changes p. 15

Front Cover: The photo collage on the front cover of this issue is the same collage that was used on the first issue of this publication. The publication was originally titled Idaho JOHPER Athletics and was printed in 1973.

From the Editor

I would like to thank those who have made this journal possible this year! We have amazing people in this state who are passionate and work extremely hard to make good things happen. I hope you find this journal informative and useful! Any feedback is welcome. Elaine Foster

Submit to Idaho JOHPERD! The Idaho JOHPERD is an annual publication from the Society for Health and Physical Educators (SHAPE) Idaho. 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, 2016 to be considered for publication in the December 2016 Idaho JOHPERD. If you have any questions please contact Elaine via email. 1 1

SHAPE Idaho BOARD EXECUTIVE BOARD President Heather Van Mullem, Lewiston · hivanmullem@lcsc.edu Past President Heather Bachman, Meridian · Bachman.Heather@meridianschools.org President Elect Tyler Johnson, Boise · tylerjohnson6@boisestate.edu

BOARD REPRESENTATIVES Health Representative John Rutten-Turner, Boise · ruttenturner@yahoo.com Physical Education, Secondary Representative Kelly Stauffer, Middleton · kstauffer@msd134.org Physical Education, Elementary Representative Carol Hill, Twin Falls · HillCa@tfsd.org State Department of Education Representative Rhonda Heggan, Boise · rheggen@sde.Idaho.gov

BOARD EXTENSION Executive Director Vacant Business Manager Shawnae Somsen, Soda Springs · shawnaesomsen@yahoo.com

BOARD AT LARGE Dance Representative Christa Davis, Lewiston · cadavis@lcsc.edu District I Representative Shawn Lawler, Rathdrum · slawler@lakeland272.org District II Representative Philip Scruggs, Moscow · pwscruggs@uidaho.edu District III Representatives Michael Cummings, Meridian cummings.michael@meridianschools.org Shawn Patterson, Kuna SPatterson@kunaschools.org District IV Representative Vacant

District V Representative Vacant District VI Representative Connie Dunn, Sugar Salem cdunn@sugarsalem.com Journal Editor/ Historian Elaine Foster, Pocatello davielai@isu.edu Jump/Hoops for Heart Representative Paul Perotto, Boise paul.perotto@boiseschools.org

Society of Health & Physical Educators- Idaho

IDAHO JOHPERD Fall, 2015 ASSOCIATION NEWS

From the Editor………………………..…………………………..……………………….…………………………………………… 1 Letters from Idaho-AHPERD Presidents ..………………………………………………………………………………….. 5 2015 Conference Snapshots and Recap ..……………….….…………………….…..……………………………………… 8 2015 Awards……………………………………...……………………..…………………………….………………………………. 11 Changes to SHAPE Idaho Constitution & By-Laws……………………...VOTE!......................................... 15

ARTICLES Inclusion of Students with Disabilities in Physical Education Eric Issendorf & Brad Strand……………..…………………………….….………..……………….………………. 27 Core and Fitness Enhancement for Middle School Girls Diana Rosslerova, Grace Goc Karp, & Phillip W. Scruggs..……………………………………………… 35 Cooperative Activities for All: Brickworks Answers the Call Jessica Shawley…………………………………………………………….…………………………………………………… 38 Disordered Eating in Athletics: How to Identify & Help Those Athletes at Risk Dani Moffit………………………….….…………………………………………………………………………………….. 40 The Ninth Grade Transition Melissa Caudle.……………………..…………..…..………………………………………………………………………… 45 Understanding Diversity in Physical Activity: A Global Perspective of Post Traumatic Stress Disorder, Post-Concussive Disorder, and Chronic Pain Gerard G. Lyons & Scott G. Lyons………………………….…..…………………………………………………… 49 Inversion Ankle Sprain Garret Wood……………………………………..……………….………………………………………………………….. 55 A Step-by-Step Ankle Taping Tutorial Thomas Henrie & Jessica Kerns………………………………………….…………………………………….……. 56 Tchoukball: A Multi-Cultural Game that Emphasizes Teamwork & Respect Between Opponents Kathryn Wheeler…………………………………………….…………….……………………………………………….. 60

Coming soon: http://www.shapeidaho.org 4

Letter From the President Greetings from Lewiston, ID. Congratulations on the start of a new school year. I hope your fall semester is off to a great start! Please help me in extending a giant thank you to both Shawnae Somsen and Elaine Foster for a great 2015 conference at Idaho State University in Pocatello, ID. Attendees gained from their conference experience, learning new information, and reconnecting with peers from around the state. Change is underfoot. The organization recently approved a name change from the Idaho Association of Health, Physical Education, Recreation, and Dance (IAHPERD) to the Society of Health and Physical Educators-Idaho (SHAPE-Idaho). In addition, SHAPE-Idaho has undergone a board restructuring activity, adding positions in Health Education, Elementary Physical Education, and Secondary Physical Education. As you plan your professional activities for the upcoming year, please consider the following opportunities: • • •

•

Advocacy is crucial – get involved with SHAPE-Idaho’s efforts to advance our profession. Save the Date! The SHAPE-Idaho 2016 conference will be held on August 1-2, 2015 in Meridian, ID. Contact Heather Bachman, the Conference Coordinator, for more information. Apply for a grant through SHAPE-Idaho to help purchase equipment or further your professional development. Grant submissions are due by December 15, 2015. Contact Heather Van Mullem, the Grants Committee Chair, for more information. Share your work with the Idaho journal of Health, Physical Education, and Dance. You are doing amazing things in your classes. Share your ideas with your peers! Contact Journal Editor, Elaine Foster, for more information.

I am proud to serve as the President of SHAPE Idaho. I look forward to working with you this year. Heather Van Mullem, President, SHAPE Idaho

Message From the Past President Hello SHAPE Idaho! I want to say thank you to all of you for your support through our time of change. We are all lucky to live in this wonderful state and have so many wonderful teachers in our profession. For me, this year I have learned a lot about our professional organization and advocacy efforts around the nation. My hope is for all professionals and future professionals to gain an appreciation for the value and worth that SHAPE Idaho has. It seems that some of us think that SHAPE Idaho is “just” the convention. Well, it is so much more than that. We have partnerships with Jump Rope for Heart, Let’s Move Active Schools, and Fuel Up to Play 60. We offer professional development through clinics, workshops, and yes our state convention. We also offer grant opportunities, teacher of the year awards, and leadership opportunities. SHAPE Idaho provides newsletters, journals, and other resources. But most of all are a “voice” for you. amazing yearwe Idaho-AHPERD We can make all of these things possible through ourto membership had! I want thank you all and our for your time Iand dedication dedicated volunteers that choose to serve on the board. would encourage our to move our association membership to get the word out to others about our organization and encourage them to become members. The experience thatforward I havewith hadsobeing a part of SHAPE Idaho with the relationships that I have made and the knowledge in leadership and professional development is more that I could have hoped for. Thank you Idaho. Please don’t forget to mark your calendars for Oct. 6th & 7th 2016 in Meridian, Idaho for our state convention. Please pass the word. Sincere Regards, Heather Bachman Bachman.heather@westada.org

Message From the President Elect Assessment & Accountability in Physical Education As a teacher have you taken the time to consider these questions: What is the purpose of physical education? For what reasons do I teach physical education? Answers to these questions generally relate to at least one or a combination of the following areas pertaining to student learning and development:

• Improving skill and/or knowledge about physical activity • Increasing physical activity participation, fitness, and health • Developing character and social skills • Helping students to have fun and discover meaning in physical activity How would you prioritize these outcomes? Which is most important? Which is least important? The national and state (Idaho) content standards for physical education emphasize the importance of each of these outcomes. In other words, as teachers we are expected to help students achieve each of these outcomes as a result of their participation in our classes and programs. How are we doing? Do we know? Are we interested in knowing? How would we find out? Currently, we do not have assessment and accountability measures in place at the state level and oftentimes not at the district and school levels either. Do we like zero accountability? Or would some accountability be good for our profession? I invite you to send me an email (my email address is below) to share your opinion about increasing assessment and accountability efforts in Idaho. At the national level, there are many in the field calling for increased accountability in our profession. Please take the time to share with me your perspective regarding this issue. Tyler Johnson, Ph.D. President-Elect, SHAPE Idaho Associate Professor Department of Kinesiology Boise State University Tylerjohnson6@boisestate.edu 7

2015 Conference Recap The last Idaho-AHPERD Conference is in the books! Idaho State University in Pocatello was the host site of the 2015 conference. Many exciting presentations, exhibits, and activities took place. Joe McCarthy from Minnesota brought in some great insights to help us advocate for our profession. Former ISU football player, Gosh Gibbs, inspired us to believe in ourselves, our students and each other with his keynote. Presentations represented all areas in our profession. Dynamic dance, stick jumping, injury taping, and a trip as an astronaut were all experienced. A bonus day brought CPR and PAL training for those coming in early. The awards social honored the stars of our profession (see pp 11-13 for award recipients). The night was capped off with Spikeball, Hungry Human Hippo, and Slacklining. Our name was officially announced during the luncheon, SHAPE IDAHO! The name change was welcomed by everyone in attendance. We also had our official passing of the gavel as Heather Bachman passed it on to our current President, Heather Van Mullem. Amazing prizes were donated by so many sponsors. Many people were able to take something back to their schools, and everyone was able to take a new piece of learning back to their students! Thank you to all of those that helped make the conference a success. Idaho State University, Elaine Foster, Launa Moser, and the Idaho-AHPERD Executive Board...THANK YOU! Make plans to attend the SHAPE Idaho 2016 conference in Meridian next year! Shawnae Somsen

CONFERENCE

SNAPSHOTS

2015 SHAPE Idaho AWARDS

Elementary PE Teacher of the Year: Shawn Patterson Crimson Point Elementary, Kuna

Elementary PE Teacher of the Year: Jennifer Stoor Ponderosa Elementary, Meridian

High School PE Teacher of the Year: Kelly Stauffer Middleton High School, Middleton

Collegiate Educator of the Year: Dr. Dani Moffit Idaho State University

Athletic Director of the Year: Trent Derrick Lakeland High School, Rathdrum

Do you know an outstanding professional who serves a HPERD profession? Why not nominate him/her for a SHAPE Idaho award?! Just complete the nomination form found on our website or contact President-Elect, Tyler Johnson (tylerjohnson6@boisestate.edu). Award categories include: Elementary PE Teacher of the Year Middle School PE Teacher of the Year High School PE Teacher of the Year Adaptive PE Teacher of the Year (K-12) Health Educator Teacher of the Year (K-12) Dance Educator Teacher of the Year (K-12) Outstanding College Student of the Year Outstanding Collegiate Educator of the Year Athletic Director of the Year SHAPE Idaho Distinguished Service 12

American Heart Association Awards:

Jump Rope & Hoops for Heart

Jump Rope Top School Tom McGinnis, Hunter Elementary, Meridian Hoops Top School Meggan Perez, White Pine Intermediate, Burley Dual Event Top School Paul Perotto, Hidden Springs Elementary, Boise Rookie of the Year Ashley Holt, Lowell Elementary & Highlands Elementary

Above: Paul Perotto

Above: Ashley Holt

Are you interested in hosting a Hoops for Heart or Jump Rope for Heart event at your school? SHAPE Idaho is here to help! Contact Paul Perotto, SHAPE Idaho Jump/Hoops for Heart Representative (paul.perotto@boiseschools.org)

SHAPE Idahoâ&#x20AC;&#x2122;s 68th Annual Conference October 6-7, 2016 Meridian, ID

CHANGES to SHAPE Idaho’s Constitution & By-Laws **PLEASE VOTE-CLICK HERE** In the following pages you will find SHAPE Idaho’s Proposed Constitution and By-Laws. As a member of SHAPE Idaho, it is your obligation to review these documents, with the proposed changes, and either accept or reject the proposal. Please know that the changes have been made after much consideration and discussion by the SHAPE Idaho governing board, and we feel these changes are necessary for the best interest of our current and future membership. We appreciate you taking the time to review the changes and place your vote. Many of the revisions within this proposed constitution revolve around items that were approved by the membership within the last year. These changes include: • Association name change to Society of Heath and Physical Educators (SHAPE) Idaho • Governing Board Restructure: The governing board now consists of seven (7) voting members, two (2) board extension non-voting members, and nine (9) at-large, nonvoting members. Details regarding these positions are outlined in the constitution and in the operating codes for each position. Changes that need your approval are outlined in the table below or can be found in the Constitution & By-laws on pages 17-25. Current Language

Proposed Language

Location in Constitution & By-laws

Executive Board

Governing Board

Throughout both documents- changed when referring to the entire SHAPE Idaho board

Annual Fall Conference

Annual Conference

Throughout both documents

This constitution may be amended at any official meeting of the membership or by electronic mail.

