Fitness & healthy Fitness & healthy lifestyles in Elementary lifestyles in Elementary Physical EducationPhysical Education

Tony GreathouseTony Greathouse

Mike FullerMike Fuller

The Percent is Right!The Percent is Right!

Get a partnerGet a partner

Get a sheet of paperGet a sheet of paper

Get your thinking Get your thinking caps on!caps on!

As of 2004, what Percentage of children age As of 2004, what Percentage of children age 6-11 are obese?6-11 are obese?

(2003-04 Center of Disease Control study)(2003-04 Center of Disease Control study)

With your partner write your answer down on your sheet of With your partner write your answer down on your sheet of paper. The group that is the closest without going over will paper. The group that is the closest without going over will win.win.

ANSWER = 18.8%ANSWER = 18.8%

In the late 1970’s (1976-1980), what In the late 1970’s (1976-1980), what percentage of teens (12-19) were obese?percentage of teens (12-19) were obese?

(Center of Disease Control studies)(Center of Disease Control studies)

With your partner write your answer down on your sheet of With your partner write your answer down on your sheet of paper. The group that is the closest without going over will paper. The group that is the closest without going over will win.win.

ANSWER = 5%ANSWER = 5%

According to a 1997-98 study, what According to a 1997-98 study, what percentage of adults reported to live a percentage of adults reported to live a sedentary lifestyle?sedentary lifestyle?

(US Department of Health and Human Services)(US Department of Health and Human Services)

With your partner write your answer down on your sheet of With your partner write your answer down on your sheet of paper. Thepaper. The

group that is the closest without going over will win.group that is the closest without going over will win.

ANSWER = 37.8%ANSWER = 37.8%Nearly 4 out of 10Nearly 4 out of 10

From 1980 to 2004, how much has the From 1980 to 2004, how much has the percentage of obese adults (age 20-74) percentage of obese adults (age 20-74) increased?increased?

With your partner write your answer down on your sheet of With your partner write your answer down on your sheet of paper. Thepaper. The

group that is the closest without going over will win.group that is the closest without going over will win.

ANSWER = 17.9%ANSWER = 17.9%1980 = 15%1980 = 15%

2004 = 32.9%2004 = 32.9%

What percentage of deaths in 1993 were What percentage of deaths in 1993 were attributed to diet and activitity patterns?attributed to diet and activitity patterns?

(McGinnis/Foege, 1993)(McGinnis/Foege, 1993)

With your partner write your answer down on your With your partner write your answer down on your sheet ofsheet of

paper. The group that is the closest without going paper. The group that is the closest without going over will win.over will win.

ANSWER = 14%ANSWER = 14%

Why is fitness important?Why is fitness important? In the late 70’s (1976-1980):In the late 70’s (1976-1980):

• Children 2-5 yrs old…Children 2-5 yrs old… 5% obese5% obese• 6-11 yrs old….6-11 yrs old…. 6.5% 6.5% • 12-19 yrs old…12-19 yrs old… 5%5%• Adults 20-74 yrs old…Adults 20-74 yrs old… 15%15%

Early 2000’s (2003-2004):Early 2000’s (2003-2004):

• 2-5 yrs old...2-5 yrs old... 13.9%13.9%• 6-11 yrs old…6-11 yrs old… 18.8%18.8%• 12-19 yrs old…12-19 yrs old… 17.4%17.4%• 20-74 yrs old…20-74 yrs old… 32.9%32.9%

Source – Center for Disease Control and Prevention

Implications of these Implications of these numbers…numbers…

These increasing rates are cause for These increasing rates are cause for concern because of health implicationsconcern because of health implications

Being overweight/obese increases risk of Being overweight/obese increases risk of major health conditions, such as:major health conditions, such as:– HypertensionHypertension– Type 2 DiabetesType 2 Diabetes– Coronary Heart DiseaseCoronary Heart Disease– StrokeStroke– Gall bladder diseaseGall bladder disease– many many moremany many more

1993 study found that 14% of all deaths in 1993 study found that 14% of all deaths in America could be attributed to diet and America could be attributed to diet and activity patterns activity patterns (McGinnis/Foege, 1993)(McGinnis/Foege, 1993)

Why is fitness important in Why is fitness important in PE?PE?

Changing societyChanging society– With increase in technology, most adults With increase in technology, most adults

and children are getting inadequate and children are getting inadequate amount of physical activity in daily livesamount of physical activity in daily lives

Research (Blair et al., 1989) Research (Blair et al., 1989) – Shows a relationship between lack of Shows a relationship between lack of

fitness in childhood and health problems fitness in childhood and health problems of adultsof adults …….which means = fitness in PE is important!.which means = fitness in PE is important!

