This session is proudly sponsored by Project Adventure and PE Fit.

Gabriel RomeroNASPE SW District Middle School TOY 2008

Wilson K-8 School, Oro Valley, ArizonaRace Track Warm-Up

Arizona State Standards1PA-E1. Demonstrate competence in a variety of movement forms.

PO5 Travel, changing speeds and directions in response to a variety of rhythms.

1PA-E2. Apply more advanced movement and game strategies.PO2 Adapt and combine locomotor and non-locomotor and manipulative skills to meet

the demands of increasingly complex movement activities.

Equipment: 6-12 cones, changeable cone covers, pit-stop cards (see next page example).Boom box for playing appropriate music.

Instructions: Students pair up into teams of two. Students will be trading roles of driver and pit-crew chief as they progress down a list of warm-up exercises. Teams will stand at any one of the pit-stop cones as their starting point.One student (driver) will jog 2 laps around the laid-out racetrack while the pit-crew chief performs the first exercise on the list.When driver completes the 2 laps, the students will tag hands and switch roles. The driver becomes the pit-crew chief and performs the first exercise on the list. The original pit-crew chief is driving (jogging) 2 laps around the track.After the 2 laps, the students switch back to their roles but instead of repeating the same exercise, they move on down the list to the next exercise.

You can make the list of exercises longer or shorter, moderate or more vigorous. If you have an odd-number of students in class, you can have the extra student run and exercise with the pit-crew chief as part of the crew. Have students perform exercises inside the track to avoid collisions with the drivers.

Diagram:

Pit-StopExercise

Area

Wilson K-8 SchoolPhysical Education Dept.

Race Track Warm-Up

PIT STOP #3

1. Jumping Jacks2. Trunk Twists3. Shoulder Shrugs

(Backwards, then Forwards)4. Forward Lunges

(Knees do not go past the toes.)5. Side Lunges6. Sit & Stretch (Legs out in front of you.)7. Tricep Stretch8. Quad Stretch (Flamingos)9. Push-Ups

10. Butterfly Stretches

Team BuildingStride-R: Left Right Forward Back

Presented by Cecilia Studdard2008 Central District Middle School Teacher of the Year

Cresthill Middle School9195 S. Cresthill Lane

Highlands Ranch, Colorado 80113(303) 387-2800

Cecilia.Studdard@dcsdk12.org

This team building activity allows my students to learn through the process while fostering social behavior, open communication, trust amongst each other, good sportsmanship, problem solving and personal and team responsibility. The non-traditional PE student is successful in this activity, often as the leader of their team. This team building activity does address NASPE standards 5 and 6.

NASPE Standards Addressed:Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Objective: To promote teamwork, communication, problem solving strategies, trust, social behavior, cooperative behavior, and responsibility for others

Goals: 1. For the group to travel from point A to point B, using only the Stride-R’s and

without any team member touching the ground 2. To enjoy oneself

3. To stretch one’s personal limits 4. To increase the level of individual and group trust5. To develop teamwork

Equipment and Facility Needs: Gymnasium, Stride-R’s, Sportime Flow Markers, music, blindfolds (optional), and stopwatch (optional)*I have done this activity also on an all turf field for our school’s field day and it worked just as well.

Procedure: Stride-R’s

1. Review Procedures**Get in teams of 5 and stand next to your Stride-R’s**Demonstrate how to step on and off the boards**Demonstrate how to hold the ropes**Inform students only the Stride-R’s may touch the ground**Show the students the course they will be traveling

**Inform students once I give them their instructions I cannot answer their questions, that is part of the learning process

2. Penalties for touching the ground may vary depending on the desired level of difficulty.

**If anyone falls off, the entire group must start over. **Anyone who falls off must turn around and go backwards, be blindfolded, or take position of the “caboose” (which ensures rotation of leadership). **Give a time penalty and later see if the group can improve on their time.

3. Review Safety Procedures: **The surface should be level (gymnasium)

**If you lose your balance, step off rather than push everyone else. **Be aware of turning the boards as you step.

4. Issues: **This activity really looks at effective communication. **Anti-social individuals often have trouble coordinating with

the group, remaining “one step out of time”.

5. Variations: **Have the entire group be mute **Have the entire group be blindfolded **One more participant than rope **Tie two Stride-R’s together to make them longer **Use shorter Stride-R’s and race **Have 1 or 2 of the students turn backwards on Stride-R’s

At the end of the lesson, I debrief the lesson with the students. This is still learning time and self-evaluation and evaluating their groups will maximize their learning and success. This is also the time I go back and make the district and national standards connection again. Below are some of the questions I ask.

