2011 VAHPERD Convention Handouts

2011VAHPERDConv ent i on Nov ember1113,2011 TheHy at tRegenc y ,Res t onVA

Handout s

2011 VAHPERD Convention Handouts • Adams - Good Dog! Animal-Assisted Therapy and Health Wellness • Buchanan- Specialization vs. Multiple-Sport Participation: Perspectives from a former D-I athlete • Clark - PE in an instant illustrations • Davis - Yes, we can run a 5K in PE class!

• Ellis - Hi-YAWW! • Ellis - If you think a squat is a squat, you don't know SQUAT!!

• Gapinski - FLE Training Request Form • Gooding - Tchoukball • Heath - I’ve got the Power Point • Heath - One Day Wonders • Lemp - Planning the Attack • Lemp - Using Student ePortfolios to Develop Lifelong Wellness • Mccarthy - Everything Fitness • Mccarthy - Fundamentals of Total Body Fitness for Physical Education • Pankau - Reading Research and the Lazy 8 Exercise • Pankau - Using Eye Muscle Exercise to Enhance Reading Comprehension • Render - Dances You Students Will Beg You to Do Vol 3 • Wargo - Protein and Caffeine • Windle - Teaching Dance as a Part of Physical Education • Wymer - getting your students moving outside of PE

Good Dog! … Animal-Assisted Therapy and Health/Wellness 2011 VAHPERD Convention Jeanine Miller Adams, Ed.D., MCHES, OTR Animal-Assisted Therapy (AAT) = In formal therapeutic situations, AAT is defined as an “interaction between patients and a trained animal, along with its human handler, with the intent of facilitating individuals’ progress toward therapeutic goals” (Barker and Dawson, 1998). In a broader sense, AAT is a process that simply “brings animals and people with physical and/or emotional needs together” (Carmack, 1984). It is also termed pet-facilitated therapy (PFT), pet therapy, and animal therapy.

Four Categories of AAT: visiting programs, residential programs, service animal programs, non-domesticated animal programs Health/Wellness Benefits of AAT Physiological • Decreased blood pressure, triglyceride levels, heart rate • Significant increases in neurochemicals, such as dopamine, B-endorphin, oxytocin, prolactin Physical • Satisfies the universal need for physical touch • Sensory stimulation • Improved gross and fine motor skills • Decreased muscle rigidity Social • Increased responsiveness, laughter, conversation, smiles, interaction, eye contact • Speech elicited from nonverbal individuals • Decreased social isolation, noise levels (psychiatric ward) • Catalyst for positive social behavior; Breaks down social barriers • Companionship, comfort Psychological • Decreased anxiety, depression, learned helplessness • Increased attitude, self-concept, feelings of relaxation and pleasure Emotional • Unconditional acceptance/positive regard; no fear of rejection • Reactions from those who have been withdrawn • Something to look forward to • Spark memories of former pets • Emotional support for staff and family members - builds staff morale, decreased turnover rates • Feelings of love, self-worth, compassion; Increased positive mood Cognitive • Increased concentration/focusing skills, attention span, knowledge, self-respect, control of environment • Decreased distractibility • Relief of boredom Environmental • Deinstitutionalizes a facility Spiritual • Feeling of oneness with life and creation / fosters the human-animal bond • Provides the healing power of a pet’s presence Behavioral • Decreased violent behavior, aggressiveness, drug use • Decreased disciplinary reports for violent offenders • Increased calmness and outward expressions of happiness • Elicits nurturing and affection from violent-prone individuals Adams, J. M. M. (2010). The Role of Animals and Animal-Assisted Therapy in Stressful Life Transitions. In Miller, T.W. (Ed.), Handbook of Stressful Transitions Across the Lifespan, p. 643-651. Springer: New York.

Specialization vs.

Multiple-Sport Participation: Perspectives from a former D-I athlete Rebecca Buchanan, Ph.D. Emory & Henry College Saturday, October 1, 2011

Overview Background Definitions Perspectives Conclusions Discussion

Saturday, October 1, 2011

Background

Saturday, October 1, 2011

Former Athlete

Specialization vs. MultipleSport Participation

Physical Education Faculty

Parent

Saturday, October 1, 2011

NASPE 2010 POSITION STATEMENT GUIDELINES FOR PARTICIPATION IN YOUTH SPORT PROGRAMS: SPECIALIZATION VERSUS MULTIPLE-SPORT PARTICIPATION

Saturday, October 1, 2011

PHYSICAL PSYCHOLOGICAL SOCIAL

Definitions

Saturday, October 1, 2011

Specialization Year-round training program in one sport at the elimination of other activities.

Wiersma (2000) in Judge & Gilreath (2009)

Saturday, October 1, 2011

Athletes limiting their athletic participation to one sport which is practiced, trained for, and competed in throughout the year.

Hill & Hansen (1988) in Judge & Gilreath (2009)

Early Specialization “The deliberate advancement of systematic training and planned competition....with the specific goal of guiding the child, on a long term basis, to top achievement in sport.�

Grupe (1985, p. 9) as stated in Judge & Gilreath (2009)

Saturday, October 1, 2011

Multiple-Sport Participation Participating in a variety of sports and activities Also referred to as sport “diversification�

Judge & Gilreath, 2009

Saturday, October 1, 2011

Emergence of Sport Specialization Privatization / Commercialization Parenting Ideologies Coakley, 2010

Saturday, October 1, 2011

Policy Framework Personal responsibility Unregulated self-interest Competition Coakley, 2010

Saturday, October 1, 2011

Perspectives

Saturday, October 1, 2011

Perspective #1

Saturday, October 1, 2011

“A flat tire won’t roll.”

20% 20%

20%

25%

20% 75%

20% Basketball Baseball Soccer Unstructured Play Arts

Cross Country Soccer

100%

Soccer Saturday, October 1, 2011

“Trust the experts.”

Perspective #2

Saturday, October 1, 2011

“Trust the experts.”

Perspective #2 WHICH ONES?

Saturday, October 1, 2011

1946

Saturday, October 1, 2011

Theory of “Deliberate Practice” 10 Year Rule Lacks Inherent Enjoyment Ericsson et. al (1993) Simon & Chase (1973)

Saturday, October 1, 2011

Eastern European Model Success

Barynina & Vaitsekhovskii, 1989

Saturday, October 1, 2011

Eastern European Model Success Early specialization ≠Longevity

Barynina & Vaitsekhovskii, 1989

Saturday, October 1, 2011

Formula for Success Early specialization in any given area is critical to the development of expertise status Ericsson, Krampe, and Tesch-Romer (1993)

Saturday, October 1, 2011

My personal experience

Perspective #3

“Winning isn’t everything, it’s the only thing.”

Vince Lombardi

Saturday, October 1, 2011

Perspective #3

“Winning isn’t everything, it’s the only thing.”

IS IT? Vince Lombardi

Saturday, October 1, 2011

Overuse Injuries “Only 10% of patients [I] treated 25 years ago suffered from overuse injuries......70% are now due to overuse injuries.”

Dr. Lyle Micheli, Director of Sports Medicine at Boston Children’s Hospital (Dale, 2005)

Saturday, October 1, 2011

Overuse Injuries “The advice from all of the experts who have witnessed the increase in overuse injuries is to expose children to many activities and allow for adequate rest so they will become more wellrounded athletes.�

(Dale, 2005)

Saturday, October 1, 2011

Perspective #4

Saturday, October 1, 2011

“All work and no play makes Jack a dull boy.”

Play Theory THE BENEFITS OF PLAY “Play is essential to development because it contributes to the cognitive, physical, social, and emotional well-being of children and youth. Play allows children to use their creativity while developing their imagination, dexterity, and physical, cognitive, and emotional strength. Play is important to healthy brain development.� (Ginsburg, 2007)

Saturday, October 1, 2011

Link to Sport Specializaton

Commercialization and co-optation of child’s play

Saturday, October 1, 2011

Diversification Fun

“Experts” Unstructured, unsupervised play

Saturday, October 1, 2011

Elementary School DEVELOP A “LOVE”

DEVELOP ATHLETICISM

1) Play away from an organized setting

1) Multiple sports 2) Engage the total body

2) No adults 3) Dream

Saturday, October 1, 2011

Adolescents ABILITY “God-given” variances in athletic ability

Saturday, October 1, 2011

DISCIPLINE & COMMITTMENT Result of developing “love” for the sport

Perspective #5

“Focus on the family.”

Dr. James Dobson

Saturday, October 1, 2011

Parenting Ideologies The “good� parent Peer-group parent pressure (Elkind, 2001) Cultural value of youth sports Concerted cultivation (Lareau, 2003)

Saturday, October 1, 2011

Obesity / Overweight

Saturday, October 1, 2011

Perspective #6

Saturday, October 1, 2011

“Stop, look, and listen.”

Burnout / Withdrawal Lack of enjoyment Stress Emotional/physical exhaustion Reduced sense of accomplishment Sport devaluation Drop out rates

Saturday, October 1, 2011

YOUTH #1

YOUTH #3

Saturday, October 1, 2011

I don’t like getting hit in football.....I don’t know why I play

I don’t want to wrestle anymore...I’m burnt out

YOUTH #2

YOUTH #4

Upward games and practice are more fun than travel team

I don’t want to play baseball anymore...it’s too much pressure

What can we learn from athletes who ARE playing college sports?

“I will ask [players], how old were you when you specialized in your sport? The answer is usually much older than most parents think....‘well, I played soccer from 8-12, and I got tired of that and switched to volleyball.’”

Dr. DiFiori, MD Hyman, 2009, p. 21

Saturday, October 1, 2011

Perspective #7

Saturday, October 1, 2011

“Never underestimate the power of a.....�

Perspective #7

“Never underestimate the power of a.....”

COACH AND/OR PARENT

Saturday, October 1, 2011

Role of Coaches/Parents Fun

100% effort

Supportive Perspective

Saturday, October 1, 2011

Perspective #8

Saturday, October 1, 2011

“Keep things in perspective.”

t n a w u o f y , o l d e n v a e h l ” t e . s n e l e o b h i e g s i h s h t o “On ith the cy as p w n s e i d i c k ofi r p & l l i k s

Saturday, October 1, 2011

“On the othe wan t kid r ha play s who s nd, you ing t till e he s njoy port .”

Motor Development Sports, Games, & Dances

Combined Skills

Proficiency Barriers

Fundamental Skills of Locomotion, Object Control, & Stability

Reflexes & Spontaneous Movement Adapted from Seefeldt (1980) and Seefeldt, Reuchlein, & Vogel (1972); Branta (2010) Saturday, October 1, 2011

Arguments For/Against Early Specialization FOR AGAINST Sport Specialization Sport Specialization Athletic Scholarship

Professional Atmosphere

Refined Skills

Burnout / Overuse Injuries

Competition

Exploitation

Judge & Gilreth (2009, p. 8) Saturday, October 1, 2011

Dichotomy Physical repercussions

Optimizes pediatric performance

Sport Specialization

Psychological repercussions

Social repercussions

Saturday, October 1, 2011

Formula for Success?

Probability of high school seniors playing at the college level?

Probability of college seniors who will become professionals?

3-11%

1-9.4%

NCAA (2007), Landers et al (2010)

NCAA (2007), Landers et al (2010)

Saturday, October 1, 2011

Perspective #9

“We make a living by what we get, we make a life by what we give.�

Winston Churchill

Saturday, October 1, 2011

Quiz!!!

Saturday, October 1, 2011

Name the MVP of the last 3 Superbowls

Quiz!!!

Saturday, October 1, 2011

Name the MVP of the last 3 Superbowls

Quiz!!!

Saturday, October 1, 2011

Name the MVP of the last 3 NBA Championship

Name the MVP of the last 3 Superbowls

Quiz!!!

Saturday, October 1, 2011

Name the MVP of the last 3 NBA Championship

Name the MVP of the last 3 MLBA World Series

Name the MVP of the last 3 Superbowls

Quiz!!!

Name 3 people who helped you through a difficult time Saturday, October 1, 2011

Name the MVP of the last 3 NBA Championship

Name the MVP of the last 3 MLBA World Series

Name the MVP of the last 3 Superbowls

Name the MVP of the last 3 NBA Championship

Quiz!!!

Name 3 people who helped you through a difficult time Saturday, October 1, 2011

Name 3 people who made you feel appreciated

Name the MVP of the last 3 MLBA World Series

Name the MVP of the last 3 Superbowls

Name the MVP of the last 3 NBA Championship

Name the MVP of the last 3 MLBA World Series

Quiz!!!

Name 3 people who helped you through a difficult time Saturday, October 1, 2011

Name 3 people who made you feel appreciated

Name 3 people who bring out the best in you

Conclusions

Saturday, October 1, 2011

Excessive Pressure to Perform

Health Enhancement

Body Composition

The Good

Early

Fitness

Improved skills

Sport Specialization

The Ugly Withdrawal

Burnout

Stricker, MD, FAAP American Academy of Pediatrics Coakley, 1992

Saturday, October 1, 2011

Emphasis on Winning

Training Young Children like Adults

Overuse Injuries

Uni-dimensional Self Concept

The Bad

“When is it okay for my child to specialize in one sport? My answer to them is that it almost never is.�

Dale, 2005

Saturday, October 1, 2011

Discussion

Saturday, October 1, 2011

Thank You!!!

Saturday, October 1, 2011

Yes, we can run a 5K in PE class!

Goal: To complete a 5K in Pe class after training using the different components of fitness. Working toward Naspe standards 3,4 & 6 and several Va SOLs. NASPE STANDARDS • • •

Standard 3: Participates regularly in physical activity.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Virginia Sols • • •

Personal Fitness 6.3, 7.3 & 8.4 Responsible Behaviors 6.4, 7.4 & 8.5 Physically Active Lifestyle 6.5, 7.5 & 8.6

Albemarle County Lifelong Learner Standards 11. Understand and follow a physically active lifestyle that promotes good health and wellness.

•

Block Schedule approximately 85 minutes every other day. Training 6-8 weeks.

•

Learning Targets: -Students will learn and understand the 5 components of fitness to help accomplish their training goals -Students will participate in a variety of fitness activities to prepare them for the run.

-Students will give 100% each day working towards their goal to improve each week.

-Students will work cooperatively with other students in an encouraging and positive manner.

•

Teacher preparation: Distance reference 1 mile = 5280 ft. Cone measurement is 500ft.

Completing 10.5 cones is approximately 1 mile, 21 cones = 2 miles

• Lesson Examples •

Day 1 Blacktop running.

1 lap is 500ft. Students walk 1 ½ minutes and jog 1 min for a total of 15 min.

Keeping track of how many laps, (cones). Bring portable boom box for music. Record score.

•

5K training outside touch game – see attached.

•

3 cardio stations inside: Jump bands, step boards & jump rope using heart rate monitors. Students also self-assessed their effort From an intensity scale (3,2,1)- see attached.

•

Health class- If you have a Health rotation here is how we included training during this time when the students were not in PE. Fitness log to be completed at home-see attached.

Other training ideas: -Increase time from 15 minutes to 20 -25 minutes over time -Different courses on campus where cones are strategically placed 500 ft. apart so students can keep track of their progress.

-Indoor cross-training activities related to the components of fitness (using pedometers, heart rate monitors, etc.)