Goals of fitness in PEGoals of fitness in PE

A quality PE program should help A quality PE program should help students understand and value students understand and value concepts of physical fitness and the concepts of physical fitness and the contribution they make to a contribution they make to a healthy healthy lifestylelifestyle

Children should leave elementary Children should leave elementary school with knowledge, skills, and school with knowledge, skills, and intrinsic interest in maintaining a intrinsic interest in maintaining a healthy lifestylehealthy lifestyle Ratliffe & Ratliffe (1994)

Promoting a healthy Promoting a healthy lifestylelifestyle

2 components of physical fitness2 components of physical fitness1) 1) Health related fitnessHealth related fitness: cardiorespiratory : cardiorespiratory

effeciency, muscular fitness, strength, effeciency, muscular fitness, strength, flexibilityflexibility

2) 2) Skill related fitnessSkill related fitness – Abilities/skills related to – Abilities/skills related to performing skillsperforming skills

Healthy lifestyle requires bothHealthy lifestyle requires both– Need both components to be physically Need both components to be physically

educatededucated

Evolution of PE FitnessEvolution of PE Fitness

WWI/WWII eraWWI/WWII era– Emphasis on getting kids fit through Emphasis on getting kids fit through

physical activityphysical activity 1950’s 1950’s

– Kraus-Weber studies showed American Kraus-Weber studies showed American kids falling behind Europeans in Fitness kids falling behind Europeans in Fitness levels, which led to a renewed emphasis levels, which led to a renewed emphasis on fitnesson fitness

– Emphasis still on getting children fit Emphasis still on getting children fit through school exercise programsthrough school exercise programs

Evolution of PE FitnessEvolution of PE Fitness 1980 1980

– Kenneth Cooper’s 1968 book Kenneth Cooper’s 1968 book AerobicsAerobics started the started the importance of cardiorespiratory fitness and countering the importance of cardiorespiratory fitness and countering the epidemics of heart disease, obesity, and other health related epidemics of heart disease, obesity, and other health related problemsproblems

– Cooper’s results were published in the 1980 AAHPERD Cooper’s results were published in the 1980 AAHPERD Publication of health related fitness test, moving emphasis Publication of health related fitness test, moving emphasis towards towards health relatedhealth related fitness fitness

– Prior to this, all fitness tests were based on performance Prior to this, all fitness tests were based on performance rather than fitness: 50 yd dash, shuttle run, softball throw, rather than fitness: 50 yd dash, shuttle run, softball throw, etc.)etc.)

– Health related fitness tests from AAHPERD (1980): distance Health related fitness tests from AAHPERD (1980): distance run, sit ups, skinfolds, sit and reachrun, sit ups, skinfolds, sit and reach

Present focusPresent focus– In recent years the focus has branched out to touch all In recent years the focus has branched out to touch all

aspects of human wellness, including regular vigorous aspects of human wellness, including regular vigorous exercise, diet, not smoking, dealing with stress, and exercise, diet, not smoking, dealing with stress, and alcohol/drug usealcohol/drug use

5 components of fitness 5 components of fitness educationeducation

Introducing fitness conceptsIntroducing fitness concepts Cardiorespiratory enduranceCardiorespiratory endurance Muscular strength & enduranceMuscular strength & endurance FlexibilityFlexibility Healthy habits & wellnessHealthy habits & wellness

Introducing fitness Introducing fitness conceptsconcepts

Health-related fitness componentsHealth-related fitness components Skill-related fitness componentsSkill-related fitness components Benefits of fitnessBenefits of fitness Principles for maintaining and improving Principles for maintaining and improving

physical fitnessphysical fitness Fitness testsFitness tests Primary level fitness conceptsPrimary level fitness concepts Intermediate level fitness conceptsIntermediate level fitness concepts

Cardiorespiratory Cardiorespiratory enduranceendurance

Aerobic activityAerobic activity Vascular systemVascular system Respiratory systemRespiratory system Target heart rateTarget heart rate Measuring cardiorespiratory Measuring cardiorespiratory

enduranceendurance

Cardiorespiratory Cardiorespiratory enduranceendurance

Primary level fitness concepts (K - 2nd)Primary level fitness concepts (K - 2nd)– Identify location, size, & function of heartIdentify location, size, & function of heart– Identify parts & function of circulatory and Identify parts & function of circulatory and

respiratory systemsrespiratory systems– Identify where to find their heartbeatIdentify where to find their heartbeat– Identify effects of rest & exerciseIdentify effects of rest & exercise– Identify activities & habits that harm the heartIdentify activities & habits that harm the heart– Perform activities beneficial to the heartPerform activities beneficial to the heart– Understand how to measure a strong heartUnderstand how to measure a strong heart