This constitution may be amended at any official meeting of the membership or by mail (including electronic mail).

Constitution, Article IX, Section 1

The association shall publish the Idaho JOHPERD and may publish other materials as hereinafter provided.

The association shall publish a journal and may publish other materials as hereinafter provided.

Constitution, Article VII, Section 3

All amendments shall be published in the Idaho JOHPERD after such amendments are passed

All amendments shall be published in the association’s journal or newsletter after such amendments are passed.

Constitution, Article IX, Section 3

The fiscal year shall run from the Annual Fall Convention to the next Annual Fall Convention of the Association.

The fiscal year shall run on the calendar year beginning January 1 and ending December 31

By-laws, Article III, Section 5

Continued on next page…

Current Language

Proposed Language

The Executive Board meets three times a year: 1) Annual Fall Convention, 2) Winter, and 3) Spring/Summer. With the exception of the Fall Executive Board Meetings, meetings will be held in District 3 and all members from outside District 3 will receive travel expense money; the amount will be determined by the Executive Board each year in conjunction with approval of the annual budget.

The Governing Board shall meet at least three times a year with one meeting being held at the annual conference. At the discretion of the Governing Board, meetings may be held at one physical location or may be conducted using technological systems. With the exception of the board meetings held during the annual conference, all board members required to travel to the meetings will receive travel expense money; the amount will be determined by the Governing Board each year in conjunction with approval of the annual budget.

By Laws, Article III, Section 6

The association shall recognize meritorious Association Awards including:

The association shall recognize meritorious Association Awards which may include, but are not limited to:

By-Laws, Article X, Section 1

One award from each category may be given each year.

By-Laws, Article X, Section 1

SHAPE Idaho may have grant funding available.

By Laws, Article X, Section 2

IAHPERD has grant funding available.

Location in Constitution & By-laws

DONâ&#x20AC;&#x2122;T FORGET TO VOTE ON THESE CHANGES **CLICK HERE** Vote will close January 15, 2016

SHAPE Idaho Proposed Constitution Article I – Name Section 1. The name of this Association shall be Society of Health and Physical Educators Idaho (SHAPE Idaho). Section 2. The duration of the Association shall be perpetual. Article II – Purpose Section 1. The purpose of the Association shall be to provide professional growth and development through leadership, support, encouragement and guidance in health, physical education, leisure recreation, dance, fitness, and sport based upon the needs, interests and the inherent capacities of the individual in today’s society. Section 2. The purpose of the Association shall be to serve as a liaison for Association members by: • facilitating public and professional understanding and appreciation of the importance and value of health, physical education, leisure recreation, dance, fitness, and sport activities as they contribute toward human well-being. • encouraging and facilitating research in health, physical education, leisure recreation, dance, fitness, and sport; and disseminating the findings to members of the profession and other interested and concerned public.

• promoting continuous development and evaluation of standards and/or guidelines within the profession for personnel and programs in health, physical education, leisure recreation, dance, fitness, and sport. • coordinating and administering a planned program of professional, public and governmental relations that will improve health, physical education, leisure recreation, dance, fitness, and sport. Article III – Non –Profit Status Section 1. The Association shall not be operated for profit (except that the Association shall be authorized and empowered to pay reasonable compensation for services rendered and to make payments and distributions in furtherance of its purposes. Section 2. The Association shall not directly or indirectly participate in or intervene in any political campaign. Article IV – Membership Section 1. The Association shall consist of members as hereinafter provided. Article V – Organization Section 1. The Association shall consist of local regions based on geographical locations, and six divisions as hereinafter provided. Article VI – Government Section 1. The association shall be governed by an Executive Board; officers and committees as hereinafter provided. Section 2. The management of the Association shall be vested in the members thereof, pursuant to Section 30-314 © of the Idaho Code. Section 3. In accordance with provisions of the By-Laws of the Association, the Executive Board shall have the authority to conduct the

SHAPE Idaho Proposed Constitution continued business and affairs of the Association during the interim periods between Association meetings as hereinafter provided. Article VII – Publications Section 1. The association shall publish a journal and may publish other materials as hereinafter provided. Article VIII – Initial Registration Office/Agent Section 1. The principle office of the Association shall be located in the Len B. Jordan Office Building under the supervision of the State Coordinator of Health and Physical Education. Article IX – Amendments Section 1. This constitution may be amended at any official meetings of the membership or by mail (including electronic mail). An affirmative vote equal to twothirds of the members present at an official meeting or two-thirds of the total membership by mail or electronic vote shall be required for amendment. Section 2. Proposed amendments or changes to the Constitution and/or By-Laws shall be published in the associations Journal, newsletter, website or mail (including electronic mail) not later than 30 days prior to the vote at an official meeting or by electronic mail ballot. Section 3. All amendments shall be published in the association’s journal or newsletter after such amendments are passed.

SHAPE Idaho Proposed By-Laws The Mission of SHAPE Idaho is to provide professional growth and development through leadership, support, encouragement and guidance in health, physical education, leisure recreation, dance, fitness and sport based upon the needs, interests and the inherent capacities of the individual in today’s society. Article I – Membership Section 1. The membership of the Association shall consist of professional members, student members, emeritus members, institutional members and honorary members. Section 2. Professional members shall consist of persons professionally engaged or having any interest in any aspect of health, physical education, leisure recreation, dance, fitness, and sport or other allied professions. Section 3. Student members shall consist of full-time students in residence at professional and/or teacher-education institutions preparing for health, physical education, leisure recreation, dance, fitness, and sport or other allied professions. Section 4. Emeritus members shall consist of persons who have been a professional member in good standing for 20 years and have retired from fulltime professional

SHAPE Idaho Proposed By-Laws continued employment, or who have retired due to a disability. Application must be made to the Association in writing. Emeritus members shall be eligible, without dues, to participate in Association matters, and will receive the association’s journal with no cost. Section 5. Institutional members shall consists of colleges, universities, public and private schools, recreation departments, and other such institutions and agencies which have been granted such, upon approval of the Governing Board, provided no person is given any benefits of the Association and no membership card is issued. Section 6. Honorary members shall be persons outside the profession of health, physical education, leisure recreation, dance, fitness, and sport. Such persons must be nominated through the Governing Board and elected by the membership on the basis of unusual interest and meritorious service in these or closely related fields. Section 7. Professional members shall have the right to hold office, with student members having the right to hold the student representative office. Section 8. Annual dues shall be set by the Governing Board for the voting members and institutional members of the Association. Membership shall last for one calendar year. All members shall receive the association’s journal and all other publications. Section 9. Failure to pay dues for one year automatically drops a member from the rolls of the Association. Only members in good standing (dues paid) may vote or hold office in the Association.

Article II – Organization Section 1. The State shall be divided into six geographic districts coinciding with the districts of the Idaho High School Activities Association. The districts shall serve as a structure for representation from the local level on the Governing Board and shall provide a medium for conducting workshops and conferences with the Association and Idaho State Department of Education. Section 2. State conventions will be held in the region of the Immediate Past President, continuing on a rotating basis, with District 3-4 hosting every other year: (for example: Districts 1-2, 3-4, 5-6, 3-4, 1-2, etc.). Any deviation from this rotation may occur with the approval of the Governing Board. Article III – Government Section 1. The Governing Board shall consist of seven (7) voting members, two (2) board extension non-voting members, and nine (9) at-large, non-voting members. A majority of the voting Governing Board members must be present to constitute a quorum for the transaction of business (four voting members). All business items require twothirds passing vote. Section 2. An individual may not serve on the Governing Board in two capacities at the same time. Section 3. The Business Manager shall keep records of the Governing Board’s proceedings and shall be responsible for all financial business of the Association. The State Department of Education Representative shall maintain liaison with the Idaho State Department of Education. Section 4. All SHAPE Idaho (and IAHPERD) Past Presidents are invited to attend and participate in board meetings in an ex-officio capacity without voting or financial reimbursement privileges.

SHAPE Idaho Proposed By-Laws continued Section 5. The Governing Board shall be responsible for the finances of the Association by accepting a proposed budget for the year at the winter board meeting. The fiscal year shall run on the calendar year beginning January 1 and ending December 31. The Governing Board shall initiate and transact all business essential for the conduct of the Association as charged in Article VI (member’s constitution). The Board shall make an annual report to the membership assembly. Section 6. The Governing Board shall meet at least three times a year with one meeting being held at the annual conference. At the discretion of the Governing Board, meetings may be held at one physical location or may be conducted using technological systems. With the exception of the board meetings held during the annual conference, all board members required to travel to the meetings will receive travel expense money; the amount will be determined by the Governing Board each year in conjunction with approval of the annual budget. Article IV – Membership Assembly Section 1. The membership assembly shall consist of all voting members of the Association. Section 2. The membership assembly shall effect all changes in the constitution and bylaws; elect officers; initiate such business as it thinks desirable for the Association; accept action by a two-thirds vote of those present at an official Association meeting or by a two thirds mail or electronic mail vote. Section 3. The membership assembly shall meet at the time and place of the Annual Conference of the Association.

Section 4. Members may vote by proxy if the proxy is a voting member in good standing with the Association. The proxy must be authorized in writing by the member of the Association and approved by the Business Manager of the Association prior to the meeting. Proxies are not transferable. No person shall have more than one vote. Article V –Governing Board Section 1. The Executive Board shall consist of the President, President-Elect, and Immediate Past President. The Governing Board, voting members, shall consist of the Executive Board, Health Representative, Physical Education-Secondary Representative, Physical Education-Elementary Representative, and State Department of Education Representative. Non-voting board extension members shall include an Executive Director and Business Manager. Non-voting, at-large board members shall include a Representative from each of the six geographical districts, Journal/Newsletter Editor, Dance Representative, and JRFH/HFH Representative. Section 2. The President shall act as chair of the Membership Assembly and the Governing Board. The President shall appoint all members of committees. The President shall appoint annually an Auditing Committee to audit the books and the accounts of the Business Manager. The President shall act as presiding officer of the Annual Conference. Other duties of the President are identified in the SHAPE Idaho Operating Code for the President. Section 3. The President-Elect shall act for the President when absent and in case the office of the President is vacated shall become President for the unexpired term. The President-Elect will chair the Association Awards Committee. Other duties of the 20