-Cross country run with measured cones and a variety of scavenger hunts

•

5K Training Game You and your partner must all go to each item (one at a time). After you go to each item, you then must go back to the start where the cone/teacher is located before you go to the next one. You must go in order 1-6 on the sheet and repeat until 15 minutes is complete. When you are done turn in your total amount of cones to the teacher. ***Reference - Each cone distance is 500ft 10.5 cones = approximately 1 mile (5280 ft) 1st 2nd

1. One lap around the track (Distance=3 cones)

1st 2nd

2. Picnic table sign/cone (=1 cone)

1st 2nd

3. Dugout behind tennis court-stay on track (=2 cones)

1st 2nd

4. One lap around the blacktop (=1 cone)

1st 2nd

5. Small soccer goals-cut through volleyball court around both goals small goals (=2 cones)

1st 2nd

6. Tennis Entrance (=1 cone)

TOTAL

3 cardio stations Directions: Each group will complete the 3 stations twice. Write on 3 different wipe off boards the following for jump rope, step boards, and jump bands: Jump rope 30 seconds – slow jump 30 seconds – speed jump 30 seconds – backwards jump REPEAT Step boards 30 seconds – up and over and back 30 seconds – stand on top, straddle jump to floor, back to top 30 seconds – move around board on floor keeping body in same direction REPEAT Jump bands 2 people with ropes on ankle – jump feet together twice, jump feet apart twice 1 person in middle – jump opposite 2 people with rope.

Switch every 30 seconds

Points Heart rate 180 or above 3 pts Heart rate 150-170 2 pts Heart rate below 150 1 pt

Intensity points “ I pushed myself to the max!” 3 pts “ I worked hard but had to take it easy a couple times” 2 pts “I worked at a easy pace ” 1 pt

Points per station Add together Heart Rate points and intensity points

3- HR above 180 2- HR 150-170 1- HR below 150 Intensity Points 3- “I pushed myself to the MAX” (110%) 2-“I worked hard, but had to take it easy a couple of times.” (80%)

1- “I worked at an easy to medium pace.” (60%)

Name_______________________________________class____________Due Date_______

5K TRAINING LOG WEEK 1 Beginning date____________ Ending date_____________________ 3 days this week do – 15 push ups and 25 curl ups/6-8 stretches (20 sec count each) Circle days completed pushups/ curl ups/stretches

Mon Tues Wed Thurs Fri Sat Sun

At least 3 days do our 5K jog/walk training and record what you did here Day1__________How long?_______________Approximately how far?________________ Did you walk/jog, mostly walk?, mostly jog?________________How did you feel?____________________________________________________________________________________ Day2__________How long?_______________Approximately how far?________________ Did you walk/jog, mostly walk?, mostly jog?________________How did you feel?____________________________________________________________________________________ Day3__________How long?_______________Approximately how far?________________ Did you walk/jog, mostly walk?, mostly jog?________________How did you feel?____________________________________________________________________________________ WEEK 2 Beginning date_____________Ending date_________ 3 days this week do – 20 push ups and 30 curl ups/6-8 stretches (20 sec count each) Circle days you completed pushup/curl ups/stretches

Mon Tues Wed Thurs Fri Sat Sun

At least 3 days do our 5K jog/walk training and record what you did here Day1__________How long?_______________Approximately how far?________________ Did you walk/jog, mostly walk?, mostly jog?________________How did you feel?____________________________________________________________________________________ Day2__________How long?_______________Approximately how far?________________ Did you walk/jog, mostly walk?, mostly jog?________________How did you feel?____________________________________________________________________________________ Day3__________How long?_______________Approximately how far?________________ Did you walk/jog, mostly walk?, mostly jog?________________How did you feel?____________________________________________________________________________________

Put check marks by any other activities that you did besides the 5K trainingChoice Activities (20 minutes or longer) Indoor Options A. Fitness Video/Wii B. Stair Climbing 1. Biking C. Jump Rope 2.In-line Skating D. Mall Walking (brisk pace) 3.Skateboarding E. Dance to music 4.Swimming 5.Other sports like basketball, soccer, field hockey, football, tennis, volleyball, etc.

Parent Signature:_______

______________

Hi-YAWW! Incorporate Martial Arts into a General PE class.

Use martial arts in a variety of ways to warm-up a class or use as a standalone unit. Learn why martial arts are good for the brain and how to incorporate martial arts techniques into class warm-ups, circuit training, and relays.

Clayton Ellis Aurora Central High School – Aurora, Colorado 2010 National High School Physical Education Teacher of the Year ceellis@aps.k12.co.us

Classroom Management Warm-up Activity Attention Command – Chah-reot Attendance / Note-cards Divide class into groups Instructional Lines Exercise Lines Formative Assessment

Advocacy Resources:

“Spark” By Dr. John Ratey “Brain Rules” By Dr. John Medina Jean Blaydes Madigan – ActionBasedLearning.com

Brain Activities Switch, Change, Rotate “Gotcha!”

Thumb and Index Finger Change/Nose and Ear Change Neck/Chin Infinity Sign Hip Stretch / Elbow to Knee Stretch Crazy Eights Music Conductor Basketball Figure Eights – Passing/Dribbling – (Paper) Knife-hand Strike Passing Out Papers

National Physical Education Standards Standard 1: Demonstrate Competency in motor skills and movement patterns needed to perform a variety of physical activities.

(Psychomotor Domain) Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

(Cognitive Domain) Standard 3: Participates regularly in physical activity.

(ALL Domains) Standard 4: Achieves and maintains a health enhancing level of physical fitness.

(Fitness Domain) Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

(Affective Domain) Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

(Affective Domain) .

Equipment Swim Noodles - $.50 - $2.00 Focus Pads – $14.95-$29.95 Alligator Pads - $15.00 - $27.95 Wave Master – $99.99- $139.99 Boxer - Inexpensive Cardio Station - $29.99 Body Shields $59.00- $79.00 Re-breakable Boards - $30.00- $40.00

Ki-Hap – Korean for the “YELL” that martial artists practice when executing their techniques.

Forces the students to breath and use oxygen.

Gives them extra power during their techniques.

Builds confidence through vocalization.

Relieves stress

Stances: Attention - Chah-reot Front Middle Sparring

Blocks: High Inner Forearm - (Muscle) Low

Strikes: Knife-hand Strike Punch (Jab) Front hand Reverse Punch (Cross) Back hand

Kicks: - (1, 2, 3, 4) Front Side

Warm-ups or Circuit Training Stations Practice individual Moves

Cardiovascular Kick-Boxing – Music - “Eye of the Tiger” by Survivor

Relays Segmented Form Practice

Total Form American Tae Kwon Do Association http://www.ataonline.com/ Songham Tae Kwon Do White Belt Form 18 moves 1. High Block 2. Reverse Punch (Cross) 3. #2 Front Kick 4. Low Block 5. Step and Punch (Jab) 6. Inner Forearm Block (Muscle Block) 7. #3 Side Kick with a Ki-hap 8. Knife-hand Strike 9. Step and Punch (Jab) Repeat with the other side of the body 1. High Block 2. Reverse Punch 3. #2 Front Kick 4. Low Block 5. Step and Punch 6. Inner Forearm Block 7. #3 Side Kick with a Ki-hap 8. Knife-hand Strike 9. Step and Punch

Self Defense ď‚—

Teaching Self-Defense in Secondary Physical Education By Joan L. Neide Human Kinetics $23.00

NAME __________________________

Period_____________

Tae Kwon Do – White Belt Form Form - Songham One – 9th Grade - 18 Moves # 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

Technique High Block Reverse Punch #2 Front Kick Low Block Step and Punch Inner Forearm Block #3 Side Kick Knife-hand Strike Step and Punch High Block Reverse Punch #2 Front Kick Low Block Step and Punch Inner Forearm Block #3 Side Kick Knife-hand Strike Punch

KI-Hap

Ki-Hap

Ki-Hap

Side Left Right Right Right Left Right Right Right Left Right Left Left Left Right Left Left Left Right

Stance Front Front -Front Front Middle -Middle Front Front Front -Front Front Middle -Middle Front

Section High Middle Middle Low Middle High Middle Middle High High Middle Middle Low Middle High Middle Middle High

Place an X through the picture for every repetition that you practice the entire form.

If you think a squat is a squat, you don't know SQUAT!!

Clayton Ellis Aurora Central High School – Aurora, Colorado 2010 National High School Physical Education Teacher of the Year ceellis@aps.k12.co.us

If you think a squat is a squat, you don't know SQUAT!!

Re-energize your teaching with this multi-headed monster of a session that includes advocacy for your program, appropriate practice's, assessment, brain engagement activities, classroom management, curriculum development, Jump and Hoops for Heart at the HS level.

Classroom Management Warm-up Activity – Attention Command – “Hooty-Hoo!”, “Cowabunga!”

Attendance / Note-cards Divide class into groups - Colored Cards Instructional Lines Exercise Lines Formative Assessment

Advocacy Resources

“Spark” By Dr. John Ratey “Brain Rules” By Dr. John Medina Jean Blaydes Madigan – ActionBasedLearning.com

Brain Activities Switch, Change, Rotate “Gotcha!”

Thumb and Index Finger Change/Nose and Ear Change Neck/Chin Infinity Sign Hip Stretch / Elbow to Knee Stretch Crazy Eights Music Conductor Basketball Figure Eights – Passing/Dribbling – (Paper) Knife-hand Strike Passing Out Papers

Teambuilding Activities Grouping students Clumping Spin Round-Round Team Juggling 1-3 balls/Group Lead-up to Squat Jump throws & Hooverball Light Ball Medicine Ball

Hooverball Level – 6-12 Training Concept – Type/Specificity Health-Related Fitness Component – Muscular Endurance & Strength Purpose/Objective – T.L.W. demonstrate muscular end. & strength through participation in the game Hooverball.

Standards – All six National Standards Equipment – Volleyball court, 4-6lb Medicine Ball Procedure: Introduction of Concepts – Teambuilding Activities, Skill practice with lighter balls.

Activity Steps/Directions – Throwing Jump Squats, Underhand Throws Closure/Assessment – 3 pt. Rubric through game play Inclusion Tip – Pass to each player on your team before volleying.

HOOVERBALL “It required less skill than tennis, was faster and more vigorous, and therefore gave more exercise in a short time.”

Herbert Hoover

HISTORY The sport originated in 1928, when shortly after his election Hoover took a goodwill trip to South America. While aboard the battleship Utah on his return, he watched a game of "bull-in-the-ring", a medicine-ball game that was popular on naval ships.

A soft nine-pound medicine ball was thrown from one to another of the players standing in a circle as the "bull" in the center tried to intercept it.

During the trip, the president-elect played and enjoyed the game, which was the inspiration for Hoover-ball.

The sport originated in 1928, when shortly after his election Hoover took a goodwill trip to South America. While aboard the battleship Utah on his return, he watched a game of "bull-in-the-ring", a medicine-ball game that was popular on naval ships.

A soft nine-pound medicine ball was thrown from one to another of the players standing in a circle as the "bull" in the center tried to intercept it.

During the trip, the president-elect played and enjoyed the game, which was the inspiration for Hoover-ball.

RULES The court is 60 feet by 30 feet A 4-6 pound medicine ball and 8-foot volleyball net are used.

Teams consist of 2-4 players Points are scored when a team: fails to catch the return pass, fails to return the ball across the net, or returns the ball out of bounds.

The ball is served from the back line.

A ball that hits the out-of-bounds line is a good return.

Preparation: Prisoner Squats: 1. Start with feet shoulder width apart, toes pointing slightly angled out.

2. Make sure hips, knees and toes are aligned correctly throughout the range of motion.

3. Hands are placed behind the head to make sure that the chest is up and shoulders are back throughout the range of motion.

4. As you lower your center of gravity, the gluts push back (as if you were sitting down), bending at the hips and knees.

5. Make sure the knees don’t pass over the toes, and stay on your heels 6. Also make sure that you don’t lean too forward, which can cause strain on the lower back.

7. Remember to keep the core tight.

CROSSFIT: High Intensity Interval Training.

CrossFit is the principal strength and conditioning program for many police academies and tactical operations teams, military special operations units, champion martial artists, and hundreds of other elite and professional athletes worldwide.

Coach, Just thought I would let you know about a little PT session we had. We played Hoover Ball with a 12lb TKO medicine ball, 5 players per side, 6 games to 10 points. It took 55 minutes and everyone was wiped out.

Sincerely, SSgt Frank Ollis U.S. Marines

Find Someone Who Knows….

Double Circle - Literacy Activity When the music stops, match-up with the closest person in the opposite line and discuss: o Five Health Related Fitness Components o Six Skill Related Fitness Components o F.I.T.T. Guidelines o Five Fitness Principles o Six National Standards for Physical Education o The Benefits of Physical Activity Memory Game: Find a Hand Shake Partner – Introduce yourself!

Review the six national standards with one word per standard.

Find a High Five Partner – Introduce yourself!

Review the five health related fitness components.

Find a Pinky to Pinky Partner – Introduce yourself!

Review the six skill related fitness components.

Find an Elbow to Elbow Partner – Introduce yourself!

Review as many fitness principles as you can.

With the music - greet each of your partners in order using a different loco-motor movement between each Partner.

Create Groups: In Groups of 4-6 write down and practice with your group an exercise, activity or skill you can use for each of the Health and Skill Related Fitness Components. (Complete Worksheet) From: Essentials of Team Building Principles and Practices, by Daniel W Midura & Donald R. Glover, 2005, Champaign, IL: Human Kinetics Memory Game– Music – Natasha Bedingfield, “Pocketful of Sunshine”.

This is NOT a Weight Lifting Session! This is a teach what is on your Syllabus Session!

National Physical Education Standards Standard 1: Demonstrate Competency in motor skills and movement patterns needed to perform a variety of physical activities.

(Psychomotor Domain) Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

(Cognitive Domain) Standard 3: Participates regularly in physical activity.

(ALL Domains) Standard 4: Achieves and maintains a health enhancing level of physical fitness.

(Fitness Domain) Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

(Affective Domain) Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

(Affective Domain)

Rituals & Routines & First Day PowerPoint Work habitsIn class expectations It is expected that all students will dress and actively participate in each and every class period. Students should try to improve, learn rules, and learn strategies no matter what level they are at the beginning of the class. Students are expected to encourage their classmates and function on teams appropriately. It is expected that all students will be cooperative and show respect to each other and all instructors and teachers.

Full participation in ALL class activities and cooperation with teachers, student groups and individual classmates is important for progress toward meeting the PE standards.

Locks and lockers will be issued to students at the beginning of each semester. Students are responsible for their own belongings in the locker room. It is very important that students double check to ensure that their lock is locked on the correct locker. Teachers are NOT responsible for items lost in the locker room.

PE uniforms are required for ALL PE classes. Appropriate swim wear is also required for swimming classes.

PE Uniforms include: Aurora Central PE T-shirt, Aurora Central PE shorts, athletic shoes and white socks. *Sweats may be worn as needed over the PE Uniform. *T-shirts and/or shorts may be worn in the swimming pool as long as they are over a regular swimsuit.

Swimmers with a medical excuse will complete a dry land work out in a PE uniform.

Students are required to keep either a notebook or a digital folder on the schools server in order to show progress toward the standards. Notebooks or folders should include 6 dividers, 1 for each standard.

Attending class, being on time ready for instruction when the final bell rings, is essential to success in meeting the PE standards for this course. The Aurora Central Tardy and Attendance Policy will be applied in physical education.

Cell Phones and other electronic devices are NOT allowed in class.

Homework expectations Physical Education is considered a Core Content Course by the Colorado State School Board.

Physical education is education of how to be healthy, mentally and physically. Students should value physical activity so that they have the minimum skills that allow a person to pamper their body and stay healthy for life.

Students will be assigned homework in my physical education classes.

Homework should be turned in by the expected due date.

Policies for absences and make-up work To demonstrate proficiency, students must keep up with the pace of the class. It is the student’s responsibility to find out what work they had missed due to an absence and complete make-up work. Students can make arrangements with the instructor to make-up participation time. For example, a student may attend another class if they have an open period.