Reflective Questions:1. How did you decide who would be the leader?2. How did people make this more successful?3. Did you have anyone blocking your success? Why?4. How did you help each other?5. What could you have done to make this easier?6. Did you have fun?7. What did you like about this activity?8. What was easy about this activity?9. What was hard about this activity?10. Why do you think we had you do this activity?

Self-Evaluation

Name:_________________________________________Date:________Period:______

What did you learn?_____________________________________________________

Why was it important to learn?_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What would you do to improve your learning experience?______________________

________________________________________________________________________

Peer Evaluation

Name:________________________________________Date:_______Period:_______

Grading:

_______Followed directions = 4 pts.

_______Cooperated = 4 pts.

_______Listened = 4 pts.

_______Positive Communication = 4 pts.

TOTAL = ____________

Comments:___________________________________________________________

_____________________________________________________________________

Trolley (Stride-R’s) Construction

Materials Needed:

2 - 4” x 4” x 6’ non-treated wooden boards 10 pieces of rope ½” in diameter and about 4ft. long (reuse old rope)Washers/large enough to accommodate the ropesDrillMarkerMatches

1. Starting 2” to 3” from the end of the boards, measure out 5 evenly spaced marks2. Drill holes through the boards where the marks are3. The holes need to be large enough to fit the washers 4. Pull a rope through the holes and attach a washer to the rope on the bottom side of the

board (the washers will need to fit up inside the board) 5. Tie a knot in the ropes on the bottom side 6. Melt the ends of the ropes so that the ropes do not unravel7. Pull the ropes up into the holes so they are now flush (the knots should not be an issue

once pulled up into the boards)8. Tie a knot on the other end of the rope

*It is very important that the ropes are flush inside the boards on the bottom so there is a flat bottom*Don’t be afraid to go to a construction sight to pick up free materials

6 ft.

* * * * *

Teaching FUN-damentals in Fitness for LifePresented by: Robyn Bretzing

Timpanogos High School / Orem, Utah

Brief Description:Trying to think of creative ways to teach valuable fitness and health concepts to your

physical education students? You won’t want to miss this action packed activity!

Utilizing the Corbin and Lindsey Fitness for Life Textbook, I will show you how to transform

your gymnasium into a fun learning environment for all students! Incorporating innovative

fitness activities and teaching strategies, this session will provide teachers with an activity that

can be immediately incorporated into the classroom! Come get a good workout while having

learning and having fun!!

FITT CONCENTRATIONTeacher Instructions

Fit For Life: Unit Two (Chapters 4 – 6)

Eqiupment: Core Training EquipmentBall, Weights or Resistance Tubing, Yoga Mat, Purple Platform, PedometersPut signs around the gym.

Written Material: FITT Concentration Activity Sheet Sheet, Group Worksheet, Pencil/Pen

Class Entry: Write on white board to get all Equipment and Activity Sheet and put at roll call station. Put on Pedometer and walk around the gym for warm up. Make sure pedometers are put on correctly!

Activity: 1. Students will perform the core exercises and then run to a station to record the FITT

terms or (3) training principles. They have 1 minute to write their answer and then run back to roll call for another exercise. Each exercise should take about 5 minutes.

2. Check pedometer and write the number of steps on the paper.3. After you have completed all the exercises, jog two laps around the gym.

STRETCH!!4. Have students get into small groups and answer the questions below each category.

Get back into roll lines and follow the power point presentation. Discuss the terms and how they apply to today’s workout!

5. Finish with the culminating question – ask for student response!

Timpanogos Physical Education

Name: ____________________________________________ Period_______ Roll # _______

Directions: You will be performing a fitness activity and running to various stations to fill in your worksheet. When instructed to go to a station, quickly run and write down the term that matches the definition. Return to your fitness station for the next exercise. This activity will help you understand the material covered in Unit Two of the Fitness For Life Textbook.

Station One:

Recommendation: Pedometer Steps:

Station Two:

Recommendation for Muscular Strength: Pedometer Steps:

Station Three:

Recommendation: Pedometer Steps:

Station Four:

Recommendation: Pedometer Steps:

CV Fitness:

Muscular Strength:

Muscular Endurance:

Station Five:

Recommendation: Pedometer Steps:

Station Six:

Recommendation: Pedometer Steps:

Question Seven:

Recommendation: Final Pedometer Steps:

You have completed the activity worksheet! Way to Go!