SHAPE Idaho Proposed By-Laws continued President-Elect are identified in the SHAPE Idaho Operating Code for the PresidentElect. Section 4. The Immediate Past-President shall attend all association board meetings and lend continuity, guidance and experience to the President and Governing Board. The Immediate Past-President shall be chair of the Nominating Committee and the Conference Planning Committee. Other duties of the Past-President are identified in the SHAPE Idaho Operating Code for the Past-President. Section 5. The Business Manager shall keep a record of proceedings of the Association and shall be responsible for all financial activities of the Association, including generating various financial reports. The Business Manager shall serve a three year term. Additional consecutive terms may be allowed. The position is appointed by the Governing Board. Other duties of the Business Manager are identified in the SHAPE Idaho Operating Code for the Business Manager. Section 6. District Representatives shall be appointed by the Governing Board from each of the six districts and will hold office for three consecutive years. The District Representative will be the liaison between his/her district professionals and the Association. He/she will promote the Association, Jump Rope for Heart, and /or other promotional professional events in his/her district; assist in the collection of professional data from that district; and act in an advisory capacity to district members. Appointments shall be made to ensure that there is a representation of public schools, higher education and a parity of men and 21

women. Other duties of the District Representative are identified in the SHAPE Idaho Operating Code for the District Representative. Section 8. A Representative-Elect from each of the board positions shall be appointed by the Governing Board. The RepresentativeElect shall act for the Representative when absent and in case the position of the Representative is vacated shall become the Representative for the unexpired term. Section 10. The Journal/Newsletter Editor shall direct the collecting of materials and publication responsibilities of editing the associationâ&#x20AC;&#x2122;s Journal and Newsletter. The Journal/Newsletter Editor shall also serve as the Archivist-Historian for the organization and will maintain the archives of all records and activities of SHAPE Idaho. The Journal/Newsletter Editor shall serve a three year term. Additional consecutive terms may be served. The Journal/Newsletter Editor shall be appointed by the Governing Board. Other duties of the Journal/ Newsletter Editor are identified in the SHAPE Idaho Operating Code for the Journal /Newsletter Editor. Section 11. The State Department of Education Representative shall serve as liaison to SHAPE Idaho, school districts, Health and PE related organizations and coalitions to promote the SHAPE Idaho mission. The State Department of Education Representative shall serve a three year term. Additional consecutive terms may be allowed. Other duties of the State Department of Education Representative are identified in the SHAPE Idaho Operating Code for the State Department of Education Representative. Section 12. The Physical EducationSecondary Representative shall serve as liaison to SHAPE-Idaho and SHAPE America, work with the district representatives to

SHAPE Idaho Proposed By-Laws continued support secondary physical education, physical activity, and recreation within the secondary setting throughout the state. The Physical Education-Secondary Representative shall serve a three year term. Additional consecutive terms may be allowed. The Physical Education-Secondary Representative shall be appointed by the Governing Board. Other duties of the Physical Education-Secondary Representative are identified in the SHAPE-Idaho Operating Code for the Physical EducationSecondary Representative. Section 13. The Physical EducationElementary Representative shall serve as liaison to SHAPE-Idaho and SHAPE America, and work with the district representatives to support Elementary physical education, physical activity, and recreation within the Elementary setting throughout the state. The Physical Education-Elementary Representative shall serve a three year term. Additional consecutive terms may be allowed. The Physical Education-Elementary Representative shall be appointed by the Governing Board. Other duties of the Physical Education-Elementary Representative are identified in the SHAPE-Idaho Operating Code for the Physical EducationElementary Representative. Section 14. The Dance Representative shall act as liaison between SHAPE Idaho and SHAPE America. The Dance Representative shall serve a three year term. Service may include additional consecutive terms. The Dance Representative shall be appointed by the Governing Board. Other duties of the Dance Representative are identified in the SHAPE Idaho Operating Code for the Dance Representative.

Section 15. The Health Education Representative shall serve as liaison to SHAPE Idaho and SHAPE America, and work with the district representatives to support health education throughout the state. The Health Education Representative shall serve a three year term. Additional consecutive terms may be allowed. The Health Education Representative shall be appointed by the Governing Board. Other duties of the Health Education Representative are identified in the SHAPE Idaho Operating Code for the Health Representative. Section 17. The JRFH/HFH Representative shall organize, manage, and direct SHAPE Idaho involvement in JRFH/HFH activities and act as the primary liaison between SHAPE Idaho and AHA affiliates. The JRFH/HFH Representative shall serve a minimum of three years, subject to annual review. Additional consecutive terms may be allowed. The JRFH/HFH Representative shall be appointed by the Executive Board. Other duties of the JRFH/HFH Representative are identified in the SHAPE Idaho Operating Code for SHAPE Idaho Jump Rope/Hoops for Heart Coordinator. Section 18. SHAPE Idaho may hire/appoint an Executive Director who shall serve as a liaison between SHAPE Idaho and SHAPE America, create revenue for SHAPE Idaho, recruit members, assist with Jump Rope/Hoops for heart throughout the state, assist with conference planning, and complete other duties as assigned by the Governing Board. The Executive Director shall serve a three year term, subject to annual review. Additional consecutive terms may be allowed. Other duties and compensation particulars are identified in the SHAPE Idaho operating Codes for the SHAPE Idaho Executive Director. 22

SHAPE Idaho Proposed By-Laws continued Article VI – Election of Officers Section 1. The Officer Nominating Committee shall consist of the Immediate PastPresident, President, and President-Elect of the Association chaired by the Past President. The recommended slate of the presidential candidates shall be approved by the Governing Board during its Summer Board meeting. Section 2. The president-elect nominated in Section 1 shall be elected by secret ballot at the Annual Conference of the Association by the Membership Assembly or by electronic vote if needed. Article VII – Committees Section 1. The Association may have standing committees and presidential committees. Standing committees shall be constituted to perform continuing functions. Members of the presidential committees do not require approval of the Governing Board. Section 2. The standing committees shall consist of: Constitution and By Laws, Finance (Budget), Awards, Membership, Nominating, Jump Rope for Heart, and any other committee the Governing Board deems necessary. Section 3. Standing committees shall be appointed annually by the President and approved by the Governing Board. Consecutive terms shall be permitted upon approval of the Governing Board. Section 4. Presidential committees are indefinite in number and are appointed for relatively specific duties; short term duration.

Section 5. Members of standing committees and presidential committees shall be professional members of the Association in good standing. Section 6. All committee chairs shall make an annual written report to the President not later than thirty days before the Annual Conference of the Association.

Article VIII – Meetings Section 1. The Association shall conduct an Annual Conference as determined by the Governing Board. Section 2. Net income acquired by the Annual Conference shall be included with income from other sources and allocated as approved by the Governing Board. Section 3. Attendance at the Annual Conference shall be primarily for Association members who will pay the member registration rate. Guests may also attend the conference, but will be charged the guest registration rate. Registration fees will be determined by the Conference Manager. Article IX – Publications Section 1. The official publications of the Association shall be known as the Idaho JOHPERD and the SHAPE Idaho Newsletter. The Idaho JOHPERD is published once a year and the SHAPE Idaho newsletter shall be published and distributed at least once a year. All members shall receive a copy of both publications. Article X – Awards Section 1. The association shall recognize meritorious Association Awards which may include, but are not limited to: SHAPE Idaho Distinguished Service Award, SHAPE Idaho Outstanding Physical Education Professional for Elementary, Middle School and High

SHAPE Idaho Proposed By-Laws continued High School Teacher of the Year Award, SHAPE Idaho Outstanding Health Education Professional Award of Elementary, Middle School and High School, SHAPE Idaho Outstanding Dance Professional Award, SHAPE Idaho University/College Dance Professional of the Year, SHAPE Idaho Outstanding College/University Educator of the Year, SHAPE Idaho Outstanding Recreation Professional Award, SHAPE Idaho Outstanding Student Award, SHAPE Idaho Outstanding Athletic Director, and SHAPE Idaho Model School. One award from each category may be given each year. Section 2. SHAPE Idaho may have grant funding available. The number of grants is dependent on funding and resources. Applications must be received by the deadline set by the grants chair (the President) and Governing Board for review at the next board meeting. Recipients will be required to present at the following Annual Conference and/or submit an article for the current year journal. Section 3. Special project grants will be considered by the Governing Board as received. Special grant funds cannot be used for indirect costs. (I.E. administration, operational and facility costs.) Article XI - Rules of Order Section 1. Methods of procedure shall be in accordance with Robert’s Rules of Order Newly Revised. In case of conflict between this constitution and Robert’s Rules of Order Newly Revised, the former shall prevail. Article XII – Amendments Section 1. These By-Laws may be amended at any official Annual Conference (preferred) or by mail (including electronic mail). An

affirmative vote of two-thirds of the members voting shall be required for amendment. All amendments shall be published in the Journal of the association. Article XIII – Finances Section 1. Fiscal Year - the fiscal year shall extend from January 1 to December 31. Section 2. Disposal of Assets – Upon dissolution, all of the assets of the Association shall be turned over to such nonprofit organizations qualifying as exempt from federal tax under Section 501(c)(3) of the Internal Revenue Code of 1954 or any successor provision thereto as the then Board of Governors shall select. Section 3. Restriction on Activities. No part of the net earnings of the Association shall inure to the benefit of any member, sponsor, donor, creator, director, officer, employee, or without limitation, any other private individual or to the benefit of any corporation, organization, any part of the net earnings of which insure to the benefit of any private individual; provided, this shall not prevent the payment of reasonable compensation for services actually rendered to for the association. The Association shall not divert an part of its income or corpus to any member, sponsor, donor, creator, director, officer, employee; by lending any part of its income or corpus without the receipt of adequate security and a reasonable rate of interest; by paying any compensation in excess of reasonable allowance for salaries, or other compensation for personal services actually rendered; by making any purchase of security or other property for more than adequate consideration for money or money’s worth; by selling any substantial part of its securities of other property for less than adequate consideration for money or money’s worth; or by engaging in any 24

SHAPE Idaho Proposed By-Laws continued other transaction which either , directly or indirectly, results in such diversion of it income or corpus. The association shall not make any accumulation of its income, unreasonable in amount or duration, or use any income for purposes other than the objectives hereinbefore set forth or invest any income in any manner as to jeopardize the fulfillment or carrying out of its objectives. The association shall not devote a substantial portion of its activities to carry on propaganda or otherwise attempting to influence legislation, and in no event shall the Association engage in any legislative activities other than those in direct furtherance of the Associationâ&#x20AC;&#x2122;s stated objectives. The Association shall not participate in or intervene in any political campaign on behalf of any candidate for public office. In general the Association shall not act in any way or engage in any activity which might affect its right to full tax exemption or the right of donors to the Association to full tax deduction for their contribution to the Association, the Alliance shall be so operated as to be entitled to and receive all tax exemptions, federal or local, which may form time to time be granted to charitable, scientific, or educational associations of foundations. No part of the net earnings of the Association shall be used for the benefit of, or to the advantage of any member, sponsor, donor, creator, trustee, officer, employee, or without limitations, any other private individual. No part of the net earnings shall be used for the benefit of any corporation or 25

organization in which any private individual might benefit, or in which a substantial part of the activities of such corporation or organization Is the carrying on of propaganda or otherwise attempting to influence legislation, provided that this restriction shall not prevent payment of reasonable compensation for services actually rendered to of for the Association in effecting it purpose. Section 4. The proposed annual operating budget for the upcoming fiscal shall be prepared by the President and submitted to the Governing Board for review and action at the first board meeting of the year. Section 5. A report of the status of the current fiscal year operation budget shall be prepared by the Business Manager and submitted at each board meeting. Section 6. Members of the Governing Board and individuals in other appointed positions shall carry out their assigned responsibilities in accordance with the General Finance Guidelines and approved budget allocations. Section 7. All authorized expenses of the Governing Board will be paid in a timely manner by the Business Manager in accordance with the General Finance Guidelines and approved budget allocations.