Required/ recommended suppliesAppropriate swim wear is also required for swimming classes.

PE Uniforms include: Aurora Central PE T-shirt, Aurora Central PE shorts, athletic shoes and white socks. *Sweats may be worn as needed over the PE Uniform. *T-shirts and/or shorts may be worn in the swimming pool as long as they are over a regular swimsuit.

Swimmers with a medical excuse will complete a dry land work out in a PE uniform.

Course feesPhysical Education Uniforms – $15.00 Cost of notebook and dividers, thumb drive.

Lifeguarding Book – $35.00 at the beginning of the second semester. (Lifeguarding Class only) Lifeguarding Certification – $8.00 at the end of the lifeguarding course. (Lifeguarding Class only) Other fees may apply for special events.

Frisbee Calorie Blaster Body Composition Discuss Benefits of a healthy body composition.

Seven bowling pins are set up at each end of the playing area in the neutral zone.

Objective is to knock down the other team’s pins by sliding the Frisbee along the ground without crossing the mid-court line.

Each Bowling Pin represents 500 Calories (3500 Calories =1 pound) Teams can consist of: Throwers, Defenders, and Retrievers. (Switch positions after points are scored or between each round) Skill Assessment – Frisbee Throw Cognitive Assessment – Name activities they enjoy doing that expend calories and promote healthy body composition.

Modify – for other activities From: Physical Best Activity Guide: Middle and High School Levels, 2nd Edition, by NASPE, 2005, Champaign, IL: Human Kinetics

Mission Push-Up Possible Health Related Fitness Components Muscular Endurance & Muscular Strength Review FITT, Intensity Review the Principle of Progression Your Mission is to design five different push-ups. Range in difficulty from 1. LEAST difficult to 5.

MOST difficult.

Each group may use a mat, chair, wall, fitness ball etc. to create their push-ups. Name each Push-up, and illustrate each push-up in order of difficulty. (Stick figure drawings are acceptable).

Assessment: Individual Student Progress Sheet, Groups Share how the activity relates to the Health Related Fitness Components, Intensity, Progression, Standards.

From: Physical Best Activity Guide: Middle and High School Levels, 2nd Edition, by NASPE, 2005, Champaign, IL: Human Kinetics

Curriculum Development Turning Over a New Leaf Activity: What units do you currently teach?

List all the units you have taught in the last year.

Circle all of the Team Sports activities.

What units are you going to teach in the next year?

List as many units as you can from the following categories: Dual and Individual Sports Rhythm and Dance Adventure Sports Team Sports Cross out the Team Sports from the other side of the paper.

Music - Natasha Bedingfield, “Unwritten”.

Skillastics Fitness Extreme Skillastics – www.skillastics.com – toll free (888) 842-7746 -$256.95 To achieve a higher level of fitness in a unique and non-competitive environment.

Designed as a health related activity tool to prepare students for the Fitnessgram Assessment.

Instills positive exercise habits that last a lifetime.

Meant to coincide as a motivational supplement to your instruction on health and fitness Allows the teacher to organize a group of children quickly utilizing more time for physical activity.

Considered a new and innovative twist on circuit training.

A player from each team approaches the oversized mat where they roll their colored die and move their matching colored beanbag to a corresponding space on the mat.

They jog back toothier group and explain and perform the exercise with their group.

Each team moves independently around the mat.

Advocacy, Advocacy, Advocacy Brain Research Curriculum Council Dialog Classes NASPE “Speak-Out” day or “Lobby Day” Other AAHPERD days on the hill State “Lobby Day” State Report Card (Shape of the Nation) District Leadership District School Board Newsletters, Newspapers, News TV stations Website, Flyers, Video’s

American Heart Association Jump Rope for Heart Hoops for Heart

Yoga Cool Down Mountain Pose Upward Salute Standing Lateral Flexion Warrior 1 Warrior 2 Warrior 3 Reverse Warrior Triangle Reverse Triangle Downward Facing Dog Cobra or Upward Facing Dog Childs Pose Cat/Cow Stretch Butterfly Progression Pretzel Progression Final Relaxation

There is an App. for that!

Nike Spark People Daily Burn Cal Counter Eat This Not That Game Heart Rate IMapMyFitness o IMapMyRun o IMapMyRide o IMapMyWalk IMuscle Interval Trainer Lose It Push-Ups RunKeeper Play Yoga Free Body Fate Body Fitness Daily Workout o Butt Wokout o Cardio o Ab Workout

FIND SOMEONE WHO KNOWS…

Family Life Education Workshop Request Form Please return to Caroline Fuller at caroline.fuller@doe.virginia.gov no later than 2 ½ months before the requested training date.

School Division – Local Contact Person – Phone – Email Address – Day(s) and Date(s) of Workshop Requested – Workshop Requested: 6 hour workshops □ Understanding Human Sexuality Today □ Preparing for the Future: Family Planning □ Recognizing and Managing Risky Behavior □ Working with Diverse Populations □ Legal and Ethical Issues in Sexuality and HIV Education 3 hour workshops □ Preventing STIs

□ Strengthening Parental Involvement in FLE □ Preventing Sexual Violence □ Managing Sensitive Issues □ Dealing with Teen Pregnancy: A Focus on Fathers □ FLE: The Early Years

□ Preventing HIV Infection

Time of Workshop – Start:

End:

Demographics: How many participants?_________ How many participants from the following grade levels? ___ Elementary

____ Middle

____ High

How many participants from each of the following groups? ___ PE teacher

____ Health teacher

____ School Nurse

___ Guidance Counselor ____ Science teacher ___ Other (Please explain) ____________________________________

Have all FLE teachers received a copy of your division’s guidelines for teaching FLE? ___ Yes ____ No ____ I don’t know but they will have it soon Has your FLE curriculum been revised in the last 5 years? ____ Yes ____ No _____ We are currently selecting a new curriculum The School Division is responsible for providing the following: Laptop with DVD capabilities, speakers for laptop, LCD projector, Screen and Flip charts on an easel.

Is this equipment available for each session?

YES __ NO Expenses paid by division include: Trainer fees of $300 per trainer with a minimum of two trainers Expenses paid by DOE: Travel expenses (includes meals and overnight accommodation) for trainers.

Location of Workshop and directions from main highways.

Suggestions for overnight accommodations (nearby hotels, including hotel telephone numbers, etc.)

1.

2.

Within training building Trainers may access the building… □ the afternoon before session. □ the morning of the session.

Meals - (please check all that apply) □ Refreshments (snacks and drinks) will be provided on the day of the training □ Lunch will be provided on the day of the training □ Lunch will not be provided on the day of the training (trainers are responsible for their own lunch)

Tchoukball Skill Drills Presented by Terry Gooding terry.gooding1@cox.net Activity Instructional Best Practices 1. All students actively engaged in learning – students should be in groups of no more than 6; if you do not have enough equipment for smaller groups, be creative and have other activities included (fitness, cooperative games, combine activity units); combine this game with ultimate, momentum, handball, speedball, etc; play outside for more space; use pedometers to measure student engagement 2. Providing all students success – assess your students and group them for skill practice and competitive activities accordingly; also consider the equipment you are using to promote improvement and performance competency…gator/trainer balls instead of hard balls that will just intimidate those of lower skill levels; do not overinflate tchoukballs 3. Modify and adjust rules – consider more than 3 throws—must throw at least 5 times before shooting at tchouk; cannot throw to the person who threw it to you; boy>girl; for large groups, every other throw must go to the sideline players—switch sides; the only way to make a point is for the ball to rebound off the frame and touch the floor without being caught--not a point if you miss the frame Teams of three Team players randomly move around area tossing to each other. Encourage them to keep moving and throw to team member on the move (can only take 3 steps after the catch). Advance the ball traveling across the court to the other end. *Variations: have the groups move across the floor passing to each other; as groups move across the floor, on whistle they must change direction; figure 8 pass and catch from half court to tchouk and shoot when close Single file lines of 4 - 6 in front of frame(s): Thrower throws at frame and goes to end of line. This is a cooperative activity so teams are trying to work together to throw and catch. *Variation: after the throw run around behind the frame and get back in line – line will end up as a circle around the frame Single file lines in front of frames that are located across from each other.

Player throws at the frame and rotates to the frame line on the opposite end.

Two single file lines facing frame creating an angled rebound Front person in one line tosses at frame moves to end of other line, first in other line catches rebound and tosses at frame then moves to end of the other line. Continue rotation. *Variations: run behind frame and to the end of the other line; change the distance the lines are from the frame; change the angle of the throw and catch; add a middle line to catch balls that rebound to middle area Scattered formation with players facing a frame Each person is given an opportunity to throw at the frame from any position and scattered players get an opportunity to catch the rebound **During the game periodically stop play and assess student cooperation and teamwork. Have students sit and assess students understanding of the spirit of the game. Ask students: 1. Raise your hand if you had a chance to throw at the frame (offense) 2. Raise your hand if you have caught a ball off the frame to prevent a score (defense).

3. Raise your hand if you said “Nice Try” or high fived a player. (Teamwork) 4. Raise your hand if you felt included by your teammates. (Cooperation) Ask students to observe answers of their own teammates and challenge them to get everyone involved. After awhile do the same assessment again…. **Contributions by Todd Keating

Tchoukball Lead-up Games Presented by Terry Gooding terry.gooding1@cox.net

Circle Juggle Objective: Toss a Tchoukball to individuals in a circle. See how many balls can be kept moving in the circle without being dropped. Players determine that to be successful they must create a pattern.

Equipment: 6-8 Tchoukballs or similar balls per circle Format: 8-12 individuals in a large circle Scoring: number of balls to keep moving in the circle without dropping any Rules: ball may not be given to the person on either side of the thrower or back to the person that threw it to them; everyone in the circle must receive the ball(s) each round

Pass – Catch – Chase Objective: To make successful catches and throws at different distances.

Equipment: one Tchoukball or comparable ball for every two students; music to play by Format: partners facing each other at a catchable distance apart Scoring: none Rules: partners toss and catch practicing proper performance while music plays; when the music stops, the person with the ball must chase their partner and try to tag them; when the music starts again, get a new partner and continue skill practice; runners may not look back at the chaser or they are sent to the activity box until they can follow directions – safety issue

Box Passing Objective: Practice catching and throwing Tchoukballs both stationary and on the move.

Equipment: one ball for every 3 students, large open space Format: groups of 3 moving around a large open space Scoring: none Rules: move through space as thrower or catcher; no more than 3 steps; cannot hold the ball more than 3 seconds

Thread the Needle Objective: Bounce the ball between the legs of a teammate and score a point when the other team does not catch it before it touches the ground. Shoot and score a point based on where the defense is positioned, teamwork, common goal, and strategy.

Equipment: cones for boundaries, scrimmage vests, a ball.

Format: Define the boundaries of the playing area; 2 teams of no more than 8 Scoring: Make a point by bouncing the ball between the legs of a teammate so that it hits the floor on the other side without being caught by the defense team. The defensive players try to catch the ball after the first rebound but before the second one.

Rules: Tchoukball rules; no interference by offense or defense; if the ball is dropped during a pass it is a turnover; after a point is scored the ball starts with the other team; if the ball is caught by the defense, they maintain possession and attempt to score; the offensive players cannot touch the ball or interfere with the defense in catching the ball after the first rebound; thrower must be close to person in straddle position or there is a chance they will hit their teammate

Shadowing Objective: To develop an offensive positioning concept - a player wants to pass to a teammate next to a defensive player because that means the defensive player is out of position to catch the rebounding shot.

Equipment: one ball, two teams, scrimmage vests, mats/cone zones Format: Make more zones than players on the defense team.

Scoring: Make a pass to a teammate who is in the same zone as a defense player(s).

Rules: two teams play during a limited time (2 to 5 min); the team on offense is to pass the ball to a teammate who is in the same zone as a defensive player; a defensive player must always be in a zone or running to another zone; every successful pass to a teammate in an occupied zone counts as a point scored by the team on offense; if the ball is dropped during the pass, the ball goes to the other team and the roles are switched; defense players avoid the offense scoring a point, by running away from an offensive player who is about to receive the ball in a zone they are occupying

Clean Up the Backyard

Objective: Clear as many balls/trash as possible out of your designated backyard area into the opposing teams area by rebounding them off the Tchoukball net. Can use tchoukballs, wiffle balls, gator balls, etc.

Equipment: a Tchoukball set, cones to mark team areas, 10-20 balls/trash that will rebound. ** Be careful about the type and number of balls you use. This game can be hazardous if the balls hit students when they are not looking.

Format: divide the class into two teams – each team should have designated throwers and catchers; assign each team a backyard area (half the basketball court); set a Tchouk in the middle of each team area with a forbidden zone and put an even number of balls in each area.

Scoring: after a 3-5 minute period, stop the throwing and count how many balls are on each side; the team with the least number of balls/trash is declared the top sanitary engineers Rules: players may not cross the center line; balls must be thrown at the Tchouk to be sent into other team area by designated tchoukers; catchers throw the ball to a tchouker who throws the ball to rebound it to the other team, then they switch places; players may not possess more than one ball at a time; tchoukers may not take more than 3 steps and must be aware of where their fellow tchoukers are located; catchers must attempt to protect their teammates from getting hit by balls; may need to assign catchers to specific zones if there are contact issues; no balls may be thrown after the stop signal – penalty.

Conquerors Objective: Four taggers work as a team to tag all other players with a ball. “Conquerors” move into a position to receive the ball and tag fleeing students. Once a player is tagged they join the tagging team. * Discuss the various conquerors that are identified in world history.

Equipment: a gator ball, pennies or flag belts, boundary cones Format: pick four students to be the starting “conquerors”; all other students must attempt to evade the “conquerors”; you must stress that when running from taggers students must watch where they are going so not to run into another student (may institute a penalty for looking back instead of forward); for large classes, set-up two or more games Scoring: the game ends when there are four “landowners” who have not been tagged; they become the new conquerors – if they have already had a turn being a conqueror, they pick someone else to have a turn Rules: conquerors can take no more than three steps when they receive the ball; if throwing to tag is allowed (only with gator balls or similar soft ball), it must be underhand and make contact below the waist; when tagged, go to a designated spot and do a task (jump rope, sit-ups, laps) then get a pennie/flag belt and join the conquerors Rules of the game of Tchoukball can be found at www.tchoukballpromo.com

TCHOUKBALL MODIFICATIONS

By Terry Gooding terry.gooding1@cox.net

 first and foremost, never change the rule that prohibits any defense….this means no one-on-one guarding, interceptions, pass interference, blocking the path of the ball off the Tchouk, impeding the movement of a player  assess students and have comparable skill levels competing against one another; this will be more challenging for all and less intimidating for lower skilled players  when starting the game or after a point is scored, there is no limit of passes to get the ball past mid-court/field  no limit on passes before shooting  allow three steps after catching the ball on the move  designated a minimum number of passes before shooting  everyone must catch a ball before a shot can be taken  you may not pass back to the person that passed it to you  passes must go boy-girl-boy-girl  with large groups playing sideline Tchoukball; ball must be passed to a sideline player every other throw; there must be some of each team on both sides or no specific teams on sidelines (all are neutral), and ball is thrown to anyone on the team who has possession  if the ball hits the frame or misses the Tchouk completely, it is a change of possession…no point  in limited space with limited equipment, divide the playing area into several games that might include Tchoukball, Speedball, Ultimate, Team Handball, Omnikin, Momentum  limit the number of players to 6-8; as in any game with too many players, many will be left out and not get a chance to be actively involved  designate passers and scorers so some players do not monopolize the game by trying to score all the time; switch after a point or when play is stopped  use whistle stops to discuss play, make rule clarifications, question strategies

“I’ve Got the Power(point)!”