Turn in your pedometer and get into your roll call group! Using your activity worksheet, answer the group discussion questions. The group that gets the most answers right will get

extra credit on their Unit Final!

F.I.T.T. CONCENTRATIONGROUP WORKSHEET

Members in Group:

Question One: Explain how to apply the principle of progression to muscular strength?

Question Two: Core training focuses on which component of health related fitness?

Question Three: Computer your Target Heart Rate Zone using this formula…

208 – (.7 x your age) = __________________ (Max Heart Rate)

Threshold Heart Rate Target Ceiling Heart Rate

Max HR: __________ Max HR: ____________(x) .65 (x) .90

__________________ _____________________

(=) (=)

Question Four: Explain how to apply the principle of overload to bicep curls?

Question Five: What is the recommended number of times to exercise during the week?

Question Six: What is the recommended amount of time to exercise for a Cardiovascular Benefit to occur?

Question Seven: Is Core Training a skill related or health related activity?

Question Eight: What type of activities would I perform if I want to improve in the following areas:

Muscular Strength:

Cardiovascular Fitness:

Discussion Question: List 3 reasons from the textbook why people do not participate regularly in fitness activities.

Team Building

Tracy Krause, NBCTTahoma HS

Maple Valley,WA

A focus on the third “R”: Increasing participation through team building activities Rigor, Relevance, and Relationships are important in improving student learning. The health and fitness department at Tahoma High School believes the third “R”, relationships, is the key to building a sense of community in the classroom. With this focus guiding our lesson development we have seen student participation increase while conflict between students has decreased.  I will share some of the team building activities we use in class to create a safe, productive environment where all students can succeed.

This session will include multiple activities and will utilize Art Costa’s Habits of Mind to help to develop cooperation and team building skills starting with partner activities and working up to larger groups.

Partner Activity

Undone: Partners are attached via two ropes that are intertwined. The pair will have to work to detach without taking the loops off their wrists.

Habit of Mind: Questioning and Problem Solving

Materials: Two ropes (4 ft long) with a loop tied at each end large enough to fit around the wrist.

Small Group Activities

The Overhand Knot: Groups of six to ten working together to make an overhand knot in the rope. The rope is positioned between the middle two members of the group. The rest of the group is connected to one another either by holding hands or with the rope from the undone activity.

Habits of Mind: Working interdependently/Communicating with Clarity and Precision

Materials: One 6 foot section of rope. Optional: Short rope to connect each member of the group.Spelling “Team”: Groups of six to ten decide on a word or phrase that explains what being part of a team means to them. Once they have decided on the word they go to their white board area. They will also find a marker attached to string. They must write the word on the white board

while only using the last few inches of string. They may have one person “direct” the writing if you wish but the director must not touch the pen itself.

Habits of Mind: Thinking Flexibly/Listening with Understanding and Empathy

Materials: 6 small white boards (12”x 18”), 6 whiteboard markers, string

Health Related Components of Fitness: Groups six to ten complete a task at each of the outer cones. As they complete each task they collect the colored folder at each cone. Once they have collected all six folders they move to their “home” cone. When they arrive at the cone they pull the papers out of each folder. Then they take the words or phrases from the six papers and record them in the correct location on the team sheet.

Habits of Mind: Applying Past Knowledge/Managing Impulsivity

Materials: 12 Cones (six with different colors), 36 folders (6 for each group), 6 clipboards

Large Group Activities

Make a connection: Each member of a large group (class size works great) selects two other people in the room without letting anyone know. They must keep themselves between the two people they chose by moving safely within the boundaries. The facilitator has everyone stop, then selects 2-4 participants to move to an alternate spot. The facilitator then asks the rest of the participants to move so that they are back in the middle of their two chosen members.

Habits of Mind: Gathering Data through the Senses/Striving for Accuracy

Materials: Large open space (Gym works great)

Quotes:

It’s easy to get good players. Getting them to play together, that’s the hard part.Casey Stengel

No member of a crew is praised for the rugged individuality of his rowing.Ralph Waldo Emerson

It is better to have one person working with you than three people working for you.Dwight D. Eisenhower

Wearing the same shirts doesn’t make a team.Buchholz and Roth

Coming together is a beginning. Keeping together is progress. Working together is success. -Henry Ford

HOW FIT IS YOUR SCHOOL?

Tecca Kilmer, Turkey Creek Middle Schooltecca.kilmer@sdhc.k12.fl.us

Goal: FIT (Families Involved Together) is a monthly event that encourages family and community participation in physical activity.