Inclusion of Students with Disabilities in Physical Education Eric Issendorf, MS

Teacher, Fargo Public Schools Fargo, ND

Brad Strand, Ph.D. Professor, North Dakota State University Fargo, ND

Being physically active can improve an individual’s health and wellness, social benefits,

and learning function in the classroom (Fridlund, Kristen & Patriksson, 2002). These benefits do not just apply to the regular child, but also to those who may have special needs. Participation of children with special needs can depend on a teacher’s experience, social issues, and accessibility within their school environment (Fridlund, Kristen & Patriksson, 2002). It is important that those with disabilities, or special needs, are allowed to be physically active through physical education classes and other recreational opportunities. For a better understanding, it is important to identify what constitutes individuals with disability or special needs. According to the Individuals with Disabilities Education Improvement Act (2004), a ‘child with a disability’ is defined as a child: with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairment (including blindness), serious emotional disturbance (referred to in this title as ‘emotional disturbance’), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and who, by reason thereof, needs special education and related services. 27

By definition, it is apparent that disability can involve a wide range of functions or handicaps, and provide different challenges for an individual(s) and their teacher(s). Sometimes classes may include one person with a disability or many with differing special needs. This scenario can pose a challenge to any teacher within a regular classroom setting, but in a non-traditional classroom, such as a gymnasium or outdoor play area, the challenges can be even greater. Within a regular physical education setting, physical education teachers may deal with a variety of different challenges, from developing units and lessons that provide students with lifelong skills for future physical activity, to working with students with differing skill sets, or dealing with a variety of social and behavioral issues within the classroom setting. Those dilemmas can be intensified with the ‘inclusion’ of children who have been identified with a disability, or in some cases, multiple disabilities. Inclusion, by definition, is “an instructional methodology based on educating children with disabilities and without disabilities in the same classroom environment” (http://www. education.com). This method has been established to comply with the requirements of the Rehabilitation Act of 1973, which protects the rights of disabled individuals who provide programs and activities that receive federal funds. It also states that ‘free appropriate public education’ (FAPE) is provided to each qualified person with a

…in a non-traditional classroom, such as a gymnasium or outdoor play area, the challenges can be even greater.

disability regardless of its nature or its severity (U.S. Department of Education, 2010). As physical educators, it is important to recognize the need for quality instruction, planning, equipment, and differentiation for all students, especially for those with special needs. Bailey, Cooke, Morley & Tan (2005) indicated the need for practically orientated inclusive modules and/or professional development for physical education teachers to build confidence in their abilities of inclusion, while creating a more positive environment and experience for special needs and regular students. It has been shown that building social ties between students, with and without disabilities, can improve understanding and relationships later in life, and strengthen feelings of control over life events (Greer & Taub, 2000). It is also crucial for physical educators to teach students, with or without special needs, the benefits of learning skills, fitness concepts, and health related activities for life-long benefits and rewards. 28

The purpose of this paper is to provide a short review on the topic of inclusion that includes the teachers’ perspective of inclusion, the social benefits of inclusion, and adjustments for inclusion. The later part of the paper provides an application. Teacher Perspectives of Inclusion If physical education teachers have concerns about inclusive practices, it can be assumed that a lack of training, education, and experience may have a major impact on teachers’ perspectives. Bailey, Cooke, Morley & Tan (2005) suggested that teachers may lack the knowledge to adapt activities for students with disabilities, which could lead to a lack of confidence by teachers. They stated that initial teacher training and professional development continuation was necessary in order to effectively work with students who have disabilities. Kokaridas, Papadopoulou, Papanikolaou and Patsiaouras (2004) attributed a lack of skills, when handling the needs of students with disabilities and that the promotion of inclusion, depends on the perceived level of knowledge. However, physical education teachers were willing to increase their knowledge base was encouraging, knowing that it is necessary in order to provide better instructional practices for those with special needs. To become effective physical education teachers and to have positive attitudes when teaching in an inclusive environment, it seems critical to have 29

some prior training and education. Hardin (2005) found three themes, in regards to effective inclusion practices, during a study involving beginning physical education teacher’s perspectives on inclusion in the physical education classroom: 1) the need of developing experience in relation to individuals with special needs, 2) other teacher examples and collaboration, and 3) adapted course work taken during undergraduate studies. In a study involving physical education majors, Hodge & Jansma (2000) showed that student’s with prior experiences and newly acquired knowledge exhibited better attitudes toward teaching special needs students. These results are comparable to those found when similar questions were asked of regular classroom teachers. Stoler (1992) found teachers who had prior special education instructtion displayed more positive perceptions than those who did not have any prior instruction and that in-service training provided more positive attitudes toward inclusion. Although there were limitations to all three studies, it can be fair to assume that prior experience and education relating to individuals with special needs helps to provide positive experiences and perceptions of physical education teachers. Social Benefits of Inclusion The concept of inclusion stems from providing children with special needs the same opportunities as children without special needs. Giving special needs kids

the opportunity to form friendships and develop social identity are important elements of the inclusion model. Physical education can be used as a vehicle to promote such interactions among students with or without special needs. After interviewing 21 boys and girls with physical disabilities, Greer & Taub (2000) found physical activity provided an environment that engages childhood experiences for children with disabilities and enhanced social abilities through perceptions of competence and selfenhancement. It can also be assumed that non-disabled children benefit from this experience as well. Impressions through participation in common activities helped children with special needs feel like typical children and allowed them to exhibit physical abilities to other classmates. Additionally, multiple advantages to participation in sports can yield getting new friends, becoming someone among peers, and having fun (Fridlund, Kristen & Patriksson, 2002). It should be noted that negative social experiences may exist within an inclusive school environment, such as â&#x20AC;&#x153;loneliness and exclusion, of being a curiosity, and of not being made to feel welcomeâ&#x20AC;? (Clarke & Curtin, 2005). Researchers also reported that some children with disabilities experienced exclusion from participation and/or negative comments from some nondisabled students (Greer & Taub, 2000) and that physical differences can produce bullying of students with disabilities, but also provide opportunit-

ies to prove they are capable of physical tasks like other peers (Brittain, 2010). Adjustments for Inclusion In a study conducted by Bailey, Cooke, Morley & Tan (2005), physical education teachers felt inclusion was a progression to an ultimate target and extra teacher planning was needed for inclusion to be achieved. There was a general consensus among the participating physical education teachers that there was a need to adjust curriculum delivery, make appropriate activity changes, and provide differentiation within lessons. If such considerations are made, it may be assumed that participation experiences for special needs students would improve. Smith (2004), however, reported that teachers felt that full inclusion was difficult in some team activities based on the type of disability individuals may have and the requirement of the activity or game. Physical education teachers must also take into consideration the type of equipment needed for those with disabilities and access to facilities (Bailey, Cooke, Morley & Tan, 2005). Erlich, Fejgin, & Talmor (2005) stated that equipment and facility availability make inclusion a more difficult issue. If not adequately provided, the considerations of safety, teaching methods, and activity options are more challenging. Administrators and teachers must consider these needs when factoring facilities and ordering of equipment, which may lead to adjustments in budgets or requests for additional funding. 30

Application When reviewing the topic of inclusion, three common outcomes presented themselves: teachers’ perceptions of inclusive practices, the benefits all students received from the inclusive environments, and the modifications or adjustments which were needed to provide the best opportunities and environment within the physical education experience.

Four key areas when modifying physical education instruction for students with disabilities: 1. The organization of the general physical education class 2. The social environment 3. Equipment modifications and considerations 4. Personnel providing support

Through the readings, it was found that most teachers believed that inclusion was good for all involved, but that most teachers’ knowledge and experience with special needs students was not sufficient enough to provide positive outcomes. Many teachers mentioned the need for more education or professional development to become comfortable with the practice of inclusion. This information was valuable to me, because it correlated with my own needs to provide a better overall experience in an inclusive setting. Through this discovery, a position statement Babcock, Piletic, & Tripp (2004) provided the writer with excellent information that applied to my teaching practices. The statement provided four key areas when modifying physical education instruction for students with disabilities; the organization of the general physical education class, the social environment, equipment modifications and considerations, and any personnel providing support. I will explain the concepts presented and provide examples for the latter three areas. First, the importance of creating a positive

social environment within a physical education environment is critical for inclusive success. If students are able to meaningfully participate in physical activity it allows students to have personal success. Teachers must foster and be mindful of the social environment to protect individuals from exclusion or rejection. Examples of creating a positive social environment consist of modifying what is taught (curriculum) or how it is taught (instructional) by creating small groups for collaboration, which allows for better understanding for all individuals within the group. Second, the use of equipment depends on a variety of different factors, such as: the activity, the facility, and the student. Being creative with equipment and considering the size, color, and function can provide all students with a better overall experience. For example, using a beach ball instead of a regular volleyball will allow students to have more success and fun during a volleyball unit or game. Finally, working with other professionals within the school or community provides important collaboration and a ‘community of support’ that can enhance inclusion

practices. Personnel can include other students, aides, therapists, teaching partners, and/or administrators. By applying this information to my teaching and instructional practices, I try to create a positive environment that allows all individuals to actively participate in physical activity. I also realize that inclusion is a ‘process’ that is ever-changing and depends on many factors. It is also important that I continue to learn and apply new concepts and methods for professional growth and understanding. Barriers and Facilitators One of the major barriers that I have experienced, not only for the subject of inclusion, is the fact that our school only has one gymnasium, which is relatively small compared to others within our district based on the number of students. This limited space has forced us (my coteacher and me) to have double-classes. Thankfully, our principal has arranged the schedule to accommodate the same grade-level for each period to eliminate some of the safety concerns. However, the class sizes (when combined) are in excess of 40 students, which make for a very crowded and loud play area. This type of atmosphere and environment can have an impact on regular students and even more significant impact on those with special needs. Those who are physically disabled (whether hearingimpaired or physically-handicapped) have a difficult time hearing instructions or cues, or changing directions and

avoiding collisions with other students. Those who have emotional or behavioral challenges can feel over stimulated by excessive noise and motion, this environment does not allow for ideal structure needed to maintain good behavior, and sometimes students are faced with personal space conflict with other students. These issues can have a huge impact on the experiences that individuals with special needs have in our schools physical education program. To overcome this unfortunate situation, we (my co-teacher and I) have developed a routine to help provide structure to all students when participating on their physical education days. The structure consists of a warm-up, a student lead dynamic stretch routine, followed by the lesson/activity, and ended with a student lead cool-down stretch. This consistency allows all students, especially those with emotional or behavioral challenges, awareness of what is to be expected from day-to-day. There are also rules, such as no screaming, that help keep unnecessary noise issues to a minimum. Outcomes and Assessment To provide a comprehensive plan for inclusion, it is imperative that I have a tool to use to assess my inclusive physical education environment. Babcock, Piletic, & Tripp (2004) provide four ‘principles of inclusion’ to help evaluate the inclusive environment of my program; they consist of social justice, equal opportunity, non-categorization, and non-segregation.