Cardiorespiratory Cardiorespiratory enduranceendurance

Intermediate level fitness concepts (3-6)Intermediate level fitness concepts (3-6)– Review primary conceptsReview primary concepts– Identify meaning of cardiorespiratory fitness & Identify meaning of cardiorespiratory fitness &

aerobicsaerobics– Identify definition of enduranceIdentify definition of endurance– Participate in regular aerobic endurance Participate in regular aerobic endurance

activitiesactivities– Identify the benefits of high levels of Identify the benefits of high levels of

cardiorespiratory endurancecardiorespiratory endurance– Identify how the heart, lungs, vascular Identify how the heart, lungs, vascular

systems, and respiratory system respond to systems, and respiratory system respond to exerciseexercise

Cardiorespiratory Cardiorespiratory enduranceendurance

Intermediate level fitness concepts (3-6)Intermediate level fitness concepts (3-6)– Identify role of oxygen in producing energyIdentify role of oxygen in producing energy– Demonstrate the ability to count the pulse and Demonstrate the ability to count the pulse and

calculate heart ratecalculate heart rate– Evaluate the contribution of a variety of PA to Evaluate the contribution of a variety of PA to

cardio fitnesscardio fitness– Identify risk factors of heart disease & how to Identify risk factors of heart disease & how to

manage risk factorsmanage risk factors– Identify how to measure cardio fitness & the Identify how to measure cardio fitness & the

purpose of endurance testspurpose of endurance tests– Perform safe procedures for warm-up before Perform safe procedures for warm-up before

and cool-down after aerobic exerciseand cool-down after aerobic exercise

Muscular strength & Muscular strength & enduranceendurance

Principles for developing muscular Principles for developing muscular strength & endurancestrength & endurance– FITFIT

Activities that improve muscular Activities that improve muscular strength & endurancestrength & endurance

Measuring muscular strength & Measuring muscular strength & enduranceendurance

Muscular strength & Muscular strength & enduranceendurance

Primary level fitness conceptsPrimary level fitness concepts– Identify that the body has many musclesIdentify that the body has many muscles– Identify purpose of musclesIdentify purpose of muscles– Identify correct procedures for lifting objectsIdentify correct procedures for lifting objects– Perform activities and exercises to achieve Perform activities and exercises to achieve

strong musclesstrong muscles– Identify and practice appropriate exercises and Identify and practice appropriate exercises and

activities for specific muscle groupsactivities for specific muscle groups– Learn to correctly perform exercises using their Learn to correctly perform exercises using their

own body weight as resistanceown body weight as resistance

Muscular strength & Muscular strength & enduranceendurance

Intermediate level fitness concepts (3-6)Intermediate level fitness concepts (3-6)– Identify and locate major musclesIdentify and locate major muscles– Identify the meaning and importance of Identify the meaning and importance of

muscular strength & endurancemuscular strength & endurance– Perform exercises and activities for specific Perform exercises and activities for specific

muscle groups that improve muscular strength muscle groups that improve muscular strength & endurance& endurance

– Describe how to apply the principle of overload Describe how to apply the principle of overload by using reps & setsby using reps & sets

– Identify how to measure muscular strength and Identify how to measure muscular strength and endurance (sit-up, pull-up, flexed-arm hang)endurance (sit-up, pull-up, flexed-arm hang)

FlexibilityFlexibility

Guidelines for safe stretchingGuidelines for safe stretching– FIT principleFIT principle– Stretch daily, mild tension, hold 10-30 Stretch daily, mild tension, hold 10-30

secsec Measuring flexibilityMeasuring flexibility

– Sit & reach testSit & reach test– Measure flexibility in lower back & Measure flexibility in lower back &

hamstringshamstrings

FlexibilityFlexibility

Primary level fitness concepts (K-2)Primary level fitness concepts (K-2)– Identify meaning of stretchingIdentify meaning of stretching– Identify & perform correct procedures for safe Identify & perform correct procedures for safe

stretchingstretching Intermediate level fitness concepts (3-6)Intermediate level fitness concepts (3-6)

– Explain relationship between stretching & the Explain relationship between stretching & the body’s jointsbody’s joints

– Identify benefits & importance of stretchingIdentify benefits & importance of stretching– Improve & measure personal flexibilityImprove & measure personal flexibility

Healthy habits & wellnessHealthy habits & wellness

Body compositionBody composition Caloric balanceCaloric balance

– Heredity, eating habits, & level of PAHeredity, eating habits, & level of PA Self-management strategiesSelf-management strategies

– Motivation, goal setting, self-rewards, Motivation, goal setting, self-rewards, social support, encourage healthy social support, encourage healthy behaviorbehavior

Measuring body compositionMeasuring body composition

Health habits & wellnessHealth habits & wellness

Primary level fitness concepts (K-2)Primary level fitness concepts (K-2)– Learn meaning of healthy habitsLearn meaning of healthy habits– Identify healthy habits for the bodyIdentify healthy habits for the body