HOW TO GET THIS DONE:

Step One: Find individuals willing to help with this goal.Examples: Department

Faculty/Staff/Administration/ClubsPTACommunity members

Step Two: Find the time and place for the event.Examples: Gym/Multi-purpose room/Covered area

Best day of the weekBest time of the day (when can families attend?)

Step Three: What are you going to present? How are to going to present?Ask yourself what are the needs of your families/community?Examples of activities used:archery basketball line dancingGeo fitness health fair Xavix – interactive gamingkarate fitness stations four way volleyballmath night fishing yogaExamples of way in which to present material:Teacher/department,Guest speaker,Clubs

Step Four: What equipment is needed?Examples: Music/sound system

Enough equipment for all involvedTables/chairs/bleachersSign in sheets

Step Five: How to promote it.Examples: Newsletters/Morning Show/Flyers

Newspaper/Board MembersOffer extra credit/Gobbler dollars/homework passDinner before eventOther activities at school before eventTeam up with other schools

Get SAC/SIT involved (Wellness Goal)

Presenter: Candee Stuchlik, Heights High School, Wichita, KS

cstuchlik@usd259.net

Why use Indo Boards: Using the Indo Board for fun or as a serious workout helps develop balance, coordination, and increased leg strength, while enhancing the all important core fitness. It also improves motor skills making the Indo Board a great cross training tool for a variety of sports, from extreme board sports to all mainstream sports which require agility and innate balance and coordination.

NASPE Standards: The Indo Board and its curriculum support the NASPE standards, and can be incorporated into Daily Physical Education classes, Fitness Classes, and even Athletic work outs.

Safety Precautions: Safety is a KEY component with this product, and should be observed at all times. Some essential safety tips:(1) When first working with Indo Boards it is suggested to begin with the flow mat, adding

the board, and eventually graduating up to the roller for the greatest success. The Indo board website provides sample assessments to assist in the transition. Your observation is crucial in this process.

(2) Indo Boards are best used and learned on a carpeted, mat surface (i.e. wrestling room mat, foldable gym mat, or weight room floor), or even grass area. This helps to slow the roll of the Indo Board, and allows the student a bit more assistance. You can also cut a hole in the end of the roller and add 2-3 cups of sand to slow the roll.

(3) Make sure to keep the area clear of equipment, to help the rider have a clear safe area. It is also recommended to keep other students at a safe distance. The spotter assisting the rider usually stands in front, and helps to provide the “handle bars” for the rider to use for balance support.

(4) DO NOT allow students to try the Indo Board and roller alone while beginning. Always allow the student to use a spotter or wall while first working with the roller.

5 Ways to Add Indo Boards into Your Curriculum:(1) Weight Room. Variety of lifts can be supplemented with Indo Boards.(2) Fitness Stations. Can use the Roller, Flow Pads, Flow Pads/Board, Roller/Board to

incorporate variety of fitness stations utilizing many different muscle groups.(3) Juggling. Work with students on floor to enhance juggling skills. Next, add in, Roller,

Flow Pad, Flow Pad/Board, or Roller/Board to work core, balance, coordination, leg strength additionally.

(4) Motor skill supplement. Use these tools while working on motor skills (ex. Volleyball and basketball skills).

(5) Trick routines and Showcases. Many of your skateboarders, snowboarders, wake boarders, and surfing students will be able to put together a variety of tricks to showcase. It also provides those “non- traditional” or “adventure” PE students an opportunity to sharpen skills for activities they may be participating in outside of a “traditional” PE class.

References:www.indoboard.com. This website gives many examples and shows a variety of products within the Indo Board line.

www.sportime.com. These Indo Board products and curriculum are available through catalogs.

“Cholesterol Ball”

Effects and Benefits of Heart Diseaseand

Living a Healthy Lifestyle!

Secondary Teacher of the Year PresentationAAHPERD Convention

April 3rd, 2009

Debbie C. Buenger Connie Harris

NASPE 2008 National NASPE 2008 Eastern District

Middle School TOY High School TOY

dcbueng@k12.carr.org charris@ccboe.com

Cholesterol Ball

Cholesterol ball is a tag game that incorporates fitness and heart-related issues that contribute to heart disease.

The object of the game is for the “taggers” to try and tag all of the students and force them to retrieve from the center of the gym a different card from the container of heart-related issues. Placed on the gym floor are these same issues on secured on polyspots which are called “safe spots”. The spots are no longer “safe” if the students have been tagged and hold any of the cards that match the polyspots. Once a student has collected all of the heart-related issue cards then they have had a heart attack and must go and cure themselves. Students cure themselves by running four laps around the gym and then they can return to the game. All of their cards are returned to the center container.