First, the principle of social justice allows all individuals to have equal value and rights to services and materials presented. Next, equal opportunity is the right to equal treatment, choices, and the ability to take risks. Discrimination is not tolerated and rules that exist cannot be biased in any way. Third, noncategorization places an emphasis on the fact that no one person is the same and that everyone should understand that individual differences exist. Finally, nonsegregation enforces the need for contact with people from a variety of different backgrounds, which helps people understand differences and provides greater awareness when making choices. These principles provide insight that can be used to constantly assess and revise my physical education program, so that I may provide an inclusive environment that fosters success for all students. With continued practice and professional development in inclusive physical education, it is my goal to give all students the best possible physical activity that will prepare them to lead a life-style full of physical fitness, while providing an increased social significance within the school and physical education environment, and foster an improved psychological wellbeing. As a teacher, I always strive for my students to have the best opportunities that will help set them up for a lifetime of success and achievement. Inclusion of students with special needs in physical education is a very rewarding experience for all involved if certain 33

experience and knowledge exists, social aspects are considered and adjustments are made by all stake-holders. By understanding the positive and negative effects of inclusion in the physical education environment, it is easier to foster the positive relationships and proactively inhibit the negative experiences. References Babcock, G., Piletic, C., & Tripp, A. (2004). Including students with disabilities in physical education. American Association for Active Lifestyles and Fitness, 1-19. Bailey, R., Cooke, B., Morley D., & Tan, J. (2005). Inclusive physical education: Teacherâ&#x20AC;&#x2122;s views of including pupils with special educational needs and/or disabilities in physical education. European Physical Education Review, 1(1), 84-107. doi:10.1177/1356336X05049826 Brittain, I. (2004). The role of schools in constructing self-perceptions of sport and physical education in relation to people with disabilities. Sport, Education and Society, 9(1), 75-94. Clarke, G. & Curtin, M. (2005). Listening to young people with physical disabilities experiences of education. International Journal of Disability, Development and Education, 52(3), 195-214. Erlich, I., Fejgin, N., & Talmor, R. (2005). Inclusion and burnout in physical education. European Physical Education Review, 11(1), 2950. doi:10.1177/1356336X05049823 Free Appropriate Public Education under Section 504. (n.d.). U.S. Department of Education. Retrieved from http://www2.ed.gov/about/off ices/list/ocr/docs/edlite-FAPE504.html Fridlund, B., Kristen, L., & Patriksson, G. (2002). Conceptions of children and adolescents with physical disabilities about their participation in a sports programme. European Physical Education Review, 8(2), 139-156. Continued on next pageâ&#x20AC;Ś

Greer, K.R., & Taub, D.E. (2000). Physical activity as a normalizing experience for school-age children with physical disabilities: Implications for legitimation of social identity and enhancement of social ties. Journal of Sport and Social Issues, 24(4), 395-414. doi:10.1177/0193723500244007 Hardin, B. (2005). Physical education teachersâ&#x20AC;&#x2122; reflections and preparation for inclusion. Physical Educator, 62(1), 44-56. Hodge, S.R., & Jansma, P. (2000). Physical education majorsâ&#x20AC;&#x2122; attitudes toward teaching students with disabilities. Teacher Education

and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children, 23(3), 211-224. doi:10.1177/088840640002300304

Kokaridas, D.,Papadopoulou, D., Papanikolaou, Z., & Patsiaouras, A. (2004). Attitudes of Greek physical education teachers toward inclusion of students with disabilities. International Journal of Special Education, 19(2), 104-111. Public Law 108-446. (n.d.). U.S. Copyright Office. Retrieved from http://www.copyright. gov/legislation/pl108-446.html Smith, A. (2004). The inclusion of pupils with special educational needs in secondary school physical education. Physical Education and Sport Pedagogy, 9(1), 37-54. Stoler, R.D. (1992). Perceptions of regular education teachers toward inclusion of all handicapped students in their classrooms. Clearinghouse, 66(1), 60.

Inclusion | Definition. (n.d.). Education.com |

An Education & Child Development Site for Parents | Parenting & Educational Resource. Retrieved from http://www.education.com /definition/inclusion/

Core and Fitness Enhancement for Middle School Girls Diana Rosslerova, M.Ed., Grace Goc Karp, Ph.D., and Philip W. Scruggs, Ph.D. University of Idaho, Department of Movement Sciences Abstract A total of 83 eighth grade girls enrolled in one of two female only PE classes. One class, control group, participated in high activity fitness instruction; the other class participated in a core enhancement intervention three times a week. Pre and post fitness and core data were compared via paired t tests. Alpha was set at .05. It is unknown whether the improvement in fitness was due to maturation, parent involvement, in-class physical activity participation, high intensity fitness activity, or outside of school physical activity participation. However, the post survey indicated that 71% of both groups improved in terms of muscular strength, muscular endurance and cardiovascular fitness (p < .05). It is unknown whether the improvement in fitness was due to maturation, parent involvement, in-class physical activity participation, high intensity fitness activity, or outside of school physical activity participation. However, the post survey indicated that 71% of both groups improved in terms of muscular strength, muscular endurance and cardiovascular fitness (p < .05). The purpose of this study was to determine what impact a five week core strength program had on fitness performance of female students in PE. Background Little is known in relation to middle school girlsâ&#x20AC;&#x2122; performance in physical education (PE) (Balaji & Murugavel, 2013). The most important factors for females are to improve bone and soft tissue, increase metabolic rate and improve self-esteem and confidence (Ebben & Jensen, 1998). It is also pertinent to make sure an exercise program should not focus solely on core training but involve other aspects of strength and conditioning which provide the most benefits to the participant (McNamara, 2008). Meyers (2010) uses a core stability program for her students which utilize dynamic, static and medicine ball type strengthening exercises (Meyers,2010). Women should strength train in the same ways as men, using the same program design, exercises, intensities, and volumes, relative to their body size and level of strength (Ebben & Jensen, 1998). 35

Purpose The underlying purpose of this research was to introduce female middle school students to dynamic, static and medicine ball strength training that can improve core strength and fitness in general. This study examined the impact of a core intervention on fitness performance of female middle school students. Methods Participants - Eighty three eight grade middle school female students participated in the study. Procedures - Fifth period class (the high intensity fitness group) performed high impact activities three times a week for a duration of thirty minutes for five weeks. Seventh period class (the core strength intervention group) performed core intervention strength exercises three times a week for a duration of thirty minutes for five weeks of class time. Data Collection and Analysis - Student perceptions about core strength performance was collected via surveys. Fitness performance data were collected through log sheets and Fitness testing. Descriptive statistics were used to analyze pre and post survey responses, log sheets and fitness performance data. Results Pre Survey Questions Results

Period 5 – Control Group (48 students)

Period 7- Core Enhancement Group (49 students)

Q1. What part of your core (back, abdominals, or hips) do you feel is the strongest in your body? Circle all that apply. (Back, Abdominal, Hips) Q2. What part of you core (back, abdominals, or hips) do you feel is the weakest in your body? Circle all that apply. (Back, Abdominal, Hips) Q3. Which part of the Meridian fitness test (mile run, shuttle run, v-sit, sit ups, push ups, or flexed arm hang) do you think you will improve the most? Circle all that apply. (mile run, shuttle run, v-sit, sit ups, push ups, flexed arm hang

Back - 33% Hips- 50% Abdominals- 48% Back – 40% Hips- 40% Abdominals- 42% Mile – 58% V-sit -1% Flexed Arm Hang- 1% Curl Ups- 10% Rt. Push ups- 10% Shuttle – 42%

Back -35% Hips- 31% Abdominals-39% Back – 35% Hips- 33% Abdominals- 47% Mile – 47% V-sit- 1% Flexed Arm Hang- 10% Curl Ups- 0.04% Rt. Push ups- 0.06% Shuttle – 39%

Post Survey Questions Results

Period 5 – Control Group (48 students)

Period 7- Core Enhancement Group (49 students)

Q1. Do you feel that your core is stronger after the five week of core strength training program? Circle One. (Yes or No) Q2. In which area, did you see the most improvement in after the five weeks of training? Circle all that apply. (Muscular Strength, Muscular Endurance, Flexibility and Cardiovascular Endurance)

Yes – 71% No- 29%

Muscular Strength- 54% Muscular Endurance- 42% Flexibility- 62% Cardio- 37%

Muscular Strength- 45% Muscular Endurance- 43% Flexibility- 49% Cardio- 37% 36

Conclusions and Recommendations In most females muscular strength increased during this study. Students from both groups (71%) indicated that they felt like their fitness and core strength improved over the course of five weeks. The results indicate that both the high fitness intervention and core strength intervention helped improve flexibility, muscular strength and muscular endurance but the contributing factors could also be motivation, maturation, after school activities and others that have contributed in the development of the students. In future studies, (a) the psychological aspects (motivation, selfâ&#x20AC;&#x201C; esteem, etc.) should be evaluated more closely to give a more wellâ&#x20AC;&#x201C; rounded analysis of the improvement and (b) the intervention should take place over a year with pre, mid and post testing to better examine fitness changes and impact on core strength. Acknowledgements and References This study was conducted as a partial requirement for completing the MED degree. Thank you to Lake Hazel Middle School, the students of LHMS and the West Ada School District in making this research possible. Balaji, E., & Murugavel, K. Motor Fitness Parameters Response to Core Strength Training on Handball Players. International Journal for Life Science and Educational Research , 1, 76-80. Ebben, W. P., & Jensen, R. L. (1998) Strength Training for Women: Debunking Myths That Block Opportunity. The Physician and Sports Medicine, 26, 1-8.

McNamara, J. (2008). Building an exercise program that includes core training. National Strength and Conditioning Association Performance Training Journal , Retrieved from http://www.nsca.com/Education/Articles/Building-anExercise-Program-that-Includes-Core-Training/ Myers, E. (2010, April 22). Core training programme [Online forum comment]. Retrieved from http://www.pescholar.com/wp-content/uploads/2012/04/Core-Training-Programme.pdf

Brickworks Answers the Call

Jessica Shawley, M.Ed., NBPTS

Moscow Middle School SHAPE America National Teacher of the Year hen someone told me I could use this set of foam bricks for teambuilding and W motor skills development I chuckled to myself inside with a bit of disbelief yet was intrigued by the level of excitement portrayed by the teacher sharing her story. With that I attended a workshop session at a regional Physical Education conference on â&#x20AC;&#x153;Brickworksâ&#x20AC;? and saw the teacher was right. I immediately knew what my next IAHPERD grant would encompass.

Thanks to the IAHPERD Grant Program, I purchased two sets of Brickworks for use in our Middle School Physical Education Program. Brickworks is a set of 100 etha-foam bricks that are durable and safe. They are black and white and the set comes with a storage bag and activity guide. The Brickworks activity guide that is divided into several sections: construction, manipulative and locomotor activities, as well as task-oriented and foot-skill activities. Most activities are geared to partners or teams, but there are also those for individual challenge. 38

Activities are designed to “provide an opportunity to enhance the art of cooperation and instill problem-solving capabilities through the various activities” (Brickworks manual). Taking from the activity guide, I developed a progression of single “toss and catch” activities, then went into partner “juggling” activities of toss, catch, and creative movements. I then went into small groups and large group challenges. It was a wonderful addition to my cooperative emphasis I try to do in the winter that complements a movement and dance unit. This was the first time I have used Brickworks and I can see using it in several other ways and has great application for K-8 levels, and for adapted physical education. Other adaptations include using the bricks for targets, bowling pins, “Jenga”, coordination/ juggling, creating patterns, and integrating movement and music.

In the end, using Brickworks brought a new and innovative touch to my cooperative, teambuilding and movement lessons. Students were able to apply their own creativity in creating patterns, improving coordination and cooperating with their peers. It is fun, simple, and could be used for short terms lessons that supplement an overall larger unit or be a stand-alone progression of activities.

Thank you to our association for providing the IAHPERD Grant Program. It has helped enhance my program and improve my teaching!