Presenter: Nathan Heath 2010 Eastern District Middle School Teacher of the Year nheath@kearsarge.org (contact me for PowerPoint files) I started using PowerPoint in class as a way to run warm up activities while some students were out of the locker room and some were still changing. Using the slides from PowerPoint gave the students a novel warm up that changed often, so students wouldn’t feel bored with the activity. When I started using PowerPoint in the warm-up activities, participation went up, students put more effort into the activity, and they exercised longer. This made me want to try other activities as well. As I developed more activities, they have gotten more complex in design (animations, music, hyperlinks, etc.) and my students have responded favorably to them because of the multimedia, multi-sensory experience they get from it.

I have included the rules to the activities below, but not how to make the PowerPoint files (this is not a technology session). PowerPoint is very user friendly and you can figure it out quickly, just by playing around with it. If you need help with some ideas, send me an email.

PowerPoint Warm ups: Use PowerPoint slides to signal what exercise the students should do for warm ups. Jogging, skipping, jump ropes, basketballs, hula-hoops... anything you can think of. You can set the slides up to be fully automatic or you can pick and choose what the students do. Don’t forget to include a signal when the exercise changes.

Color Tag: Each student chooses a soft colored item (I like to use success balls, but a yarn ball or gator ball works well too) from a container in the middle of the play area. The game is a freeze tag style game.

The screen will say three things: 1. Which color is IT. 2. What a player will do for an exercise if they are tagged. And 3. Which color can free (unfreeze) a tagged player. When the slide changes, the taggers, unfreezers, and exercises change too.

Mix Up Partner Tag: We’ve all played partner tag. Two people. One is it and chases the other. When you get tagged, spin three times and chase your partner. In mix up partner tag, each student has 3 or 4 different partners that are represented by a theme and theme music. For example, when the Spongebob Squarepants slide comes up and music plays, you find your Spongebob partner and play partner tag. When the Star Wars slide comes up and music plays, find your Star Wars partner and play. If you have colored wrist bands or a hand-held marker such as a bean bag, partners can use them to identify who is it when the slide changes. This is a good ice-breaker type game because the students can pick their favorite character in the theme and they get to work with multiple partners.

Fitness Component Tag: Spread five cones out on a basketball court. Make sure that each cone is identified with a component of fitness and a specific color (ex. Cardiovascular = red). Each student will hold a colored ball or pinnie or some marker to indicate which component color they represent (ex. All the red players are cardiovascular). All the students will meet at the component cone that matches their color. I use PowerPoint to choose the component, but you can also use a die or a spinner with the components written on it. Whichever component comes up is the tagging group. All taggers are identified by the color of the object they possess. When a player is tagged, that person will step out of bounds and perform a designated exercise that is written on the screen and is related to the component that the tagger represents. Keep the rounds short and after each round, have the kids choose a new component to represent by switching colors. Have a discussion about the five components of fitness and why the exercises for each component were chosen.

Pack Math: Divide the class into groups of 4 and give each group a rope (tied in a loop) and a cone as a “home base”. Spread markers on the floor randomly that have numbers written on them. The powerpoint screen will show an equation that has three variables in it. The group must solve the equation using the following rules: • All players must have at least one hand on the rope at all times.

• Your group may not have more than 3 spots at the cone at one time • Your group may only carry one spot at a time to your cone • If your group has a correct solution for the problem, knock your cone over and sit down at the cone.

• All spots must be thrown back out for each new equation • Support your teammates positively through your words and actions.

Flag Tag: Equipment needed: Rip Tag Flag Football, 4 cones (1 each, green, yellow, red, & blue), scrimmage vests (green, red, yellow, & blue) The object of this game is to score as many points as possible by placing flags in the scoring cones. The team with the most points wins.

The group will be divided into four teams, each with its own color vest and a corresponding scoring cone in the center of the play area. Each player will wear a set of Rip Tag arm bands and each arm band will start with one flag on it. During the game there are three states of power that a player may have, depending on how many flags they have: 1. Full Power: This is when a player has a flag on each arm band. (A player may have one flag in their hand too) 2. Half Power: One of the arm bands was taken, but the player is still in the game.

3. No Power: Both arm bands were taken and the player doesn’t have any. The player kneels on one knee and waits for help from their team.

When a player takes a flag, they may do one of three things with it: 1. The player may put it on their own arm to restore to full power.

2. The player may give it to a player on their team to restore that person’s power (A player that is down would be restored to half-power and would be back up in the game) 3. The player may deposit the flag in the scoring cone to get a point for their team.

Some general rules: • Players must wear the arm band above the elbow.

• A player may never have more than three flags in their possession at a time (one on each arm and one in the hand) • A player may take a flag off their own arm to do one of the three actions as long as it does not drop them to no power.

• The area inside the four cones is a safety zone and only players that are depositing flags in the scoring cones can use it. Once the flag is deposited, the player must leave the safety zone.

• This is not a sprinting/running game. More time should be spent in a defensive position than fleeing, so keep the game to a walk. Brisk walking is acceptable.

For this activity, I like to use PowerPoint to show the directions for putting the arm bands on. It can be a somewhat lengthy process to put them on if it isn’t clear what they should do.

Jump Rope School (Created by Carol Martini, Andover High School, MA): Equipment needed: 1 long rope, sign (or PowerPoint) with the different grade levels on them.

Object of the Activity: The entire group must pass through the swinging jump rope in the described manner without any touches of the rope or else the entire group must start over and repeat the grade.

See how far your class can go!

Elementary School K—each student runs, one at a time, through the middle (unlimited swings) st 1 —each student runs through, 1 swing per person DOUBLE PROMOTION rd 3 —each person runs through with a partner (unlimited swings) th 4 —each pair runs through, 1 swing per pair Middle School th 6 —each person runs in, makes 1 jump (unlimited swings) th 7 —each person runs in, makes 1 jump, 1 swing per person DOUBLE PROMOTION High School th 9 —with a partner, make 1 jump and out (unlimited swings) th 10 —with a partner, make 1 jump, 1 swing per pair th 11 —individually, make 2 jumps (unlimited swings) th 12 —with a partner, make 2 jumps (1 swing per pair) Master’s Degree The entire class, together, must make a minimum of 3-5 jumps

Muscle Memory: Everyone will get with a partner. Partners will stand on opposite sidelines of the basketball court (or playing area). This is their starting area. The teacher will have a card displaying a specific exercise. When started, the partners will jog to the middle of the floor to a poly spot and jog back to starting position. On the second card that the teacher shows, the partners will jog to the middle and do the second exercise and then jog back to starting position. One the third card, the partners will jog to the middle to do the second exercise then the third exercise and then jog back to starting position.

The exercises will continuously build on each other until all the exercises have been completed. We recommend about 7 or 8 different exercises and it can be quite fun depending on what you choose to have them do.

Here is a sample of what I have done: 1. Run to poly spot and back (always start each sequence with running out to spot and end each sequence by running back to starting position) 2. #1 plus 10 jumping jacks 3. #1 & 2 plus stand back to back over poly spot, sit down and stand up.

4. #1-3 plus high-five partner, skip to partner’s line and back to middle, high-five partner 5. #1-4 plus 5 push-ups 6. #1-5 plus 1 right foot pivot in a full circle (with foot on the poly spot) 7. #1-6 plus sit, lock ankles with partner and do 10 curl-ups. #1-7 plus high-five partner, side slide to opposite line and back to middle, high-five partner Domino Warm Up: This is an activity in which two groups will challenge each other to see who can complete more randomly assigned exercises. There will be two buckets that will have an equal number of dominos in each. Each group will draw from one bucket and discard in the other. When a student takes a domino, they will have two exercises to complete (one for each half of the domino). Students should look at the powerpoint screen to see what activity the numbers on the domino represent. When the student has accomplished both exercises, they will drop the domino in the bucket of the other group.

When time runs out, all incomplete dominos are dropped back into the draw bucket and all dominos are totaled. The group that has LESS dominos wins.

The following exercises are used for a double 15 set of dominos: 0 - Blank. - Grab an insta-pulse bar and take your heart rate 1 - One minute wall-seat 2 - Crab-walk two laps around middle circle of the gym.

3 - Three running laps of the gym.

4 - Skip the width of the gym four times.

5 - Run and touch the five sets of double exit doors in the gym.

6 - Reach for your toes and hold for a 10 count. Do this 6 times.

7 - Seven attempts to touch the net at any basket.

8 - Eight one-legged hops across gym – then switch feet and do it 9 - Nine two-footed jumps across gym.

10 - Ten regular push-ups 11 - Eleven wall push-ups (stand three feet from wall).

12 - Twelve four-count step-ups on bleachers.

13 - Thirteen sit-ups.

14 - Fourteen jumping jacks, clapping hands over head.

15 - Fifteen jump ropes.

again.

Station Timer: This is one of my favorite tools with PowerPoint. Whenever I have timed stations or need to keep track of time, I can set the PowerPoint slides to switch with a sound effect at the time that I choose. It is really easy to make and I don’t have to keep track with a stopwatch anymore.

One Day Wonders - Large Group Activities To Fill In The Cracks Presenter: Nathan Heath 2010 Eastern District Middle School Teacher of the Year nheath@kearsarge.org We all have days in our schedule that can throw off our unit plans. Field trips, special schedules, weather... sometimes you need a day to run a special activity to get your lessons back on schedule.

These "one day wonders" maximize participation, address the NASPE standards, work great for large groups, and are just plain fun.

4 Beat Repeat: This is a large group dance in which the leader will perform movements to four beats of the music and then the audience performs the same movements for the next 4 beats. You need a song with a good strong 8 beat count. I like to use Call On Me by Eric Prydz and perform the following movements in order (Read from top to bottom, 1st, 2nd, and then 3rd column).

Stretch on Intro Arm pumps 2 R – 2L Clap 4x Jump 2x on R, 2x on L Jump in place 4x w/ 360 spin Grapevine R Grapevine L Walk in Circle R Walk in Circle L Jumping Jacks

Jumping Jacks w/ 360 spin 2 Push Ups 2 Push Ups Log Roll on Floor to R Log Roll on Floor to L Grapevine R Grapevine L Jump/Walk Back Jump/Walk Forward Stretch

Big side jumps R Big side jumps L Big side jumps R spinning Big side jumps L spinning Roll to R on floor Roll to L on floor 4 random hand motions high 4 random hand motions low Slowly lay out flat

Ballistic Box Ball The object of the game is to score as many balls in the box on your opponent’s side before time runs out or all the balls are gone.

Set Up: Attach two floor mats together and stand them up in a box shape in the back of the foul key on a basketball court. Give all players pinnies to determine teams. Use soft balls (not softballs) that will not hurt if a player gets in the way of a shot (we use gator skin balls of various sizes, bump balls, and yarn balls). Each player will start the game with one ball each. Any extra balls are put out of play.

It is hoped that players will set up defensive and offensive strategies to protect and penetrate the zones, rather than a distance shooting game from safe territory.

Rules: - Like capture the flag, you are safe from being tagged in your defensive (home) end of the court. The middle line of the court determines offensive and defensive sides.

- A player may only be tagged when they are in the opponent’s territory. If a player is tagged, they MUST return to their own territory before continuing any play. If a ball is being carried and a tag is made, the ball is handed over to the tagger.

- If a player shoots before they are tagged, the shot would count. If the tag is made first, and a shot is taken, it does not count.

- A ball may only be picked up on your home side. You may not pick up a ball that has touched the floor on your opponent’s side. (This prevents missed shots and balls laying around to be played again) - Each player may only have one ball in their possession.

A ball may be carried, passed, and shot from anywhere (even on your home side).

You may have as many people defend the box as you want and you may be as close as you want.

- No one may touch the box intentionally.

- If a box is knocked over, the team that knocked it over automatically loses the round.

End of the game: Use time to determine each round or when only a few balls are left. Count up the balls in each box.

Whoever scored more points wins the round. Give everyone a ball and start a new round. Most rounds wins.

-

Pedometer Challenge Tag Divide the class into two teams with everyone wearing a pedometer. Each player will tuck a scrimmage vest (flag) into their waistband on the opposite side of their pedometer (so you don’t pull the pedometer off) so that it hangs to at least to knee height. When the game starts, players will attempt to pull the flag of players from the other team to enter into a “challenge” with that player. The player that pulls the flag to initiate the challenge will receive a 20 step bonus for that challenge. (ex.

59 steps on pedometer + 20 bonus = 79 steps for the challenge) When a challenge has been initiated, the two players will compare the number of steps on the pedometers. The player with the most number of steps (including the bonus) will escort the player with the fewer number of steps to the jail area. In order to get out of jail, you must add a certain number of steps to your existing amount. We use 100 and it seems to work pretty well. When you have accumulated your steps in jail, you are free to go and challenge someone new. The object is to get all of the other team into the jail area. If time runs short, you compare the remaining players (not in jail) to see which team has more players. Also, it is nice to see who the POWER PLAYER is. The POWER PLAYER is the person who has the most steps in the whole class (and would therefore be unbeatable).

Sudoku Soccer: • Arrange hula hoops or like color in the playing area using the following pattern: • In each hoop, place a cone (of like color) with a tennis ball on top (of like color).

• Each team will wear pinnies for their team color and begin with one gator skin ball (of like color) at their most central hoop. A second ball can be added later for each team, if needed.

• Each team must defend their color cones and at the same time, try to redirect the ball into the cones of the other teams to knock the tennis ball off the cone. If the tennis ball is knocked off, the player that knocked it off will pick up the tennis ball and deliver it to the scoring container for their team. That cone can no longer be scored on.

• Each cone may be defended by only one player, but no one may use their hands. No goalies.

• You may only score on a goal with your own team color ball. (ex. Red team may only score with the red ball) • You can not score on your own goal, you must go after a different color.

• You may play another team ball, but may not score with it (ex. The red team could take control of the green ball so the green team can’t score) • No ball should be kicked in the air. Keep the ball under control and on the ground.

• No one may intentionally kick another team’s ball outside the grid.

• The team with the most tennis balls in their scoring bucket wins.

Changes and Challenges Divide your class up so that you have approx. 6-8 people in a group (I usually have 6 groups).

The activity consists of alternating between giving a set of very specific, albeit crazy, directions of how to transition from one place to another and performing a team challenge to earn points. I give 3 points for first place, 2 points for second place and 1 point for third place for completing a transition or a challenge. An example of a transition might be: “Your team must be seated, crosslegged in a circle around your tall cone. You must each be touching the cone with your right pointer finger and your left hand must be on your head. The first group to be in this position and be silent will come in first place.” After the transitions are judged, the directions are given for the first challenge. The challenges and transitions continue until near the end of class. It is good to leave some time at the end of class to debrief the activity by discussing the importance of listening, transitioning quickly, and being a good group member.

These are some of the activities I have used for the challenges: • Group Keep It Up with no hands: Each group receives one gatorskin ball. The class is given 2-minutes (+/-) to accumulate as many juggles in a row as possible. When the ball hits the ground or someone on the team touches the ball with the hand, the count must begin again.

• Group Hoop: Each team receives a gatorskin ball, a basketball net (not a hoop, just a net), and a poly spot set about 20 feet from the cone where the group assembles. The group stands and all team members must hold onto the loops of the net with both hands. One member leaves the group and runs with the ball to the poly spot. With one foot on the spot, the player “shoots” for a “basket” and scores one point if it is successful. The team may move to try to capture the shot as long as they remain behind the starting line. After each shot, that player runs back to the group and changes places with another player who repeats the process. Allow about 3-5 minutes for this section.

• Pigs in Space: Each group receives a rubber pig (or whatever object you want to use to throw).