Four students are chosen to be “taggers”, wearing red jerseys and each carrying a yellow cholesterol ball (foam ball) in which they use to tag other students.

In the middle of the gym is a container full of cards labeled with the issues of heart disease. These issues that are on the cards are: diabetes, smoking, overweight, inactivity and cholesterol. These same issues are posted on polyspots and placed all around the gym.

Each time a student is tagged they get another card from the center container. This issue is no longer a safe spot on the gym floor and each card takes them closer to having a heart attack.

Change “taggers” after a few minutes so others can have a chance to play a different player in the game.

At the conclusion of the game talk about the issues related to heart disease and how students feel about heart disease and what they will do to keep their heart healthy.

RITA RUNYARD, Wheeling High Schoolrita.runyard@d214.org

PSYCHO SOCCER

LEARNING ACTIVITY:Students will to play soccer, as a team, and participate in a cardiovascular activity. The team that wins is the team with the LEAST goals scored against!

EQUIPMENT: Goals (4) or sets of cones Soccer balls (indoor or outdoor) (2-4) Pinnies (3 different colors about 10-12 each)

OBJECTIVES:1. Students will participate in a cardiovascular activity.2. Students will perform soccer kicking techniques.3. Students will enforce proper soccer rules (No hands, penalties etc…)4. Students will demonstrate soccer offensive and defensive strategies.5. Students will cooperatively interact as one large group to achieve a goal.6. Students will communicate in different ways to reach the desired goal.7. Students will learn to work together as one team.8. Students will rely on a keen sense of focus during the activity.

RULES:1. Divide all students into 4 teams, put on pinnies.1. Set the 4 goals in a Double gym (ideally), able to play off the walls/bleachers.2. Each team can score on any of the other teams.3. Strategies: teams can work together.4. If a team scores, they must CHEER with excitement (allowing the teacher to track score).

VARIATIONS:1. While playing OUTSIDE, rules may need to change.

Use a practice soccer field (usually squared). Incorporate Throw in, corner and goal kicks.

3. Change rules, due to facility.4. OUTSIDE REALLY BIG CLASSES, OR MULTI CLASSES/TEAM TEACHING.

Play on the reg. soccer field or football field.

PROCESSING:1. How did students as a team, solve the problems?2. How did students adapt to the CONFUSION?3. Was there one student as leader or team?4. Were there physical or communication problems?5. The level of comprehension, of the students?

3 TEAM KICKBALL

LEARNING ACTIVITY:Students will play kickball, while 2 games are playing at once.

EQUIPMENT: Bases (4) Home Plates (2) Kick-balls (2) Different colors (or indoor soccer balls)

OBJECTIVES:9. Students will participate in a physical workout activity.10. Students will demonstrate knowledge of rules similar to softball.11. Students will perform proper kick, with a moving object.12. Students will enforce the rules of the game (force out, catch on the fly etc…)13. Students will cooperatively interact as one large group to achieve a goal.14. Students will communicate in different ways to reach the desired goal.15. Students will learn to work together as one team.16. Students will rely on a keen sense of focus during the activity.

RULES:1. Divide al students into 3 teams.2. Fields set up on a basketball court.3. Explain 1 team will be in the out-field, playing both fields at the same time, while 2 teams are up to bat.4. Explain that the pitcher of one field is the left fielder for the other field, etc.5. Instruct that each team will get 5 outs, then rotate to the outfield. Teams rotate quickly once the game gets started.6. Facility rules (various per gym) Example:

Ball hits the ceiling, (basketball hoops, speakers) automatic out. Unlimited fouls, or 3 foul balls is an out, allow kicker to kick a stationery ball. No bunting, unless the facilitators allows. NO CHUCKING the ball at a runner, MUST TAG with ball in HAND for an out.

VARIATIONS:1. Play with four teams, 2 in the outfield and 2 up to bat.2. While playing OUTSIDE, rules may need to change.3. Change rules, due to facility.4. OUTSIDE REALLY BIG CLASSES, OR MULTI CLASSES/TEAM TEACHING.

Have 4 fields next to one another, while 2-3 teams in the field (Never tried, let me know).

PROCESSING:6. How did students as a team, solve the problems?7. How did students adapt to the CONFUSION?8. Was there one student/team as a leader or numerous?9. Were there physical or communication problems?