Continuing the conversation: What are some activities that you do that also hit on some of these same principles? Share your ideas on Twitter using #SHAPEIdaho #physed @SHAPEIdaho @JessicaShawley

Dani Moffit, Ph.D., LAT, ATC Idaho State University

Disordered Eating in Athletics: How to Identify and Help Those Athletes at Risk Disordered eating in athletes is characterized by an entire spectrum of abnormal eating and weight control behaviors and attitudes (Bonci et al., 2008). The prevalence of disordered eating have ranged as high as 62% and 33% among female and male athletes, respectively, though the lack of standardized assessment tools and/or definitions make it difficult to quantify (Bonci et al., 2008). The maladaptive continuum of issues can range from concerns about body weight and shape to poor nutrition to binge eating to extreme weight control methods including use of laxatives, diuretics, and diet pills, as well as fasting, purging, and extreme exercise (Bonci et al., 2008). There are currently three eating disorders with definite classification, or are “clinically diagnosable”: anorexia nervosa, bulimia nervosa, and eating disorder – not otherwise specified (Anderson & Petrie, 2012). Although these disorders are of great concern for coaches, parents, and teachers, recognizing the sub-clinical conditions (some symptoms but not sufficient to warrant a clinical diagnosis) helps overcome the barrier to early detection (Anderson & Petrie, 2012). Considering that twenty years ago anorexia

nervosa was seen in 1 male for every 15 females, but today in the general population it is 1 male for every 4 females, and in athletics, 1 male to every 2 females, we have something with which to be concerned (Goltz et al., 2013). There are sports that are more susceptible to athletes with issues: a) those in which low body weight or physique is important for optimizing performance; b) those with subjective evaluation and in which aesthetic ideals coexist; and c) those where body weight classifications apply (Bonci et al., 2008). However, it’s important to remember to be suspicious across all sports. Athletes perceptions are often skewed from the requirement of their sport, specializing in a sport may happen before the body type/weight becomes defined (a 6’4”, 300-lb football player wants to be a receiver, rather than a lineman), and pressure from socio-cultural ideals or family expectations may alter an athlete’s way of thinking (Bonci et al., 2008; ArthurCameselle & Baltzell, 2012). Additionally, keep in mind that in female athletes, focus tends to be on thinness and appearance, whereas in male athletes, it’s typically leanness, strength, and muscularity (DiPasquale & Petrie, 2013). 40

Both can contribute to eating practices that are considered unhealthy. Coaching practices that can contribute to onset of disordered eating includes: a) telling athletes they should lose weight without providing proper nutritional guidance; b) telling athletes they will perform better or get better scores if they are leaner; c) ridiculing an athlete or making comments about his or her weight or body composition; d) daily weigh-ins; e) assigning unrealistic weight goals; and/or f) overemphasizing weight or percent body fat (Bonci et al., 2008). Pressure from society or parents, coaches valuing performance over health, and personality characteristics can exacerbate any initial issue (Arthur-Cameselle & Beltzell, 2012). What Do I Look For? As a coach or teacher, you will probably spend more time with an athlete than his or her family and as an advocate for that athlete you have a responsibility to keep him or her healthy. Of great importance is to learn how to recognize a problem sooner rather than later. An abbreviated list of signs and symptoms for eating disorders is presented below (Selby & Reel, 2011). A more comprehensive list can be found at www.nationaleatingdisorders.org (National Eating Disorders Association, 2010).

Changes in Mood, personality, or other behaviors

Dramatic shifts in personality, unusual mood swings, or atypical behavior may be a signal for concern. As a coach or a teacher, you have developed a relationship with your student-athlete; you may be the person who best notices the changes.

Emphasis on body image

An individual making comments about his or her body, especially in comparison with others’ bodies, may be struggling with body image. Those who are willing to do “whatever it takes” in order to meet the perceived ideal body may be at risk.

Focus on food and eating that is different from others

Individuals struggling with food issues may demonstrate a food focus different from others. For example, they may very strict about what food goes into their body, how many times they chew each bite, or how the food is arranged on the plate. They may also adopt “food rules” that border on extreme as compared to their peers.

Extremes in eating

Eating excessively or eating very little; both can be a concern. It may be normal for a football lineman to eat high amounts of food, but it can be a problem if it’s binge-eating, rather than eating for fuel. The undereating can be problematic and create downward spiral: too little food means too little fuel. Too little fuel results in performances suffering, increased chance for injury, or more serious consequences such as loss of bone density and menstrual irregularities in females.

Strong need to feel in control

Loss of control creates stress for some individuals. One way of coping and creating a sense of control of self and surroundings is to control the amount of and when food is consumed.

Additional stressors

Pathogenic eating disorders may lead to an eating disorder simply because of stressors outside of the individual’s control. Issues such as family-related death or illness, divorce, poor grades, or injury may exacerbate an eating disorder that has already developed.

What if I Suspect an Athlete has an Eating Disorder? Any suspicion that an athlete is struggling with an eating disorder should be taken seriously. It’s your responsibility to act as an advocate for that individual and ignoring the signs and/or symptoms can lead to serious medical or psychological problems and even death. The following guidelines are recommended when approaching an individual who may need your help (Selby & Reel, 2011):

1. Choose somewhere private. Respect the privacy of your athlete. Your conversation

should not be public, regardless of whether or not there is an eating disorder. Be prepared to approach the athlete with sensitivity and respect while adhering to disclosure requirements regarding confidentiality (Bonci et al., 2008). You need to expect denial, anger, and/or resistance during the initial discussion (Bonci, et al., 2008).

2. Whenever possible avoid using the term “eating disorder”. Unless you are a

professional licensed and trained to do so, you cannot diagnose the eating disorder. Using that terminology may immediately place the individual on the defensive, shutting down any opportunity to speak with him or her honestly. Indicate specific observations or concerns (Bonci et al., 2008). Starting the conversation with a simple, “I’m really worried about you. You seem distracted and your energy is lower than it used to be. Is there something I can do?” may be enough to show you care and allow the athlete to feel comfortable enough to discuss concerns.

3. Consistently convey your concern for your athlete with specific examples – be a broken record if you have to. You’ve avoided the label “eating disorder” so you now are able to focus on how worried you are and how you want to help. It’s important to be specific in your examples – not only are you worried, but you’re worried that grades are starting to slip, that practices are not as strong as they used to be, or that performance is lacking. Offering another person for the individual to talk to is important. Teachers and coaches are not trained to treat eating disorders, nor should they try to. Involving a counselor at school or another health care professional is paramount. The parents should also be involved, though that is something that should be done with care.

4. Have a list of referrals ready. Know who you need to talk to at your institution or

school. If it’s not a counselor, it may be the school nurse. Include this person in your discussions so he or she is ready for a consultation and/or timely referral when the time comes (Bonci et al., 2008).

5. Support the treatment recommendations. Knowing your athlete is struggling with

something serious can be difficult. Depending on the severity of the disorder, the athlete may not be allowed to practice or compete. This is a time to be extremely supportive, especially if you were the person who started the discussion regarding the eating disorder. Benching an athlete may increase the feelings of isolation he or she already feels, so keeping the athlete involved with the team at any level will help maintain a connection. A level of vigilance for follow-through is paramount (Bonci et al., 2008). Not only may you need to persuade an athlete to submit to an initial medical evaluation, but you may need to convince that individual to follow through with treatment required/recommended (Bonci et al., 2008).

6. Can I make a student or athlete get treatment? Laws vary by state. If the child is a minor

the parents/legal guardian will likely have final authority as to treatment for the child. It will be important to be sure the parents know your concerns for the child and be sensitive to the potential for blame to be placed on you (“If you hadn’t pressured her to jump higher” or “You work your athletes too hard; what do you expect from them?”). Offer to keep the athlete involved with a voice so he or she feels valued.

In an article by Arthur-Cameselle & Baltzell (2012), athletes who had recovered from eating disorders were asked to give advice to their coaches. The top advice given includes:  Become educated on eating disorders to increase awareness  Emphasize proper nutrition to athletes and if you’re not sure, ask someone to talk to your athletes who know  Emphasize sport skill instead of body weight as a means of achieving performance goals  Avoid singling out athletes with regard to body weight or shape  Address and confront the athlete with the eating disorder if it is noticed or suspected o Somewhere private o Avoid using the term “eating disorder” o Convey concerns with examples o Have potential referrals ready o Support treatment recommendations  Provide emotional support  Refer the athlete to professional care, and  Prohibit participation in sports if health risks are evident. Prevention is the best strategy to avert disordered eating. Educational programs should be offered on the importance of optimal nutrition practices (Bonci et al., 2008; Coelho et al., 2014). Mandatory educational programs for athletes, coaches, athletic trainers, and other athletics staff should occur annually (Bonci et al., 2008). Female athlete education should include consequences of menstrual irregularities 43

(Bonci et al., 2008). Early identification should occur during the preparticipation exams (Coelho et al., 2014). Eating disorders can cause irreversible damage and can be fatal so those closest to the athlete need to be aware of the signs and symptoms consistent with the disorder to get referrals to a licensed mental health or medical professional as soon as possible (Selby & Reel, 2011). Approaching your athlete can be frightening; the topic is often considered taboo. However, disordered eating can lead to serious consequences and as a coach you have a responsibility to keep your athletes safe from harm. Ignoring your “gut feeling” about a problem could mean your athlete is not getting the needed help quickly enough. If you don’t feel comfortable approaching your athlete, find a counselor, athletic trainer, or other health care professional who is able to help you. Your athlete’s life may depend on it. References Anderson C, Petrie TA. Prevalence of disordered eating and pathogenic weight control behaviors among NCAA division I female collegiate gymnasts and swimmers. Res Quart Exerc Sport. 2012; 83(1):120-124. Arthur-Cameselle JN, Baltzell A. Learning from collegiate athletes who have recovered from eating disorders: advice to coaches, parents, and other athletes with eating disorders. J App Sport Psych. 2012;24(1):1-9. Bonci CM, Bonci LJ, Granger LR, Johnson CL, Malina RM, Milne LW, Ryan RR, Vanderbunt EM. National Athletic Trainers’ Association Position

Statement: Preventing, detecting, and managing disordered eating in athletes. J Athl Train. 2008;43(1):80-108. Coelho GMdO, Gomes AIdS, Rieiro BG, Soares EdA. Prevention of eating disorders in female athletes. Open Access J Sports Med. 2014;5:105-113. DiPasquale LD, Petrie TA. Prevalence of disordered eating: A comparison of male and female collegiate athletes and nonathletes. J Clin Sport Psych. 2013; 7:186-197.

Goltz FR, Stenzel LM, Schneider CD. Disordered eating behaviors and body image in male athletes. Revist Brsileira de Psiquiatria. 2013;35:237-242. National Eating Disorders Association. Retrieved from http://www.nationaleatingdisorders.org

(2010).

Selby CLB, Reel JJ. A coachâ&#x20AC;&#x2122;s guide to identifying and helping athletes with eating disorders. J Sport Psych Action. 2011;2:100-112.

The Ninth Grade

Melissa Caudle, MHE Idaho State University Department of Community and Public Health A Time of Transition Ninth grade is a time of transition. Students face numerous challenges as well as increasing expectations and stressors when navigating the shift from middle school to high school. Examples include peer pressure, bullying, social media use, health decisions (including but not limited to physical activity, nutrition, alcohol consumption and drug use), social commitments, academic performance, and extracurricular activities. Academic courses are rigorous and requirements for graduation are increasing. Peer groups are being formed and peer pressure susceptibility is at peak levels (McCallumore & Sparapani, 2010; Sumter, Bokhorst, Steinberrg, & Westenberg, 2009). The majority of absences, failing grades, behavioral issues, and the lowest grade point averages occur in the ninth grade year. (McCallumore & Sparapani, 2010; Newman, B., Newman, R., Griffen, O’Connor, & Spas, 2007). Approximately 22% of students repeat ninth grade classes, and in some urban areas this number increases to 40%, with only 10% to 15% of these students graduating high school. These findings are of concern given the difficulty of finding employment without a high school diploma. Further, research indicates individuals who do not graduate from high school have “a high probability of experiencing long stretches of unemployment, participate less in civic life, and are more likely to be incarcerated” as adults (Neild, 2009, p. 72). The ninth grade year is crucial as it sets the pattern and tone for a student’s entire high school career and is ultimately defined as the “make or break year” of high school (McCallumore & Sparapani, 2010, pp. 447). 45

Ninth grade students experience the loss of familiar routines and key supporting adults including teachers, coaches, and advisors as they transition from middle school to high school. The structure of middle school peer groups are disrupted as students move to new schools and are forced to reorganize. Ninth graders also receive less individualized attention from teachers than eighth graders resulting in more independent decision making (McCallumore & Sparapani, 2010; Neild, 2009; Newman et al., 2007). Many eighth grade students are leaving middle school ill prepared to deal with high school academic rigors and social interacttions such as bullying and peer pressure. Further, they often lack necessary coping skills when faced with stress and adversity (McCallumore & Sparapani, 2010; Neild, 2009). The challenges incurred during this transition period can lead to a time “masked with feelings of loneliness, isolation, and disconnection” (McCallumore & Sparapani, 2010, p. 449). Adolescence and Peer Pressure Susceptibility During adolescence, numerous maturational processes occur including hormonal alterations and further neural

brain development (National Institute on Alcohol Abuse and Alcoholism [NIAAA], 2004). Adolescents seek independence from parents and guardians during this transition, and many parents view this as the appropriate time to allow more autonomy to their children. As adolescents seek and gain autonomy, peer relationships increase in importance as friends are selected and social circles are developed. Of further note, entering the ninth grade may also serve as a signal to older peers that the student is now ready to be included in groups or activities (Sumter et al., 2009; Neild, 2009).