The kids will begin in a line so they know their playing order. The first student throws the pig down the field. All players chase, but only player #2 may pick up the pig and make the next throw. This continues as the students hit the target (fence, in our case) and return to the large cone.

• Group jump rope: The group will have two people holding the rope. Everyone else is a jumper. Try to get the most successful team jumps in the time limit.

• Group Channels: (A channel is a 2’ length of PVC cut lengthwise with a 2’ length of rope coming from each corner.) The group members will each hold one of the ends of the ropes (and only the ends of the ropes) and attempt to transport a ball in the channel to the deposit bucket. The group to get the most balls in the bucket wins.

• Blind Football: One person is the blindfolded quarterback, one person will give instruction to the quarterback and hand them a football. The quarterback gets to throw three footballs.

Everyone else is a receiver, but the receivers each have to keep one foot inside a hula-hoop that will be located on the other side of a “minimal distance” line. The hula-hoops can be moved when the quarterback changes. The roles will rotate: coach – quarterback – receiver positions – retriever - coach. The job of the retriever is to collect all the balls and take them to the coaching position. The attempt is to catch as many footballs as possible in the time limit.

Pinguard: The whole class except for 2 or 3 (retrievers) will form a circle with their feet spread about 2 feet apart and the outsides of their feet touching. Feet are not allowed to move or be disconnected. Each person will put a tippy object (pin, tennis ball can, small cone, etc.) between their feet that they have to guard. Two or three soft foam balls are placed inside the circle and using an open hand, you try to

protect your pin and knock down others. You may not hit the ball 2x consecutively. If your pin is knocked over, you go retrieve the ball and a new retriever rotates into your spot.

Using Student ePortfolios to Develop Lifelong Wellness Peggie Tyree & Larissa Lemp VAHPERD 2011

Using Student ePortfolios to Develop Lifelong Wellness • • • • •

Why ePortfolios?

An Example Great. Now what?

Plan “the Attack” Your ePortfolio Template

Why ePortfolios?

An Example

Great. Now What?

Plan “the Attack”

Your ePortfolio Template

ePortfolio Mapping Introduction and Table of Contents

Activities

My Fitness Plan

Invasion Activities

My Fitness

Net Activities

Resources

Topic 4 Page

Topic 5 Page

F.I.T.T. Principles Intensity Guide Activity Ideas

Topic 4 SubPage

Topic 5 SubPage

Activity Log

Apps

Topic 4 SubPage

Topic 5 SubPage

Cardiorespiratory Flexibility Muscle S & E

ePortfolio Rubric

Topic 4 SubPage

Topic 5 SubPage

Personal Fitness Activities

Rhythmic Recreational

Planning “the Attack�

Essential Questions for Starting an HPE ePortfolio within your district/building 1. What is your rationale for implementing ePortfolios?

2. What students will be creating ePortfolios?

3. What will host the ePortfolio (LAN, internet)?

4. Who will support the ePortfolio host/create the template?

5. Will ePortfolios be created/published at school, at home, or combination?

6. If only at school/combination: a. Do you have the number of machines necessary? b. Is there storage space on those machines/your network? c. During what time will students work on their ePortfolios and who will supervise/support these students?

7. If only at home/combination: a. Do all students have access? b. How will students package and submit the portfolio for assessment? c. Who will support students if they encounter technical difficulties?

8. Who will provide PD for your teachers/support faculty?

9. What is the timeline of implementation and what personnel/costs/PD are involved and when?

Your ePortfolio Template Title Page Table of Contents

Topic 1 Page

Topic 2 Page

Topic 1 SubPage

Topic 2 SubPage

Topic 1 SubPage

Topic 1 SubPage

Topic 3 Page

Topic 4 Page

Topic 5 Page

Topic 3 SubPage

Topic 4 SubPage

Topic 5 SubPage

Topic 2 SubPage

Topic 3 SubPage

Topic 4 SubPage

Topic 5 SubPage

Topic 2 SubPage

Topic 3 SubPage

Topic 4 SubPage

Topic 5 SubPage

THE UNDERGROUND RAILROAD

You are a slave. Your body, your time, your very breath belong to a plantation owner in 1850’s southern America. Seven long days a week you tend his fields and make him rich. You have never tasted freedom. You never expect to. And yet . . . your soul lights up when you hear the songs, telling the way to freedom, and the whispers of attempted escape. Freedom means a hard, dangerous trek, one you may not make. Do you try it?

Literature: Follow the Drinking Gourd Henry’s Freedom Box Sweet Clara and the Freedom Quilt Barefoot Escape on the Underground Railroad

by: Jeanette Winter by: Ellen Levine by: Deborah Hopkinson by: Pamela Duncan

Equipment: Will vary depending on type of equipment you have available Balance Beams Dome Cones Scooters Bells and Tambourines Mats Foam Hurdles Rock Wall Cones Swinging Rope Parachutes Tables Tunnels Hula Hoops Baby Dolls/Stuffed Animals Box Car PVC pipe (rocks/beans)

Trees Cargo Net Flash Lights Lamp Corn Stalks Jump Ropes Lantern Music

S.O.L’s: Physical Education k.1ab/k.2/k.3/k.4abc/k.5/k.6 1.1abef/1.2a/1.3/1.5ab/1.6 2.1b/2.2ab/2.4/2.5 3.1d/3.2a/3.3/3.4ac 4.1c/4.2acd/4.3a/4.4abc/4.5 5.1ab/5.2d/5.4a/5.5ab/5.6

Health

k.1c/k.2a/k.3ac/k.5a/k.6abc 1.2be/1.4abcd/1.6abcde 2.2e/2.3bdf/2.5a 3.1cd/3.2b 4.2e 5.1abc

Reading

k.1ab/k.2bcdfg/k.3df/k.8abcdef 1.1abcd/1.2bc/1.3abcd/1.5bc/1.7a 2.1b/2.2cd/2.3cd/2.5a/2.8bcdef/2.9b 3.1abc/3.2ade/3.3bd/3.5abdefhi 4.1abcde/4.2a/4.3abc/4.4a/4.5defhi 5.1a/5.2abc/5.4a/5.5a/5.6e

Science

k.1abc/k.2ab/k.4ce 1.1afh/1.2abcd/1.5b 2.1a 3.1aj 4.1ab/4.2abcd 5.1ce

Social Studies k.1/k.2/k.4abc/k.7a/k.8abcfeg 1.1/1.2/1.4ab/1.8/1.10abde 2.5b/2.6/2.8/2.10ade/2.11 3.6/3.11b/3.12 VS.1bcdegi/VS.7ac/VS.8b Music

k.1ab/k.3/k.4/k.6ab/k.7/k.8/k.11/k.12 1.3d/1.3c/1.6/1.11c/1.12 2.3bd/2.5d/2.8/2.10c/2.11 3.4bc/3.11ab/3.14c/3.15 4.14bc/4.15 5.4b/5.6b/5.12bc/5.13

Options: Bulletin Boards North Star (To show direction) Big Dipper (Stars placed on walls)

Websites: http://www.americancivilwar.com/kids_zone/underground_railroad.html http://www.nationalgeographic.com/railroad/ http://www.academickids.com/encyclopedia/index.php/Underground_Railroad

Email: Dawn Seymour Joe Burton Michael Mathias

Seymourd@frederick.k12.va.us Burtonj@frederick.k12.va.us mmathias@wcps.k12.va.us

Stations: Will vary depending on space and equipment available • • • • • •

River Crossing Rope Swing Forest Thicket Box Car Waterfall

• • • • • •

Corn Field Farmers Fence Bridge Leaf Pile Secret Tunnel Mountain

Everything Fitness: Getting Started, Warm-Ups, Fun and Fast Fitness Workouts, Teaching Offense and Defense Skills in a Game Setting, Learn “Ultimate Games” Kids can play Anywhere, and how to Incorporate Fitness Concepts Learning into your PE Classes.

Presenter: Andi McCarthy – Aurora West College Preparatory Academy, 6-12 PE Teacher E-mail: almccarthy@aps.k12.co.us 2010 CO Middle School PE Teacher of the Year 2011 Central District Middle School PE Teacher of the Year 2011 Final Four for National Middle School PE Teacher of the Year

Introduction 1. Attendance – get them moving quick.

2. How to make teams quickly with attendance 3. # of whistles is how many to a team (to eliminate people always partnering up, break them up by different poses and then those are teams.

Warm-ups: 1. Sport Xcel Warm-ups 2. Partner Tag with Locomotor Skills – (Also teaches about “getting open on Offense” if you talk about it with them.

3. Health-related Fitness Tag 4. Restless, Rats, and Rabbits – Reaction Game 5. “Eliminator Team Tag” – the goal is to eliminate the others (get all people tagged and down on a knee) in the shortest amount of time – 2 rounds per team.

6. “Circle Team Tag” – three people form a circle, one tagger on the outside.

The goal is to try and tag a specific person while running around the circle.

You may not go through the circle or reach in between people. The group

may not let go of hands and keeps their circle moving to block out the tagger for a specific amount of time.

Workouts: 1. “Sport Xcel Fitness Workouts” 2. Stations with equipment – Balance balls, balance disks, dyna –bands, scooters, jump ropes, hula hoops and cones for agility. **You can even add sports skill stations in there as well for the unit you are teaching.

3. “Leave No Man Behind” Workout 4. “Roll the Dice Workout” 5. “Deal Up Fitness”: a. Regular b. Sports c. Fitness Concepts d. Muscles 6. Cone Workout: a. Regular 6/7/8 b. Overload 7/8 c. Create your own

Teaching Offense and Defense: 1. “Team Keep Away” – Perfect lead up activity before you play any Ultimate Game to teach your students about movement on offense and transitions from offense to defense and vice-versa. You can have 2 or 3 teams playing each other and transition one team in. Game Rules: When you catch a pass, you sit down and once all of your players touch the ball the other team is out and a new one comes in. There is possession switches a lot with drops or steals.

Ultimate Games: These are my favorite non-traditional team games to play because they encourage teamwork, sportsmanship, any kind of equipment, simple rules, and meets all student skill levels and needs.

1. Ultimate Frisbee – Using the game rules.

2. Ultimate Medicine Ball – May only pass using two hands for safety.

3. Ultimate Ball - Only use passes in the air depending on the equipment used. (Changing up the equipment keeps the students on their toes and changes the game, forcing students to strategize and work together differently. If the ball bounces, then add a bounce pass to change the game.

4. Eclipse Ball – Same as above, only there is now a goal and they score when they use an underhand throw. May or may not have goalie – team choice.

5. Speedball – combo of ultimate ball and soccer. Can score like ultimate with a throw into the end zone or kick a goal. Conversions of the ball with your feet to get it up into your hands – double jump, single foot roll, toe toss, toe roll up your leg. Once you place your foot on the ball, you are allowed to convert it without interference. Use a nerf soccer ball.

6. Speedkitball – you can now score like ultimate, soccer, or shoot a basket.

All are worth the same amount of points.

7. Ultimate Bowling – 3-6 pins on each end depending on the amount of games and players you have in the gym. You must knock all the pins down to win the round. You must roll the ball, not throw it. If a defensive player knocks the pin down, it stays down. You can have a person that guards the pins if you wish. Use a nerf soccer ball for this game as well.

8. Ultimate Football – Same as Ultimate Ball only you can run till you get touched. Great outside as there are no breaks like flag football 9. Ultimate Lacrosse – Same as above except you keep it if your team recovers the bad pass. You cannot run it in, you must complete a pass. This eliminates shooting on goal so no one gets injured.

“Fundamentals of Total Body Fitness for Physical Education” Grades 6-12 Presenter: Andi McCarthy – Aurora West College Preparatory Academy, 6-12 PE Teacher E-mail: almccarthy@aps.k12.co.us For Handouts: Mygymshorts.com 2010 CO Middle School PE Teacher of the Year 2011 Central District Middle School PE Teacher of the Year 2011 Final Four for National Middle School PE Teacher of the Year

Body Weight Exercises for Muscular Strength, Muscular Endurance, Agility and Flexibility Warm-Ups Walking for a few minutes to get mentally ready for class!!!

Dynamic Stretching: My students rarely sit down and stretch. I feel they concentrate more when they are stretching while they move.

1) 2) 3) 4)

Jog Skips – making sure to use arms.

Skips with a Twist – really try and bring knee up and over to opposite side.

High Knees – start with arms bent at 90 degrees and palms down, try to hit palms with knees and back straight. I let them go and make sure they use their arms and add “quiet feet” and baby steps.

5) Butt Kickers – stand tall and keep front of thigh still, just bring their feet up to their butt, back straight, and swing arms. Add “quiet feet” and baby steps.

6) Carioke - make them keep their arms still and move their feet and torso.

7) Knee Pull Ups with Steps – I start basic with this and then for more advanced, I have them try and go up on their toes to stretch their calves (really need balance to do this one).

8) Quad Pull Ups with Steps – grab shoes on laces and push down in hand, hold opposite arm out in front of you for balance.

9) Hamstring Stretch with Steps – straight front leg (locked out) and reach down with arms and hands toward toes, hold for 3, and step out with other foot and repeat.

10) Leg High Kicks with Opp. Arms – start basic, with arms held straight out and kick hands with opposite feet. Great Brain one!!! When they get better, arms above head and bring them down to meet their kick while keeping core tight. Advanced: No feet sound so they have to hold their legs up and let them down easy with each step.

Upper Body: Push-ups: 1. Hand touch – feet apart for balance and do not swing body.

2. Air fives (alone or with partner) straight up or across - feet apart for balance and do not swing body.

3. Shoulder Touches – reach diagonal to touch shoulder – feet apart and do not swing body.

4. Out, out, in, in - with arms and also with legs 5. Push Up Shuffle - slow. Advanced: Fast moving.

6. Bear crawl – Butt down – full or half court. Advanced: Bent Elbows 7. Modified- lower body to the ground and then bend knees and push up- then bring legs back up to ready position.

8. Reverse - going from the ground as your starting position. Modified with knees. Regular PU as next step.

9. Regular PU 10. Traveling Push-Ups - Push-up, cross hands, repeat – to half court Advanced: Add a push up or more before crossing over and moving.

11. Tricep PU – arms closer to your sides. Modified: use knees.

12. Slow – 2 or 3 second count. You can go slow down and up or just one way. Modified: use knees

13. Push up with alternating shoulder touch 14. Push up with alternating arm raise 15. Sideways PU- reach out to the side with one arm and perform a push-up and bring it back in and reach out to the other side. Repeat. Modified: use knees.

16. Forward Reach PU – reach forward and perform a push-up and bring it back, repeat with other arm. Modified: use knees.

17. “3” Level Push-Ups – start hands in together, out to push up position, then wide and move them back in. Advanced: Jumping hands out to those positions and back in.

18. Class Circle Wave – everyone is down and does a push-up. You can do this with any exercise. Kids can use the modified push-up on this if they need to.

Triceps Push-Ups: 1. Crab Walk - with hands facing in towards their feet. More advanced is bending your elbows slightly.

2. Basic Triceps Push-ups – body in crab position – elbows facing away from body and fingers pointing towards feet. Advanced: Cross one leg over the other and lift up torso.

3. Triceps Side Shuffle – side to side moving.

Core: Full Body: 1.

2.

3.

4.

Basic Plank – Modified: on knees Advanced: Lift a leg up, in, or side Side Plank – Modified: on knees Advanced: Lift your arm or leg Plank hold with legs going in and out.

Core and Upper Body Combo: a. Plank to Pushup, alternating which arm you chose to get up with.

Modified: use knees.

5. Caterpillar Crawls – bend down and crawl your hands out to push-up position (you can have them perform a push-up or not) and then jump their feet in and continue down the gym floor.

6. Mountain Climbers – keep butt down. Advanced: arms bent or bring legs in slow bringing knees in and even across to opposite elbows.