Intermediate level fitness concept (3-6)Intermediate level fitness concept (3-6)– Identify concept of body composition & how to Identify concept of body composition & how to

measure body fat by skinfold testmeasure body fat by skinfold test– Identify different body typesIdentify different body types– Identify meaning of caloric balance and how to Identify meaning of caloric balance and how to

maintain proper body weightmaintain proper body weight– Set & accomplish personal fitness goalsSet & accomplish personal fitness goals

Principles for teaching Principles for teaching fitnessfitness

Planning strategiesPlanning strategies Effective instructionEffective instruction Physical fitness testingPhysical fitness testing Behaviors to avoidBehaviors to avoid Physiological considerationsPhysiological considerations Harmful exercises & safe alternativesHarmful exercises & safe alternatives

Principles for effective Principles for effective instructioninstruction

Design fitness activities to accommodate Design fitness activities to accommodate students of varying physical students of varying physical characteristics and ability levelscharacteristics and ability levels

Clarify the goals & purpose of your fitness Clarify the goals & purpose of your fitness lessonslessons

Review key points during the lessonReview key points during the lesson Check for understanding by using Check for understanding by using

procedures that encourage all children to procedures that encourage all children to think and physically respondthink and physically respond

Principles for effective Principles for effective instructioninstruction

Use visual aids to supplement Use visual aids to supplement presentations of informationpresentations of information

Repeat learning experiences throughout Repeat learning experiences throughout the year and in subsequent yearsthe year and in subsequent years

Provide challenges to encourage regular Provide challenges to encourage regular participation in activities that result in participation in activities that result in achieving specific goalsachieving specific goals

Relate fitness concepts to experiences in Relate fitness concepts to experiences in the children’s livesthe children’s lives

Use hands-on learning experiencesUse hands-on learning experiences

Physical fitness testingPhysical fitness testing

Identifying students who need remedial Identifying students who need remedial help on one or more fitness componentshelp on one or more fitness components

Identifying overall weak areas that need Identifying overall weak areas that need attentionattention

Comparing with criterion scores and norm-Comparing with criterion scores and norm-referenced scoresreferenced scores

Measuring progressMeasuring progress Rewarding improvementsRewarding improvements

Behaviors to avoidBehaviors to avoid

Avoid lecturing as your typical Avoid lecturing as your typical approach to teaching fitnessapproach to teaching fitness

Avoid using fitness activities as Avoid using fitness activities as punishment for behaviorpunishment for behavior

Avoid making negative comments Avoid making negative comments about a poor performanceabout a poor performance

Don’t give students the message of Don’t give students the message of “no pain, no gain”“no pain, no gain”

Physiological considerationsPhysiological considerations

Children are Children are notnot miniature adults miniature adults Children’s physiological systems are Children’s physiological systems are

undergoing growth and developmentundergoing growth and development Children cannot perform as efficiently as Children cannot perform as efficiently as

adults, and should not be held to adult adults, and should not be held to adult standardsstandards

Remember to constantly change warm-up Remember to constantly change warm-up routines, children can become bored and routines, children can become bored and careless if the same routine is repeated careless if the same routine is repeated every class periodevery class period

Harmful exercises and safe Harmful exercises and safe alternativesalternatives

Some exercises have the potential to Some exercises have the potential to cause injurycause injury

To maximize safety during exercises be To maximize safety during exercises be sure children follow these general sure children follow these general guidelines:guidelines:– Do not hyperextend the knees, neck, or lower Do not hyperextend the knees, neck, or lower

backback– Do not hyperflex the knee or neckDo not hyperflex the knee or neck– Do not hold the breath during exerciseDo not hold the breath during exercise– Avoid overstretching any joint to the extent Avoid overstretching any joint to the extent

that ligaments and joint capsules are stretchedthat ligaments and joint capsules are stretched

Incorporating fitness to your programIncorporating fitness to your program

Having a fitness unit to teach the concepts Having a fitness unit to teach the concepts we talked aboutwe talked about– Cardiorespiratory endurance, muscular Cardiorespiratory endurance, muscular

endurance and strength, flexibility, being endurance and strength, flexibility, being active, etc.active, etc.

““Master teachers” should also try to Master teachers” should also try to incorporate fitness into other units as wellincorporate fitness into other units as well

Get back with your partner and think of Get back with your partner and think of ways you can include health related ways you can include health related fitness components into other PE unitsfitness components into other PE units

Random fitness days throughout the yearRandom fitness days throughout the year

Easy fitness activitiesEasy fitness activities

Ways to plan fitness days…Ways to plan fitness days…– Try to think of new ideas, avoid being Try to think of new ideas, avoid being

monotonousmonotonous We will go over some ideas in lab, We will go over some ideas in lab,

some good ideas in this video:some good ideas in this video:

http://http://www.youtube.com/watch?vwww.youtube.com/watch?v=h_r2ZglCNB0=h_r2ZglCNB0