Research indicates peer pressure peaks during this stage of adolescence. Peer pressure definitions vary across the literature. In the context of this article peer pressure is defined as feeling pressure from a person of similar age to think in certain ways or to engage in particular behaviors. “It is during adolescence when peers’ acceptance and approval become the driving force in an adolescent’s concept of self” (Ali, Amialchuk, & Nikaj, 2014, p. 918). As adolescents join social groups, they experience real or perceived pressure to conform to the group. (Kelly, Chan, 46

Toumbourou, O’Flaherty, Homel, Patton, & Williams, 2012). Peer influences play a key role in an adolescent’s decision making, and behavioral choices are often made based upon the adolescent’s perception of the peer-group’s approval. (Sumter et al., 2009; Ali et al., 2014). It is important to note peer pressure can be positive and supportive or negative and endangering depending upon the context (McKay & Cole, 2012; Sumter et al., 2009). Transitional Programs Schools that provide training and support to ease this transitional period have lower dropout rates, increased academic success and scores on standardized tests, improved attendance and student behavior, greater teacher moral, and increased parental contact throughout high school (McCallumore & Sparapani, 2010). Solutions to ease this transition can be simple and effective. Preparations can begin in middle school with open dialogue between middle and high school teachers. Providing eighth grade students with sample tests, readings and homework can help provide an understanding of upcoming expectations. Having high school students visit middle school classrooms multiple times to present or answer questions can alleviate fears and build relationships. Touring new buildings and providing maps and bell schedules help students feel prepared. Family orientations and meet the teacher events emphasizing

the importance of the ninth grade year can facilitate parental involvement. Pairing ninth grade students with older peer mentors can also ease the transition (McCallumore & Sparapani, 2010). More in-depth solutions include summer bridge programs and freshman academies. Summer bridge programs, typically lasting multiple weeks, can prepare students with transitional skills and report success keeping adolescents on schedule. Some states have gone as far as instituting freshman academies providing separate buildings or wings for ninth grade students as they adjust and take additional time to mature (McCallumore & Sparapani, 2010; Neild, 2009). Success stories from across the nation show that programs and support trainings targeting this transitional period are effective and could potentially benefit Idaho students. The Idaho State Department of Education reported 22,755 ninth grade students enrolled for the 2012-2013 academic year (Idaho State Department of Education, 2014). Further, Idaho had an 84.1% high school graduation rate during the same period suggesting room for improvement (Idaho State Department of Education, 2014). Ninth grade students face numerous challenges when navigating the transition from middle school to high

school. Peer groups are being formed and peer pressure susceptibility is at peak levels. Routines are changing and independent decision making is increasing. Being aware of the issues and implementing transition strategies and programs can ease these challenges and give students necessary skills to succeed. References Ali, M. M., Amialchuk, A., & Nikaj, S. (2014). Alcohol consumption and social network Ties among adolescents: Evidence from Add Health. Addictive Behaviors, 39, 918-922. Idaho State Department of Education. (2014). Report card state of Idaho school year: 2012-2013. Retrieved from https://apps.sde.idaho.gov/Accountability/R eportCard/Result?schoolYearId=10

Idaho State Department of Education. (2014). Fall enrollment statistics. Retrieved from http://www.sde.idaho. gov/site/statistics/fall_enrollment.htm

school children. Drugs: Education, Prevention and Policy, 19(3), 213-222. National Institute on Alcohol Abuse and Alcoholism. (2014). The facts about youth and alcohol. Retrieved from http://pubs.niaaa.nih.gov/publications/PS A/factsheet.pdf Neild, R. C. 2009. Falling off track during the transition to high school: What we know and what can be done. Future Child, 19(1), 53-76. Newman, B. M., Newman, P. R., Griffen, S., Oâ&#x20AC;&#x2122;Connor, K., & Spas, J. (2007). The relationship of social support to depressive symptoms during the transition to high school. Adolescence, 42(167), 441-459.

Sumter, S. R., Bokhorst, C.L., Steinberg, L., & Westenberg, P.M. (2009). The developmental pattern of resistance to peer influence in adolescence: Will the teenager ever be able to resist? Journal of Adolescence, 32(4), 1009-1021.

Kelly, A. B., Chan, G. C. K., Toumbourou, J. W., Oâ&#x20AC;&#x2122;Flaherty, M., Homel, R., Patton, G. C., & Williams, J. (2012). Very young adolescents and alcohol: Evidence of a unique susceptibility to peer alcohol use. Addictive Behaviors, 37, 414-419. McCallumore, K. M., & Sparapani E. F. (2010). The importance of the ninth grade on high school graduation rates and student success in high school. Education, 130(3), 447-456. McKay, M. T., & Cole, J.C. (2012). The relationship between alcohol use and peer pressure susceptibility, peer popularity and general conformity in Northern Irish

A Global Perspective of PostTraumatic Stress Disorder, PostConcussive Syndrome, and Chronic Pain

Gerard G. Lyons, Ed.D. Scott G. Lyons In Kazakhstan, the sports of Bandy, Boxing, and Judo are played. Bandy is similar to Ice Hockey played with a ball instead of a puck. In Turkey, Cirit is played. Cirit is a contest played on horseback where a stick is thrown at opposing contestants. In Uzbekistan, Kurash is played, as well as Soccer, Wrestling, and Boxing. Kurash is a type of upright jacketed wrestling. One of the oldest of Martial Arts, Kurash has been around for several thousand years. There are many sports and recreational pursuits practiced around the world which may be relatively unknown to professionals in the areas of Health, Physical Education, Recreation, and Sports.

There are approximately one hundred and ninety six (196) countries in our world. That number can change periodically depending upon individual status for each country and global events of the day. Many of those countries’ inhabitants engage in a wide diversity of activities, some of which are virtually unknown to professionals in Recreation, Sport, and Physical Education in the United States. A lack of knowledge and/or understanding exists even in the case of sports which have been historically played around the world including in very remote areas. A case in point is the sport of Cricket. According to Wikipedia, Cricket is played by more than 120 million people around the world and is the world’s second most popular sport. Many professionals in Sports, Recreation, and Physical Education have heard of Cricket, and are aware that it has been played all around the world, especially where the British Empire has ventured. Yet, few of those professionals would be able to explain the rules and strategies of Cricket. In Finland, Pesa Pallo is played. Pesa Pallo is a game very similar to American Baseball, yet the field is set up differently. In the Ukraine, soccer, basketball, boxing, ice hockey, and rugby are played. Considering that there is such a wide diversity of activities engaged in around the world, it could be posited that professionals in the various areas of physical activity should become familiar with the host of activities played around the world. This is suggested to be especially true now, more than ever, because people from all over the world

are travelling to visit or live in the United States as well as a host of other countries. Professionals should seek to understand the nature of the activities engaged in by people from other countries for a variety of reasons. One such reason may be to understand that many of the activities played around the world are contact-type activities, or activities which may be the source of incidences of traumatic brain injury (TBI), and more specifically, activities which may result in Post-Traumatic Stress Disorder (PTSD), Postconcussive Syndrome (PCS), and/or Chronic Pain (CP). Together, PTSD, PCS, and CP have been identified by Lew, Otis, Tun, Kerns, Clark, and Cifu (2009) as the “poly trauma clinical triad” (in Logan, Goldman, Zola, and Mackey, 2013, p 4). In that study, Lew, et al. posited that PTSD, PCS, and CP were more commonly found in combination than they were found in isolation. Professionals in fields involving physical activity should recognize that there are a wide variety of possible causes from activities practiced around the world which could possibly in-fact result in PTSD, PCS, and CP. The implications for participants in physical activities are more complex than meets the eye. The implications for professionals in fields involving physical activities are also more complex. Planning activities is challenging because consideration must be made for participants who may have a variety of symptoms or accommodation needs. Especially considering that participants may have 50

participated in activities which are unfamiliar to professionals, and may have resulted in accidents/injury, the nature of which may have resulted in TBI. One of the key strategies for success in recovering from TBI is to avoid successive injury. Experiencing injury in any physical activity can be devastating. Whether it be a broken bone, a scrape, or a muscle tear, injury can interfere with many other aspects of life. In the spectrum of injury, the â&#x20AC;&#x153;poly-trauma clinical triadâ&#x20AC;? (Lew, et al., 2009) is very serious. Taken together, PTSD, PCS, and CP can offer great challenges for recovery. As individual conditions, PTSD, PCS, and CP can still be devastating, and very difficult to overcome. Lyons, (2013) reinforced what has long been known, that individuals who have experienced injury often are advised to avoid another injury, especially when it involves injury to the brain. Considering that there are a plethora of activity types the world over, it would behoove professionals in physical activity to learn about the nature of the diversity of activities. There are several reasons why this is important. Three such reasons are proposed in this writing, (a) to understand the potential for injury in different activities including the prevalence and incidence of injury in other activities, (b) to alert participants about the potential for subsequent injury from participation in future activities, and (c) to attempt to understand any changes in performance skill-sets or compromised abilities from previous injury. 51

Understanding the Potential for Injury Professionals who organize, supervise, lead, and/or participate in physical activities should make a concerted effort to learn about the activities in which people from diverse areas of the world participate. The sport of Bandy requires protective head gear for players. Bandy is similar to Ice Hockey, but it is played with a ball. Statistics on the prevalence and incidence of head injury would be of great value, especially if the physical activity professional were to encourage a Bandy player to participate in Ice Hockey as it is played in America. It would be wise to consider that perhaps further preparation and experience with a puck might possibly enable the Bandy player to avoid injury which could be related to the slight change in equipment and the dynamic of the activity with a puck instead of a ball.

http://www.usabandy.com/page/show/979807-tillberga

Alerting To the Potential for Subsequent Injury

Understanding Skill Sets and Abilities

Prior injury a participant could alert both the player and the professional who oversees the activity to the potential for re-injury. In most instances of injury, one of the circumstances to avoid is re-injury. Often times, recovery from an injury takes a long time and a lot of effort. To sustain another injury, especially in the same bodily area, can often be much more serious. Knowing the nature of the diversity of activities participated in the world over, may in fact allow professionals to be alerted to the types of injury which are common or which may be experienced by participants and which should be avoided at all costs. It should be recognized that not all participants in any given activity sustain injuries. However, where there has been injury, it would be prudent to know so that a well-placed warning could be offered to participants. This is especially true with regard to more serious injuries such as TBI. There are many athletes who have withdrawn from a particular physical activity because they had experienced injury to their head/brain, and they recognized that further injury could be devastating.

Where there has been prior injury, it is possible and even likely in some cases, that the participant may have compromised a skill or an ability which prior to injury, may have been well developed. This is often the case with broken bones, sprains etc. With regard to TBI, however, the skill sets and abilities which may be compromised are perhaps more complicated to understand. There is a great variety of possibilities when it comes to TBI. What may seem like a simple concussion, may in fact be much more severe and disabling. One size does not fit all when it comes to recovery from TBI. It is not accurate nor sufficient to make assumptions about the nature of PTSD, PCS, or CPS. Each individual may experience a wide variety of symptoms and they may experience differing severity of symptoms as well. What may have been a seemingly routine skill which a participant demonstrated almost effortlessly, can become very difficult or even impossible after an injury.