7. Burpees – Basic: Squat down, step out to get their body in push-up position and then step back in and stand up. Modified: Squat Down, Jump body out to push-up position, jump feet back in, and then stand up.

Advanced: Students can try to do “single arm” burpees. Note: Make sure they squat down first or they could really hurt their wrists. Added things to make it more of a combo exercise: You can make them do a broad jump or squat jump or you can add push-ups or bring legs in or out before returning to up position. Be creative with these.

Abs: 1. Basic Curl up – hands on ground like Fitnessgram test.

2. Reverse Curl-up- going from up to down with arms straight and fingertips ending above the knee at low point.

3. Reverse Curl-up for Obliques: both hands to the sides on and fingertips starting at just below your knees and go down and back up.

4. Toe Touches – straight legs up to ceiling, try to touch feet with straight arms, not a big upward movement, try to not shrug, lift with abs.

5. Indian-Style Abs Reach – cross legs and reach with straight arms to ceiling.

6. Ab Twists – perform them slow and feet on the ground for modified.

Advanced: Feet off the ground.

7. Lean back ½ way and arms straight out – pulse your arms as though you were flying to add intensity to abdominal contraction.

8. Straight leg lift (also known as “6 inches”) –hold, up and down, in and out.

You can also do all three adding bring in your knees in and go back out as a combo move and more advanced.

9. Decline leg in and outs – arms can be on the ground. Advanced: Arms off the ground.

10.Bicycle – Basic: Sitting up and bringing knees in and touching elbows.

Regular is laying on the ground and alternate knees to elbows. Advanced: Laying on your back and brining whole body off the ground and touch your toes on opposite leg.

11. Bow and Arrow – one knee in and one leg straight, straight arm on same side as straight leg, and bent arm on bent leg, and as leg comes in arms do the same thing.

12. Partner Abs with high “10s”–lay with legs bent, feet to feet, both partners have arms remain straight up above head, go down touch the ground with back of hands, and come up with bent arms and high “10” and repeat.

13. Partner Abs straight-leg lifts – partner stands behind your head and you hold their ankles. Raise your legs up while partner nicely pushes them back down.

Back: 1. Superman/Swimmer – lie on your stomach and raise your arms and legs off the ground. DO NOT OVEREXTEND! Move your arms and legs like you are flying or swimming.

2. Opposite Arm and Leg Raises – lie on your stomach and lift your arms and legs opposite one another.

3. Back raise w/hands behind your head – lying on your stomach, your partner is holding your legs your legs and you arch your back lifting your torso off the ground.

Lower Body: Legs: 1. Lunges (solo, with partner or group) – Easies to start with a group to get students to keep their backs straight and step out correctly. You can have them put their hands on their hips or on their head when doing them individually. Advanced: Once they have worked on these to get the form down, have them really focus on pushing up from the heel of their front foot to really isolate their hamstrings.

1) Walking lunges 2) Standing lunges – stepping out and back 3) Reverse lunges – stepping backwards and return 4) Side lunges - out to the side more in a diagonal direction.

5) Round the World lunges – front, side, and reverse with one leg, then the other and repeat.

6) Standing Jump lunges – jump up and alternate legs each time and using arms to help you jump up. Make sure to land soft and keep feet pointing forward.

2. Squats – arms crossed and fingertips touching opposite shoulders, eyes looking up to keep back straight (feet shoulder width). Remind them to keep their feet flat on the ground and only go parallel with the floor, not deeper.

1) Standing squats – feet shoulder width. You can add a wider stance (2 levels) to isolate the glutes more: wider (toes pointing out), and widest positions (toes pointing out).

2) Jump squats – squat down and explode up and repeat.

3) Squat with side shuffle – sideways down the gym to work all leg muscles. You can have them perform a full squat in between each side shuffle if you want.

4) Carioke-cross with squat – great to help strengthen your ACL and you move sideways down the gym to half or full court.

5) Wall Sits 6) Balance Pendulum – for glute strength – see Flexibility.

7) Single Leg Mini-Squats – most will perform a quarter squat, others may do more.

8) Standing Broad Jumps – soft landing rotating from heel to toe and bent knees so you don’t make noise. Make the students really swing their arms for momentum. a. Single leg broad jumps – same as above only single leg.

Agility 1. Line jumps – double or single leg, four square, diagonal, figure 8 – Similar to dot drill.

Flexibility 1. Dynamic Stretching – see “warm ups” above

2. Balance Pendulum - for weak glutes (key thing to note: keep a slight bend in your weight bearing leg and same side arm out for balance).

Advanced: Watch your hand all the way up and all the way down.

Full Body Scooter Workout: Exercises: Lower Body: 1. Quads, Hamstring, Glutes – Pushing the scooter with their feet and legs backwards. Advanced: You can add resistance by having a partner and both of you hold a jump rope, they pull back to make it harder for you to push yourself across the gym.

2. Hamstrings and Calves- Pulling themselves back facing forwards and using their heels.

Upper Body Strength: 1. Knees or bottom on Scooter (Shoulders/ triceps) - Push your body keeping your arms off to the side for safety.

2. Knees or bottom on Scooter (Shoulders/biceps) – Pull your body backwards keeping your arms to the side for safety.

3. Scooter Wheelbarrow – a. Easy: Knees or shins on the scooter and walk on hands to a line and back without stopping. b. Hard: Feet (up on toes) on the scooter and holding your body straight to keep the scooter rolling straight walk on hands. c. When they get to the destination, make them use their body to swing the scooter and head back without touching the floor with their feet. Great for their core!!!

4. Triceps Drag –

a. Easy: Legs are on the scooter at the knees and the student pulls themselves to a line and back. b. Hard: Feet are on the scooter with knees up in the air. Creates more bend in the arms, which makes it harder.

5. Push-up with arm slide out – perform a push-up on knees (easy) or off (harder) with one hand on the scooter and then push it out to the side and bring back in. You may alternate or overload one arm.

For Abs: All of these exercises will work out your full body.

Knees or Feet on Scooter and your body is in a push-up position: Easy: Knees on scooter (keep butt down) and quickly.

Medium: Knees and slowly Hard: Feet on scooter (butt down) and slower.

1) Knees to chest and back out.

2) Knees up and out towards the shoulders (More Obliques). Your knees should come close to the outside of your elbow.

Forearms on Scooter: Knees on the floor and feet up and crossed.

1) Easy: Roll the scooter out as far as you can and roll it back squeezing your abs.

2) Medium: Extend arms completely out so body is parallel with the floor.

Use your abs to bring you back in, not arms.

3) Hard: Trying to roll out and make a circle.

Specifically CORE: 1. Plank: Students can also try to do a plank on the scooter.

2.

3.

4.

5.

Easy: Placing their forearms on the scooter.

Medium: With knees or feet on scooter.

Hard: Lifting one leg will make it harder or try putting it out to the sides.

Side Plank on the Scooter – they can just try to balance on the scooter. a) Keep knees on the ground and then extend the scooter out with arms and bring it back trying to isolate your obliques.

READING FLUENCY AND THE LAZY 8 EXERCISE, PART TWO Fall Semester, 2007 Mark Pankau, Physical Educator Guilford Elementary School Loudoun County Public Schools Sterling, Virginia Mark.Pankau@lcps.org

Background Guilford Elementary School is a Title 1 school and is located in the far eastern end of Loudoun County, in Sterling Park, near Route 28 and Dulles Airport. The school has a diverse, mid to low income population made up primarily of Hispanic, Caucasian, Black, Asian Pacific and other nationalities in that order. We have a high percentage of free or reduced breakfast and lunch, along with weekend backpack food to take home.

Supported by the STAR Research Program with the Loudoun County Public Schools Research Office, the 2006 research was conducted from an anatomical point of view.

The eyes are controlled by muscles. Eyes move left to right and top to bottom during English reading. I questioned whether doing an eye exercise would warm up and stretch the eye muscles compared to most other effects of bodily muscle stretching. Logic suggests that if the eye muscles are prepared for reading, then improved reading results should follow.

Research Question During the 2006 spring semester, I conducted the first Lazy 8 exercise research trials with a third grade class. The intent was to see if words per minute (wpm) would improve after doing the Lazy 8 exercise. In 100% of the 2006 trials, all students increased wpm on the average of 22 wpm, a 12.2% increase.

In order to substantiate the 2006 findings, I decided to evaluate one class in each of the five grade levels during the fall 2007 semester. This is the second annual research study conducted at Guilford Elementary School using the Brain Gym 速 Exercise, Lazy 8 1.

The Lazy 8 exercise is done with alternating use of the thumbs. The number 8 shape is traced in the air in a horizontal, or lying down position. Thus the name Lazy 8. The left thumb begins tracing the number slowly from the center, bottom of the shape moving straight up and circling to the left. The eyes must track the thumb at all times.

The thumb motion continues back up the center and circles to the right, coming back to the center, bottom starting point. This tracing motion continues for three rotations using the left thumb, followed by three rotations with the right thumb. Students were reminded as needed to keep their eyes on their thumb.

1

Brain Gym ® Inc., Dennison, Paul E., Dennison, Gail E; Edu-Kinesthetics, Inc., Ventura, CA.

Data Collection One teacher from Grades 1-5 agreed to allow me to conduct this research with their students. All but one class was done between 7:45 – 8:10 AM. The lone class was a 5th grade class with a time frame of 1:45 – 2:10 PM. All students in every class were part of this study.

A running record form was used to check off the words read. All students were informed of the procedure prior to reading. Students read aloud while I timed them for one minute.

They were instructed to skip over any words they did not know, and not to try to sound them out. Teachers provided grade and reading level appropriate books based on each student’s reading level. DRA books were used in almost all cases.

At the end of the first minute the student performed the Lazy 8 exercise to my satisfaction. Students then read for a second minute, but did not re-read the earlier passage. I then informed each student of their results. Two trials were completed with each student, in each class. Exceptions would include if the student were absent or had withdrawn enrollment. Students also did not read from the same book for the second trial. The second trials were conducted after every student in the class had completed the first trial.

Continued

Findings The next five Tables contain the results of each student’s reading trial results, listed by their grade level. Each Table shows the Words Per Minute read before and after the Lazy 8 exercise. The far right columns show the increased percentage for each student, as well as, the increased number of words read after doing the Lazy 8 exercise.

Table 1: 5th Grade Student I.D. Pre-Exercise Post Exercise (WPM) (WPM)

Increased WPM

A1 A2 B1 B2 C1 C2 D1 D2 E1 E2 F1 F2 G1 G2 H1 H2 I1

110 153 118 144 160 149 147 116 105 105 162 149 166 131 160 136 170

134 174 153 180 187 155 172 169 125 170 178 180 195 163 186 194 190

24 21 45 44 27 6 25 53 20 65 16 31` 29 32 26 58 20

I2 J1 J2 K1 K2 L1 L2 M1 M2

127 150 152 150 133 120 137 148 109

197 186 186 180 177 149 161 164 151

50 36 34 30 44 29 24 16 42

Continued

Table 2: 4th Grade Student I.D.

Pre-Exercise (WPM)

Post Exercise (WPM)

Increased WPM

A1 A2 B1 B2 C1 C2 D1 D2 E1 E2 F1 F2 G1 G2 H1 H2 I1 I2 J1 J2 K1 K2 L1 L2 M1 M2 N1 N2 O1 O2 P1 P2 Q1 Q2 R1 R2

171 149 76 78 103 71 160 123 170 156 35 77 167 157 146 108 155 162 110 124 132 157 148 130 136 148 145 132 126 127 138 161 108 141 97 95

182 167 95 126 135 117 179 173 205 200 49 108 201 198 172 146 204 187 143 156 167 170 157 164 164 169 181 182 135 163 168 177 159 181 123 145

11 18 19 48 32 46 19 50 35 56 14 31 34 36 26 38 44 25 33 32 35 13 9 34 28 21 36 50 9 36 30 16 51 40 26 50

Continued

Table 3 : 3rd Grade Student I.D.

Pre-Exercise (WPM)

Post Exercise (WPM)

Increased WPM

A1 A2 B1 C1 C2 D1 D2 E1 E2 F1 F2 G1 G2 H1 H2 I1 I2 J1 J2 K1 K2 L1 L2 M1 M2 N1 N2 O1 O2 P1 P2

175 166 64 153 132 95 89 93 127 32 24 58 104 172 114 124 89 155 150 64 55 130 163 53 62 77 122 158 122 103 147

189 192 89 185 155 132 124 137 152 39 29 114 143 192 138 153 112 180 185 67 87 140 199 63 66 128 151 179 171 133 180

14 26 25 32 23 37 35 44 25 7 5 56 39 20 24 29 23 35 35 3 32 10 36 10 4 51 29 21 49 30 47

Continued

Table 4: 2nd Grade Student I.D.

Pre-Exercise (WPM)

Post Exercise (WPM)

Increased WPM

A1 A2 B1 B2 C1 C2 D1 D2 E1 E2 F1 F2 G1 G2 H1 H2 I1 I2 J1 J2 K1 K2 L1 L2 M1 M2 N1 N2 O1 O2

101 110 122 131 88 107 72 44 81 98 65 44 84 90 74 79 95 113 74 57 78 88 94 59 74 96 88 112 135 88

128 136 173 168 110 126 77 64 88 105 95 56 131 129 82 94 127 138 94 75 108 94 129 82 99 140 151 128 144 142

27 26 51 37 22 19 5 20 7 7 30 12 47 49 8 15 32 25 29 18 30 6 35 23 25 44 63 16 9 54

Continued

Table 5 : 1st Grade Student I.D.

Pre-Exercise (WPM)

Post Exercise (WPM)

Increased WPM

A1 A2 B1 B2 C1 C2 D1 D2 E1 E2 F1 F2 G1 G2 H1 H2 I1 I2 J1 J2 K1 K2 L1 L2 M1 M2 N1 N2 01 02 P1 P2 Q1 Q2

31 59 31 38 22 34 29 47 43 43 27 35 81 87 76 81 40 56 58 87 131 84 46 47 35 64 30 40 128 95 46 86 38 29

68 67 51 75 36 56 34 59 54 64 36 40 115 124 102 101 45 79 99 99 163 134 66 62 54 75 54 50 144 142 68 116 41 37

37 12 19 37 14 22 5 12 11 21 9 5 34 37 26 20 5 23 41 12 32 50 20 15 19 11 24 10 16 47 22 20 3 8

Continued

Results In this study 100% of the trials (all students, all classes) showed an increase in Words Per Minute (WPM) after doing the Lazy 8 exercise. These findings replicate the 2006 findings with the sole 3rd grade class. Based on these two studies the question of whether an eye muscle exercise can significantly aid in improved reading abilities, as it relates to WPM, is affirmative.

Except for the 5th grade students who read in the afternoon, all other classes read first thing upon arrival in the morning. When comparing the 5th grade afternoon results against the morning reading results nothing seems to point to a preferred time of day.

The researcher wonders, however, if student eye muscles had yet stretched enough on the morning trials, and if the 5th grade student’s eyes were tired from a near full day by the time their afternoon reading trials took place. Another question from the 5th grade time period would be to investigate how long it had been since the students had done any lengthy reading before their afternoon trial began.

The researcher visited with each student following their two trials, sharing their results and asking the student if they understood how the Lazy 8 exercise can help them read more. On numerous occasions students would share how they could hear themselves reading faster and better, and how much easier their eyes moved across the page after doing the Lazy 8 exercise.

Some students had difficulty continuing to keep their eyes focused on their thumb while performing the Lazy 8 exercise. The researcher would remind the student to focus on their thumb when their eyes wandered during the exercise. On a few occasions with first grade students, the researcher had to hold the students hand and remind them as needed to look at their thumb.