A Global Perspective Nelson Mandela reminisced on his days at Clarkebury Institute learning to be a Christian gentleman: “We played lawn tennis with home-made wooden rackets and soccer with bare feet on a field of dust.” To understand further the implications of the nature of these dynamics, it may be helpful to define how a sport (Soccer, also known as Football) which is gaining in popularity very quickly in the United States, has impacted the history of the world, and perhaps recognize that the nature of the game should be studied by professionals in physical activity. Goldblatt (2006) provides a speculative insight into a global pastime that has long been overlooked and perhaps misunderstood: No one knows how many people play football; how could you count them? But FIFA has tried – and their guess is that around a billion people play the game reasonably formally. That’s 50 million referees, balls and pitches, and 25 million kilometres of white lines, enough to circle the earth over a thousand times (XV). Goldblatt (2006) gives us perspective on soccer’s global outreach with an interesting statistic: Around half the planet watched the 2006 World Cup Final – three billion humans have never done anything simultaneously before. Football is available to anyone who can make a rag ball and find another pair of feet to pass to. Football has not merely been consumed by the world’s societies, it 53

has been embraced, embedded, and then transformed by them. Football is a minority sport only in North America, Australasia, and South Asia, where baseball, rugby, and cricket are stronger, and even here it is a rising force (XIV).

With half the population of the world tuned-in to the sport of soccer in one way or another, it is imperative that professionals, spectators and participants alike become more educated on the prevention and treatment of soccerrelated injuries. Definitively, soccer is emerging across the globe as a favored pastime. Injuries and trauma related to the sport increase every year, and all involved with the sport of football should become more educated and aware of treatment and prevention methods. One can easily see that there are numerous physical activities enjoyed the world over. People have played since the earliest of times. It is what makes humans unique. When professionals in physical activity encounter people from the diversity of

countries, it is professionally correct to know the nature of the games people play. One way all of us can respect the diversity of people in the world is to understand the games and sports they play. When it comes to participation in activities where injury may be a potential consequence, it is wise and prudent to understand that people from all walks of life may have experienced previous injury and also that they should be educated about the potential for re-injury. References

Kuper, S. and Szymanski, S. (2009). Soccernomics. Nation Books, Perseus Books Group. New York, NY, USA. 157 Lew, H., Otis, J., Tun, C., Kerns,R., Clark, M., and Cifu, D., (2009). Journal of Rehabilitation Research & Development. Vol. 46, Issue 6, P697-702. Logan, B. W., Goldman, S., Zola, M. and Mackey, A. (2013). Concussive Brain Injury in the Military: September 2001 to the Present. Behavioral Sciences and the Law, 31: 803-813. Lyons, J. (2013). Post-traumatic stress disorder caused by traumatic brain injury: strategies for success in managing stress. Idaho Association of Health, Physical Education, Recreation, and Dance Journal, 2012-13, 16-17.

Goldblatt, D. (2006). The Ball is Round: A Global History of Soccer. Riverhead Books, Penguin Group Inc. New York, NY, USA. XV, XVI, XIV.

Inversion Ankle Sprain Garret Wood, MSAT Student, Idaho State University Lateral ankle sprains are the most common type of sprain and frequently occur in running jumping sports. Inversion sprains occur when the athletes foot points down then rotates inward stretching the ligaments. Braces and exercise can help reduce the incidence of ankle sprains.

Posterior Talofibular Ligament (PTF) Calcaneofibular Ligament (CF)

Anterior Talofubular ligament (ATF)

The Grading of Ankle Sprains Grade 1: The ATF ligament has been mildly stretched. Symptoms are mild pain, some swelling, and difficulty walking. Patient should rest, ice, and elevate the affected limb and wrap with a compressive wrap for 24-48 hours. Return to activity is usually 710 days. Grade 2: The ATF ligament has been partially or completely torn with a stretch to the CF ligament. Symptoms are feeling a snap or pop with moderate pain, swelling, bruising, and difficulty weight bearing. Patient should rest, ice, elevate the affected limb and, wrap with a compressive wrap for at least 72 hours. Crutches should be used 510 days and patients should be referred for x-ray to rule out fractures. Return to activity may take up to 6 weeks. Grade 3: This injury is very uncommon in sport and will result in varying damage to all 3 ligaments and the joint capsule. Patient will have severe pain, swelling, and bruising. Patient should be referred to physician where a walking boot or cast may be applied for 3-6 weeks followed by crutches for 3-6 weeks.

Reference Prentice, W., & Arnheim, D. (2006). Arnheim's principles of athletic training: A competencybased approach (12th ed.). Boston: McGrawHill.

A Step-by-Step Ankle Taping Tutorial Thomas Henrie, ATS Jessica Kerns, ATS

Beginning Materials needed: 1 ½“ to 2”non-elastic tape, (Optional) pre-wrap Step 1: Have individual sit on the taping table, leg extended, and foot in 90° dorsiflexion. Step 2: Apply pre-wrap from about one-third up the shin and end at the mid-foot. Step 3: Apply 2 strips of 1 ½“ to 2” inch tape to the top and bottom of the pre-wrapped area. These are called anchors strips.

Figure 1

Stirrups Step 4: Starting medially (inside) secure tape to the top anchor and with tension pull it under the heel and attach it to the other (lateral side) of your top anchor. These are called stirrups as seen in Figures 1 & 2. Figure 2

Step 4 Continued: A total of 3 stirrups will be placed so as to give support to the ankle.

Figure 3

Closing the Stirrups Step 5: The muscle of the calf creates angles which need to be considered while closing in the stirrups. Each strip of tape should cover about half the width of the previous strip. Step 6: Working from the top anchor down to the top of the foot, the angle of the tape decreases and becomes almost horizontal. The angle then reverses itself as it reaches the top of the foot (see Figure 3). This tape helps keep the stirrups attached to the ankle and gives support.

Figure 4

Individual Heel Locks Step 7: Heel locks follow a pattern to “hold” the calcaneus in place. The figure below starts on the medial side; the next picture is the lateral side, where the tape is actually at the calcaneus. Start the lateral (outside) heel lock with 1 ½” tape at an angle toward the arch of the foot. See Figure 4, follow numbers 1  2.

1 2 3

Repeat steps 7-9, to complete 3 heel locks on each of the medial (inside) and lateral (outside) to look like the picture below.

Figure 8s

Step 10: Secure the tape to the lateral (outside) ankle above the malleolus (ankle bone), continue the tape in a downward angle to the back half of the arch with a medium tension on the roll. Bring the roll around to the lateral (outside) of the foot.

Figure 8s Continued… Step 11: Continue the roll and tension across the ankle to the medial (inside); this should create an “x” shape on top of the ankle between the foot and lower leg. Step 12: Wrap the roll around the back of the lower leg to meet the start of step 10. Repeat steps 10-12 for a total of 3 figure 8s

Repeat: Steps 5-6 to close off heel locks and figure 8s. Finish off with an anchor at the mid-foot so the athlete won’t roll the tape up when putting on his/her sock.

Finished Product!

Tchoukball A multi-cultural Game that Emphasizes Teamwork and Respect Between Opponents

KC Wheeler Payette Lakes Middle School

Tchoukball originated in Switzerland from a man named Dr. Hemann Brandt.

Brandt wanted to develop a team sport that had several key areas of emphasis: 1. 2. 3. 4. 5.

He wanted a game that would be highly competitive without promoting aggressive behavior. It should avoid violent confrontations between teams and teammates. Brandt wanted to reward problem-solving and anticipation. He wanted to teach and promote teamwork and positive social behavior. More than just learning a sport he wanted a sport that also taught the principles of physics.

This idea became the sport of Tchoukball. This game can be played on a professional level, in a physical education setting, or just as a family activity. 60

I began doing a multicultural games unit as part of my curriculum to enhance students understanding of possibilities within physical activity, other cultures and practices around the world, and give them an opportunity to try something they perhaps have never heard of before with the hope that some of them may find they are quite talented in and activity even though they may not be “athletes”. We do a variety of games and activities including Omnikin Ball, Peteca, Kabaddi, Pepperches, Takraw, Chueca, and Tchoukball. This unit has become one of the most popular units of the year and student continually ask to play the various games in the unit. The reason Tchoukball is such a great game for physical education is because unlike many sports we play nowadays there is NO aggression towards the other team. You cannot intercept the opponent’s passes, you cannot block a player from moving around the court, and you cannot make any contact or “tackle” the other team. You must rely solely on your team’s ability to work together and strategize success in scoring, and that on defense you can anticipate the proper location to stop the ball when the offense tries to score. It is also a game that is still very competitive, and requires that students are active throughout the entire game. Tchoukball is a great way to make students look at

their social behavior and how they treat others. You cannot be the “allstar” that runs all over your opponents and shuts out their teammates. This lesson is the hardest for my students because they are so used to our societies idea of having to be aggressive to the other team, ruthless in the path to success no matter what the consequences are, and that being competitive means destroying everyone else whether on your team or not…they must be the best. At first many students are frustrated that they cannot block or intercept the other team, but as we continue to discuss how to be successful they begin to understand the goal is not to stop the other team but to set your own team up for success (whether on offense or defense). This is a very new idea for my junior high students and once they begin to understand the concept, they suddenly become extremely excited and look at sport in a completely different way. This game has been a great way to teach teamwork, sportsmanship, and strategy while having students continue to develop their throwing and catching skills. Below are the rules and setup of the game. I encourage anyone to try Tchoukball and see the success that students have in focusing on their own team and moving away from the idea of “destroying” the other team.

HOW TO PLAY TCHOUKBALL What you need: a basketball court size playing area (this size can be varied) -

Tchoukball Frame

A ball that you are able to hold with one hand (there are official Tchoukballs available) Two Tchoukball frames

Soft Tchoukballs

The playing area: The field of play is recommended to be 131 feet by 65.6 feet or smaller. It consists of two forbidden zones at each end of the playing area. The forbidden zone is a semi-circle in front of the Tchoukball frame on the baseline with a 9.9 foot radius.

Basic rules of play: -

There are no designated sides, either team can shoot the ball at either rebounder. The team that has possession of the ball tries to throw the ball off the rebound surface after a maximum of three passes. Once the ball hits the rebound surface it must touch the floor outside the forbidden zone to score a point. If the other team can catch the ball before it hits the ground neither team scores. The team playing defense tries to catch the ball after the opponent has thrown the ball and the rebound surface. It is illegal to intercept or interfere with the other team in any way. You cannot block the defense from catching the ball off the rebound surface. When you have possession of the ball you can take no more than three steps and your team can make no more than three passes before shooting at the rebound surface. If one rebounding surface has been shot on three times you must shoot at the other side before being able to return to the same rebound surface. When a point is scored the ball is thrown in from beside the rebound surface by the opposite team, and this throw does not count as one of the teamâ&#x20AC;&#x2122;s three passes.

Scoring:

Penalties:

A player scores a point for his team if he shoots the ball off the rebound surface and it hits the floor outside of the forbidden zone.

A player commits a penalty if:

A player give a point to the other team if: - He misses the rebound surface when shooting the ball. - He makes the ball bounce out of bounds when shooting at the rebound surface. - He shoots the ball and it bounces off the rebound surface and hits him. - He shoots the ball at the rebound surface and it hits the ground in the forbidden zone before or after hitting the rebound surface.

- He takes more than 3 steps while in possession of the ball. - Plays the ball using any part of his body below the knees. - Makes a fourth pass for his team. - Makes contact with the floor in the forbidden zone or out of bounds when in possession of the ball. - He drops the ball when it is passed to him. - He catches the ball from the other team. - He catches the ball when shot at the rebound surface from his own team. - He blocks his opponents in any way.

If a penalty happens, the ball is given to the opponent and the game continues from the spot of the penalty. A pass must be made before the ball can be shot at the rebound surface.

Membership Form January 1- December 31* Name ___________________________________________________________________________________________ Work Mailing Address_________________________________________________________________________________________ Workplace Name __________________________________________________________________________________________________ Street __________________________________________________________________________________________________ City State Zip

Email Address _______________________________________________________________

Professional Title/Job _________________________________________________________

AAHPERD Member

(Yes)

(No)

IAHPERD Membership Type (circle one) Professional $35 Student $15 Make all checks payable to IAHPERD and mail this form to: Shawnae Somsen Soda Springs High School 300 E. 1st N. Soda Springs, ID 83285 IAHPERD Treasurer Register online at: www.idahoahperd.org