A future research project may investigate low level readers to see if they show difficulty focusing long enough to perform the exercise. And then a follow up intervention may be prescribed with the parents to practice the Lazy 8 exercise at home with their child. The researcher also shared a human head model that exposed the eye muscles in Physical Education class. Students were able to see where the four major eye muscles are located, which aided in their understanding of the importance of stretching these muscles like any other muscle before a physical activity.

Continued

Another teaching aid is used on a regular basis in the Physical Education classes, a product known as Silly Putty ®. The material is used to demonstrate how muscles do not stretch easily, or can tear if pulled too quickly without warm up. And conversely, how easy it is to elongate the muscle once sufficient warm up has occurred. This is demonstrated by first pulling the putty apart before use, and then easily stretching it after a period of pulling and rolling.

Both classroom teachers and the Reading Teachers were impressed with the findings.

The Lazy 8 exercise is one of the Brain Gym® exercises that are performed by all students during the morning school announcements. These results were shared with all teaching staff and the administration. The researcher wishes to thank all the classroom teachers who agreed to support this research project, as well as, the Principal, Mr. David Stewart, for allowing the research project to be conducted.

Regardless of the grade, reading level, ability level, time of day, or English versus Spanish text, all students showed a marked improvement in WPM. The researcher was unable to identify an area where the Lazy 8 exercise did not have a positive impact on the student. The greatest gain may well be the student’s understanding of how exercise can improve a physical skill, including that of reading. In my opinion these results help to clarify the importance of the brain/body connection.

Final Observations There were several observations made during each of the grade level research gatherings: (1) It took time to turn pages in the grade level book. The younger the reader the slower the page turning. Pages with numerous paragraphs and without pictures may have increased the words per minute (wpm).

(2) Students wanted to look at the pictures, especially the younger ones.

(3) All classes, except one, had morning reading times (7:45-8:10 AM). One class had an afternoon reading time (1:50-2:10 PM).

(4) Did the AM readers have an advantage over the PM readers?

(5) Circadian Rhythms were more likely up for the AM readers, which would make the reader more alert, and possibly down for the PM readers. Although on an individual basis this could not be determined without extensive medical research.

Continued on next page

(6) Following are the teacher testimonials from the research classes; “You obviously have put a lot of time into this project, and I just wanted to say thank you for your efforts. The findings were not surprising, and I feel we here at Guilford are lucky to have learned and incorporated some of the strategies that help the brain work.�

- Ceci Albecker, 1st grade

Mark Pankau, Physical Educator Guilford Elementary School Loudoun County Public Schools Sterling, Virginia Mark.Pankau@lcps.org

Using Eye Muscle Exercise to Enhance Reading Comprehension With Elementary English Language Learners & Struggling Readers Mark Pankau Physical Educator Guilford Elementary School Loudoun County, Virginia January, 2010 Mark.pankau@lcps.org Question In two earlier research studies at Guilford Elementary School (1) (2) it was determined that an eye muscle exercise (3) could increase reading words per minute with students in grades 1-5. A question then arose. If students read faster as a result of loosening eye muscles could they comprehend what they read more accurately?

This study sought to answer that question with elementary ELL students (English Language Learner), and/or low level readers and who score low on comprehension evaluations.

Fifteen students comprised the research study group made up of nine 3rd graders and three 4th graders. All are receiving additional reading support from a Reading Teacher, which is the reason for the small group.

Procedure Leveled reading books specific to each reader’s instructional level were used from the reading program, www.readinga-z.com. The leveling system used was Developmental Reading Awareness (DRA). Comprehension questions created by the research instructor accompanied leveled reading book.

During each reading session the research instructor met with an individual student to read in the hallway outside their classroom before the first morning bell. The research instructor explained the purpose of the reading sessions before the initial reading comprehension trial.

Each student was instructed to read a set number of pages of their instructional level book quietly to themselves. After they finished reading the assigned pages they were verbally asked a series of questions to check for comprehension.

After answering the first set of questions each student performed an eye muscle stretching exercise (Lazy 8’s). Each student read the second section of the book in the same manner as a post test.

Another set of comprehension questions were verbally asked following the second read. Each of the two reads comprised one trial. Four double trials were conducted on each of the fifteen students. For each new double trial a different book of the same instructional level was used, for a total of four books for each student in the research study.

The Lazy 8 exercise was done with the left thumb. The number 8 shape is traced in the air in a horizontal, or lying down position; thus the name Lazy 8. The left thumb begins tracing the number slowly from the center, bottom of the shape moving straight up and circling to the left. The eyes track the thumb at all times.

The thumb motion continues back up the center and circles to the right, coming back to the lower center starting point. This tracing motion continues for three rotations. Students were reminded to keep their eyes on their thumb as needed.

(1)Reading Fluency & the Lazy 8 Exercise, Winter, 2006. Conducted on one, 3rd grade class as a Beta Test experiment.

(2)Reading Fluency & the Lazy 8 Exercise, Fall, 2007. Conducted on one class in each of the five grade levels, as part of the Loudoun County STAR program with the Research Office.

(3)The Lazy 8 eye exercise is one of the Brain Gym Inc ® exercises that is designed to loosen eye muscles and improve tracking skills.

4

Brain Gym ® Inc., Dennison, Paul E., Dennison, Gail E; Edu-Kinesthetics, Inc., Ventura, CA.

Continued on next page

RESULTS

Table 1 : Percentages of correctly answered comprehension questions in the pre and post tests for each of the four leveled reading books.

Student ID #

Pretest 1

Post test 1

Pretest 2

Post test 2

Pretest 3

Post test 3

Pretest 4

Post test 4

819370

100%

100%

25%

100%

0%

100%

50%

100%

739227

100%

100%

25%

75%

25%

100%

50%

100%

764670

75%

100%

50%

100%

100%

100%

50%

100%

766255

25%

100%

50%

100%

25%

100%

100%

100%

765798

0%

75%

25%

100%

75%

100%

25%

75%

765808

50%

75%

0%

75%

50%

50%

25%

75%

758960

50%

75%

100%

100%

100%

100%

25%

75%

767378

50%

100%

25%

100%

75%

100%

25%

50%

739162

25%

100%

75%

100%

75%

100%

0%

25%

755999

25%

75%

75%

100%

100%

100%

100%

100%

761451

75%

75%

75%

100%

50%

100%

75%

75%

764640

25%

75%

50%

75%

50%

75%

75%

100%

782880

50%

100%

25%

75%

75%

75%

75%

100%

750085

75%

100%

75%

100%

75%

75%

75%

100%

776006

0%

75%

25%

100%

25%

100%

25%

75%

Continued on next page

Table 2: Number of correctly answered comprehension questions in the pre and post tests for each of the four leveled reading books.

Student ID #

Pretest 1

Post test 1

Pretest 2

Post test 2

Pretest 3

Post test 3

Pretest 4

Post test 4

819370

4

4

1

4

0

4

2

4

739227

4

4

1

3

1

4

2

4

764670

3

4

2

4

4

4

2

4

766255

1

4

2

4

1

4

4

4

765798

0

3

1

4

3

4

1

3

765808

2

3

0

3

2

2

1

3

758960

2

3

4

4

4

4

2

3

767378

2

4

1

4

3

4

1

2

739162

1

4

3

4

3

4

0

1

755999

1

3

3

4

4

4

4

4

761451

3

3

3

4

2

4

3

3

764640

2

3

3

4

1

3

2

3

782880

2

4

1

3

3

3

3

4

750085

3

3

3

4

3

4

3

4

776006

0

3

1

4

1

4

1

3

Continued on next page

Table 3: Beginning and Ending DRA Levels for the time period of January thru April, 2010

Student ID #

Pre DRA Level

Book Level Increase

Post DRA Level

819320 739227

18 24

20 28

1 1

764670 766255 765798 765808 758960 767378 739162 755999 761451 764640 782880 750085 776006

24 18 24 28 28 28 30 28 18 14 18 24 30

28 18 24 28 28 30 38 30 28 20 20 28 30

1 0 0 0 0 1 2 1 3 3 2 1 0

OBSERVATIONS The research project was planned to start in September, 2009. Several factors caused the project to not start until January, 2010: •

One factor for the later start time was to allow the fall 2009 DRA testing to be completed. This would provide an accurate book level to start each student’s trial.

•

A second factor was the need for involvement of a school reading teacher. Once accomplished there was another block of time that required the identification of the challenged reader’s DRA level and the selection of four appropriate level books on each of the fifteen student DRA levels.

•

A third factor was the time needed to collaborate with the Reading Teacher to educate the research instructor on the Reading A to Z program, collect the Reading A to Z books from the Reading Room and to insure understanding of how to create comprehension questions. The research instructor is a Physical Educator who was unfamiliar with the reading comprehension concept

All of these factors contributed to a later than desired research data collection start time. Preparing for the data collection took longer than anticipated.

Other noted obstacles during the research collection time period were the restricted amount of time to test a student and do the data collection. The only free time the research instructor had was several minutes before school began at 8 am. Compounding the situation was students who were at school breakfast, coming late or being absent.

Unable to meet with a select student the research instructor devised a travel case with all the student’s level books and recording sheets. This allowed the research instructor to go from classroom to classroom and find one of the available students. Working out these details increased the time before the actual data collection could begin.

Continued on next page

CONCLUSION While Table1 shows the percentage of correctly answered questions in the pre and post test reads for each student.

Table 2 shows the number of questions answered correctly in the pre and post test reads for each student.

Table 3 that shows the before and after reading levels for each student. The far right hand column shows the number of levels that student either improved or remained the same following the research project. A plus sign (+) indicates the number of levels increased and a zero (0) indicates no increase in the current reading level.

It is noted that two students increased three (3) reading levels since the start of the research project.

It cannot be claimed that the eye stretching muscle exercise was the sole reason for the improvements. All students in the study continued to work with the Reading Teacher on a regular schedule.

The fluctuations in percentages in Table 1 might be attributed to the interest of a particular book to the reader, or the student’s background knowledge of the book’s theme.

It could not be confirmed whether personal issues played a part in the fluctuations. Factors like whether a student received a good night’s sleep, ate healthy in the previous 24 hours, was stressed about some personal or school matter, or their interest in participating in the study.

There was visible satisfaction noticed on the student’s face when there was an increase in the number of comprehension questions answered correctly. There was also less time needed to answer the post test comprehension questions than the pretest questions. That was especially true for students who had the largest range in percentage differences (i.e.; 25% pre and 100% post scores).

It could not be determined whether the shorter answering time factor was a result of gaining familiarity with the book theme. It is suspected that the eye muscle stretching exercise allowed for a smoother reading flow and understanding of the text in the post exercise reading assignments.

The research results may not be showing improvement on a grand scale (DRA Level change), however, the research results do show that there was improvement in comprehension for a majority of the students (Table 3; 10 of 15 students for a combined total of 16 levels), which was the design of the research project.

Dances Your Students Will Beg You to Do!

By Tammy Render tmrender@henrico.k12.va.us

Jai Ho! (Song – Jai Ho by A.R. Rahman & The Pussycat Dolls.)

Intro – (Claps for 2 sets of 8 counts) Part 1 Part 2 Part 1 Part 2 Part 1 Part 3 Part 3 Part 4

Part 4 Part 1 Part 2 Part 1 Part 2 Part 1 Part 3 Part 3 Part 4

Part 4 Part 1 Part 1 Part 3 Part 3 Part 1 Part 1 End

Part 1 Step right, lunge back on left foot, step up on right, left foot closes. (counts 1-8) Repeat on left side. (counts 1-8)

Part 2 Right foot open, left foot open, right foot close, left foot close (counts 1-4) Right foot front corner, left foot front corner, right foot back, left foot back (counts 5-8) Right foot two stomps front, right foot two stomps back (counts 1-4) Right foot pivot turn to back, right foot pivot turn to front (counts 5-8)

Part 3 – Side around the world Right slide 7 counts, quarter turn on 8 (counts 1-8) Left slide 7 counts, quarter turn on 8 (counts 1-8) Right slide 7 counts, quarter turn on 8 (counts 1-8) Left slide 7 counts, quarter turn on 8 (counts 1-8)

Part 4 Right heel, left heel, right heel, hold (counts 1-4) Right foot touch side, right toe grab behind, right foot touch side, right toe grab in front (counts 5-8) Grapevine right (counts 1-4) Grapevine left (counts 5-8)

Everybody Do The Cha Cha (Song – Cha Cha by Chelo) (Very short into. Start immediately after drum solo beginning.)

En Croix Cha Cha (shape of the cross) – Right forward, left forward, right side, left side, right back, left back, right side, left side (four sets of 8 counts) Criss-cross Cha Cha – Right cross left, left cross right, right cross left, left cross right (two sets of 8 counts) Pivot turn Cha Cha – Right pivot turn, cha cha in place, left pivot turn, cha cha in place, right pivot turn, cha cha in place, left pivot turn, cha cha in place (two sets of 8 counts) Free style – Dance your own way (one set of 8 counts) Jump in place – Feet together, raise the roof (one set of 8 counts)

Dances Your Students Will Beg You to Do!

By Tammy Render tmrender@henrico.k12.va.us

I Like to Move It! (Song – I Like To Move It from the Movie Madagascar) (Begin with singing – six sets of 8 counts) Stomp right foot forward, hip shake (counts 1-4) Stomp left foot forward, hip shake (counts 5-8) Step right rock forward, step back left rock back, step right rock back, step left rock forward (counts 1-4) Right foot pivot turn to back, right foot pivot turn to front (counts 5-8) Right foot lead walk forward three steps, left taps close (counts 1-4) Left foot lead walk back three steps, right foot taps close (counts 5-8) Right step side, left step close, right step side, left tap close (counts 1-4) Left step side, right step close, left step side, right tap close with quarter turn left (counts 5-8) Break – on “Somebody say Ho.” = Jump in place. “Back it up” = well, back it up.  “Give me room” = spread out.

Return to sequence on “I like to move it,” Till end of song.

Don’t Stop Till You Get Enough (Song – Don’t Stop Till You Get Enough by Michael Jackson) (Begin after four sets of 8 counts) Step turn right, step turn left (counts 1-8) Repeat (counts 1-8) Walk forward right foot first four steps (counts 1-4) Right chasse towards back right corner, left chasse towards back left corner (counts 5-8) Repeat walks and chasses (counts 1-8) Jazz-square starting on right foot holding 2 counts each step (counts 1-8) Repeat (counts 1-8) Right kick, left tap side, left kick, right tap side, right kick, left tap side, left kick, right tap side (counts 1-8) Squat with hands on knees, shift right shoulder twice, shift left shoulder (counts 1-4) With left foot planted, bounce right foot four times in arch pattern turning left a quarter turn (counts 5-8)

Flash MOB! The concept is very simple and extremely fun. The dance starts with one person and gradually builds with more and more people joining in until you have a large mob of people dancing. The Flash Mob is done in a public area without bystanders knowing that it’s about to happen. The performers are mixed in with the general public and step forward to join in when the time is right. This is a GREAT way to start a PE PTA night.

Each movement phrase should be SUPER SIMPLE and repeated for about four sets of 8 counts. (Oprah made this famous with the Black Eyed Peas song I Gotta Feeling.)

Dances Your Students Will Beg You to Do!

By Tammy Render tmrender@henrico.k12.va.us

Songs on my conference CD – (“Must Haves” for teaching dance to your students).

Cha Cha Chelo 360° Everybody Loves to Cha Cha Cha Sam Cooke The Best of Sam Cooke Jai Ho! [feat. Nicole Scherzinger] A. R. Rahman & The Pussycat Dolls I Like To Move It Soundtrack to Madagascar Rock That Body Black Eyed Peas The E-N-D I Gotta Feeling Black Eyed Peas The E-N-D Welcome to the Jungle Boogie Boogie Knights Don't Stop 'Til You Get Enough (Single Version) Michael Jackson Mississippi Slide Cupid Shuffle Cupid Sugar Hill Gang - Apache (Tonto, Jump on it!)

Sugar Hill Gang Let's Dance David Bowie Best Of Bowie Classic Rock Whip My Hair WillowWhip My Hair – Single Hey, Soul Sister Train Rocketeer Far East Movement & Ryan Tedder Bright Lights Bigger City Cee Lo Green The Lady Killer (Deluxe Version) The Hustle DJ Got Us Fallin' In Love (Render Remix) Usher More Usher More (RedOne Jimmy Joker Remix) Usher Good Life OneRepublic Firework Katy Perry Light Up the World Glee Cast

Dances Your Students Will Beg You to Do!

By Tammy Render tmrender@henrico.k12.va.us

Hey, Soul Sister (Song – Hey, Soul Sister by Train) (Begin section A after intro – 2 sets of 8 counts “Hey, Hey, Hey”) Part A (Verse) 4 step-close to Right (counts 1-8) 4 step-close to Left (counts 1-8) Hands right high, middle, middle, low (counts 1-4) Hands left high, middle, middle, low (counts 5-8) Walk/march in circle around yourself (counts 1-8) Part B (Chours) Hand up to right twice (counts 1, 2) Hands up to the left twice (counts 3, 4) Hands up right, left, right, left (counts 5-8) Hands on knees (counts 1, 2) Hands hips (counts 3, 4) Hands on knees, hips, knees, hips (counts 5-8) Fill Jog in circle around yourself (counts 1-8) Jog in circle around yourself in other direction (counts 1-8) Clap Improv stomp and clap to music (2 sets of 8 counts) Dance Routine Pattern: A A B A A B B B B B B Claps Fill A Bow

DJ Got Us Falling In Love (song – DJ Got Us Fallin’ In Love by Usher/Render remix) (Begin section A after intro – 2 sets of 8 counts) Part A (Verse) Rt foot start walk forward 3 steps, little kick on 4 with left (counts 1-4) Lt foot start walk back 4 steps (counts 5-8) Slide left and right 4 times (counts 1-8) Rt foot start walk forward 3 steps, little kick on 4 with left (counts 1-4) Lt foot start walk back 4 steps (counts 5-8) Robot arms jump, tilt front, tilt right, center (counts 1-4) Robot arms jump, tilt front, tilt left, center (counts 5-8) Sway Rt and Lt – hand up right and left “hands up” (counts 1-4) Sway Rt and Lt – right fist down, left fist down (counts 5-8) Sway Rt and Lt – hand up right and left “hands up” (counts 1-4) Sway Rt and Lt – right fist down, left fist down (counts 5-8) Rt foot start walk forward 3 steps, little kick on 4 with left (counts 1-4) Lt foot start walk back 4 steps (counts 5-8) Jump feet out, cross, turn (counts 1-4) Jump feet out, cross, turn (counts 5-8)

Dances Your Students Will Beg You to Do!

By Tammy Render tmrender@henrico.k12.va.us

Part B (Chorus) Punching bag high right (counts 1-4) Step right grapevine with hop - hands go cross, open, up-down-up (counts 5-8) Step left grapevine with hop - hands go cross, open, up-down-up (counts 1-4) Step right grapevine with hop - hands go cross, open, up-down-up (counts 5-8) Punching bag high left (count 1-4) Step left grapevine with hop - hands go cross, open, up-down-up (counts 5-8) Step right grapevine with hop - hands go cross, open, up-down-up (counts 1-4) Step left grapevine with hop - hands go cross, open, up-down-up (counts 5-8) Right diagonal jump feet out, together, out, together-together turn (counts 1-4) Left diagonal jump feet out, together, out, together-together turn (counts 5-8) Right diagonal jump feet out, together, out, together-together turn (counts 1-4) Left diagonal jump feet out, together, out, together-together turn (counts 5-8) Dance Routine Pattern: A, B, A, B, B, B, and ½ B – cool pose at end

More (song More by Usher or More - RedOne Jimmy Joker Remix) (Begin Section A after 4 sets of 8 counts) Section A (Verse) Rt kick front, twist side, twist front, together (count 1-4) Lt kick front, twist side, twist front, together (count 5-8) Arms Rt high - right straight left bent, arms Lt high – left straight right bent (counts 1-4) Rt foot open, Lt foot open, hold, push, push (counts & 5, hold 6, push 7, 8) Little kicks with Rt foot, hop back 4 times (counts 1-4) Walk forward with attitude (counts 5-8) Little kicks with Rt foot, hop back 4 times (counts 1-4) Walk forward with attitude (counts 5-8) Rt foot push, pull, turn (counts 1-4) Lt foot push, pull, turn (counts 5-8) Rt arm over, Lt arm over, head down, head up, hold (counts arms & 1, down 2, up 3, hold 4) “I’m a beast, I’m an animal,” In squat sit – Rt foot step back, return, Lt foot step back, return (counts 5-8) Rt arm over, Lt arm over, head down, head up, hold (counts arms & 1, down 2, up 3, hold 4) “The headliner, finisher.”

In squat sit – Rt foot step back, return, Lt foot step back, return (counts 5-8) Walk in place with attitude and hands gesturing to oneself (counts 1-8) Section B (Chorus) Rt punch high, pull across body to Lt knee, punch out high, hold (counts 1-4) Rock Lt, Rt, Lt, Rt (counts 5-8) Lt punch high, pull across the body to Rt knee, punch out high, hold (counts 1-4) Rock Rt, Lt, Rt, Lt (counts 5-8) Rt punch high, pull across body to Lt knee, punch out high, hold (counts 1-4) Rock Lt, Rt, Lt, Rt (counts 5-8) Bounce with gradual build, low-high jump (counts 1-8) Lt punch high, pull across the body to Rt knee, punch out high, hold (counts 1-4) Rock Rt, Lt, Rt, Lt (counts 5-8) Rt punch high, pull across body to Lt knee, punch out high, hold (counts 1-4)

Dances Your Students Will Beg You to Do!

By Tammy Render tmrender@henrico.k12.va.us

Rock Lt, Rt, Lt, Rt (counts 5-8) Lt punch high, pull across the body to Rt knee, punch out high, hold (counts 1-4) Rock Rt, Lt, Rt, Lt (counts 5-8) Bounce with gradual build, low-high jump (counts 1-8) Bridge Slow-motion free style or wind sock slow wiggle (2 sets of 8 counts) Walk in personal circle CW (2 sets of 8 counts) 8 “Jack Claps” – arms out at sides, clap overhead, feet apart (2 sets of 8 counts) Walk in personal circle CCW (2 sets of 8 counts) End 8 “Jack Claps” – arms out at sides, clap overhead, feet apart (2 sets of 8 counts) Walk in personal circle CW (2 sets of 8 counts) Pose Dance Routine Pattern: A, B, A, B, Bridge, B, End

Wobble (song Wobble by V.I.C) (Begin after 4 sets of 8 counts- On “Wobble, Baby, Wobble, Baby, etc.)

Jump Forward & Shake (counts 1-4) Jump Back & Shake (counts 5-8) Jump Rt & Shake with hands up Lt (counts 1-4) Jump Lt & Shake with hands up Rt (counts 5-8) Rt Cha Cha (counts 1-4) Lt Cha Cha (counts 5-8) Turn ¼ turn Lt while walking 4 steps back starting with Rt foot (counts 1-8) Repeat

The Hustle (songs Rocketeer by Far East Movement, or Bright Lights Bigger City by Cee Lo Green, or traditional Hustle by )

(Begin after 2 sets of 8 counts.)

Walk back 3 steps, tap 4th, starting on the Rt (counts 1-4) Walk forward 3 steps, tap 4th, starting on Lt (counts 5-8) Rt step side, Lt together, Rt step side, Lt together (counts 1-4) Lt step side, Rt together, Lt step side, Rt together (counts 5-8) Little jump forward, hold, little jump back, hold (counts 1-4) Jump forward, jump back, click heels, click heels (counts 5-8) Tap Rt foot front, hold, tap Rt foot back, hold (counts 1-4) Tap Rt foot front, back, side, lift knee and turn ¼ turn to left (counts 5-8) Repeat

Protein and Caffeine: Under the Label, Behind the Hype It seems that in today’s modern world it is nearly impossible to turn on the television or radio or computer without seeing, hearing, or reading some advertisement promising a quick and easy remedy to some problem; hair growth, weight loss, fatigue, the list goes on and on. The shear amount of ‘miracle’ remedies is staggering and each promises more than the last; it’s quicker, it’s easier, it’s cheaper. How can people be expected to sift through the claims and slogans and find any grains of truth that may, or may not, remain? This is the goal of today’s presentation; we hope to help dispel some of the rumor and dismiss some of the fantastical claims associated with caffeine and protein supplements on the market today. We will focus on three main areas including what the research has to say, why these companies get to make such outrageous claims, and finally the pros and cons of selected products. Examples of each product discussed will be passed around the room and discussed in detail. At the end of this experience, we hope that attendees with walk away with a heightened awareness for such ‘miracle’ products and will be more wary consumers.

Activity Breaks in the Classroom Presenters: Scott Williams M.S. Andrew Wymer Meriwether Lewis Elementary School, Charlottesville,VA

What are Activity Breaks?

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Activity breaks are short videos of students doing exercises at their desks.

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Activity breaks do not need any equipment.

These breaks are great for refocusing and reenergizing students throughout the day.

How is it relevant?

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Much research has been done that proves a link between physical education and academic success.

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Curt Hinson Ph.D and editor for the newsletter PEnPal (the Physical Education Newsletter for Promoting Active Liestyles) provides us with five reasons why physical activity is critical to learning: (con’t)

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1. Physical activity increases blood flow to the brain. The brain relies on blood to nourish it with oxygen. The more blood, and thus oxygen, that is available to the barin, the better able the brain is to think, reason, problem solve and create…aerobic activity, such as running, increases and enhances the body’s ability to transport blood, thus carrying much needed oxygen to the brain. The more aerobically fit a person is, the better he or she is at supplying oxygen to the brain.

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2. Physical activity helps to develop neural connections. The brain relies on neural connections to send and receive information. This transmission of information is the brain’s ability to think, learn, create, and problem-solve. The more neural connections that are made, the more efficient the brain becomes at processing information.

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3. Physical Activity helps increase the size and number of blood capillaries in the brain, thus creating more potential for blood to travel to critical areas faster and more efficiently.

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4. Physical Activity helps to reduce stress. Too much stress affects learning and too little stress affects learning. To counter stress it’s important for students to engage in daily exercise and physical activity to help the brain regulate itself and deal with stress.

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5. Physical Activity can stimulate the release of the body’s natural motivators. The brain is filled with neurotransmitters. The job of these chemicals is to regulate brain function based on the brain’s needs.

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What outcomes should PE teachers want from these breaks?

Kids moving in class

Fun, short bursts of energy TEACHER FRIENDLY! No extra work for classroom teacher.* *-Kids know dances/exercises learned in PE. -Easy to access files (video and mp3).

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-Fits in with Responsive Classroom methods -Not disruptive; easy to refocus students.

Choices for kids to pick from, i.e. exercise videos and dance videos

Selling this to the teachers •

Present an Activity Break at a faculty meeting as a demonstration.

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Show to parents and administrators. Get them on board.

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Insert a cool down period to allow kids to refocus and transition back quickly to what they were doing.

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Install videos for teachers and show ease of access.

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Let the teacher choose the music.

Provide incentives for the teachers/students. Ex: Have a competition in each grade level to see which class uses the most breaks in a week.

Winning class gets an extra PE class/extra planning period for teacher.

Resource •

For exercises, cool down movements, appropriate but fun upbeat music selections, and examples, check out our website at: mlspe.blogspot.com

Teaching Dance as Part of Physical Education Kathleen V. Windle Instructor/Artistic Director/Owner New Hopewell Center for the Arts

Objectives  Provide information you can use regarding dance movements that serve as physical education/fitness techniques  Take you through a pre-school movement class  Provide adaptations for older students

Education/Experience/Expertise    

Began dancing at the age of 5.

Began teaching dancing at 14.

Began teaching independently at 18 Advanced/Professional Dance Education:  Anne Burton Avery - The Atlanta Ballet,  The Kevin Alen Dance Theatre - Jacksonville, NC, and Stamford, VT,  The Phil Black Studios – New York City  The Newbert Ballet – New York City  The International Dance School – New York City  Broadway Dance Center - New York City  Traditional Irish Dance with Colin Dunne at the University of Limerick - Ireland

Education/Experience/Expertise  Advanced/Professional Fitness and Sports Training  Acrobatics and Gymnastics - Circus Arts in New York  Physical Fitness - Kounovsky Physical Fitness Center in New York City  The 24 Company - New York

 Certified Aerobics Instructor  Artistic Director of New Hopewell Center for the Arts for the last 15 years.

Education/Experience/Expertise  Accredited Judge – Miss America Pageant System – New York State  Judge for a wide variety of private and professional dance, talent, and other scholarship competitions  Extensive work history as a dancer, dance instructor, and choreographer for high school and community theatre musicals, show choirs, dance teams and marching band color guard.  Established, owned and has been Artistic Director of New Hopewell Center for the Arts since 1996.

Working with the “little-ones”  Do you like to dance?  Two Sets of Three Ps

Working with the “little-ones”  Monitor and Adjust  Skills you want the kids to learn     

Focus Follow class plan All motor skills Memorization Characterization

Working with the “little-ones”  My process to welcome a “little-one” to Miss Kathy’s world.  Class set-up  Have good help

Working with the “little-ones”  Children will learn to love movement long before they learn proper technique  First - Help them learn to love movement  Then technique will follow as you guide them through something they already love to do.

Working with the “little-ones”  Do not insult the “little-one’s” intelligence  Never belittle abilities, look, or dreams  “There is a place for everyone in the world of dance”.

Kathy Windle Instructor/Philosopher

A 16 week Program for 18 Months – 2 1/2 Years Old           

First and Second Position – Feet Second and Fifth Position – Arm Demi-Plie’ Relevee’ Chasse’ Tendu’ Courtsey Hula-Hoop Rhythm Sticks Three songs with dance movement Straddle-splits

A 16 week Program for 2 1/2 – 4 Years Old             

First, Second, and Third Position – Feet First through Fifth Position – Arm Demi-Plie’ and Grande-Plie’ Relevee’ Chasse’ Tendu’ Courtsey Arabasque Hula-Hoop Rhythm Sticks Three songs with dance movement Straddle-splits, Right and Left Splits Spotting

A 16 week Program for 3 – 5 Years Old              

First through Fifth Position – Feet First through Fifth Position – Arm Demi-Plie’ and Grande-Plie’ Relevee’ Chasse’ Tendu’ Courtsey Arabasque Hula-Hoop Rhythm Sticks Three songs with dance movement Straddle-splits, Right Left Splits, and Froggie Stretch Spotting Chaine’

Teaching Dance as Part of Physical Education

 Adaptations for older students

Teaching Dance as Part of Physical Education

 I hope I have fulfilled my objectives for you and provide substantive and practical information as well as a few dance techniques you can use that are fun and will also serve as physical education or physical fitness techniques.  Any Questions?

Teaching Dance as Part of Physical Education Kathleen V. Windle Instructor/Artistic Director/Owner New Hopewell Center for the Arts

Thank You Please consider attending: Saturday 8:00 AM Session Dance Movement for Large Groups Saturday Evening Performance During Kaleidoscope – “One Wonderful World”