Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN R O B E R T P A N G R A Z I S I X T E E N T H E D I T I O N Chapter 12 Promoting and Monitoring Physical Activity

Copyright © 2010 Pearson Education, Inc. Physical Activity or Fitness?  Which should be the focus?  Depends on each student’s needs and desire  Fitness testing is not the answer  Most students want to enjoy moderate to vigorous activity  Don’t care about achieving a high fitness level

Copyright © 2010 Pearson Education, Inc. Physical Activity or Fitness?  Physical activity  Process of moving  Can be exercise, sports, or leisure activity  Works toward health-related outcomes  Physical fitness  Focus on the product  Genetics can be a significant factor  Most students are nonathletes

Copyright © 2010 Pearson Education, Inc. Physical Activity for Children  NASPE activity guidelines  60 minutes on all or most days  Include moderate and vigorous  Intermittent  Several bouts of 15 minutes or more per day  Daily variety of age-appropriate activities  Extended periods of inactivity are discouraged during the daytime hours  2 hours or more = extended period

Copyright © 2010 Pearson Education, Inc. Moderate to Vigorous Physical Activity  Moderate activity  Walking (2.5 mph), shoveling, sweeping  Vigorous activity  Brisk walking, running, stair-climbing, jump-rope  60 minutes of moderate to vigorous activity each day

Copyright © 2010 Pearson Education, Inc. Moderate to Vigorous Physical Activity

Copyright © 2010 Pearson Education, Inc. Moderate to Vigorous Physical Activity

Copyright © 2010 Pearson Education, Inc. The Physical Activity Pyramid  Prescription model for good health  Visual approach to activity prescription  Helps students understand the different categories of activity  Each category required for good health and total body fitness  Six categories and 4 levels  Location related to frequency

Copyright © 2010 Pearson Education, Inc. The Physical Activity Pyramid

Copyright © 2010 Pearson Education, Inc. Physical Activity Pyramid Level 1: Lifestyle Physical Activities  Can be done as part of everyday work or routines  Reduced risk of diseases  Help control body fat  Wellness benefits  Performed daily

Copyright © 2010 Pearson Education, Inc. Physical Activity Pyramid Level 2: Vigorous Activities  Active sports and aerobics  Offer additional health and fitness benefits  Offer broad general health benefits similar to Level 1  Performed fewer days per week

Copyright © 2010 Pearson Education, Inc. Physical Activity Pyramid Level 3: Flexibility and Muscle Fitness  Contributes to improved performance  Associated with reduced risk of osteoporosis  Contribute to reduced rate of injury  Fewer back problems  Performed fewer days per week

Copyright © 2010 Pearson Education, Inc. Physical Activity Pyramid Level 4: Rest and Inactivity  Some types of inactivity are necessary (e.g., sleep)  Increases in Level 4 result in decreased physical activity  Limited on all days per week

Copyright © 2010 Pearson Education, Inc. Activity Recommendations for Children  Level 1: Lifestyle  Every day  Comes from lifestyle activities  Play and games involving large muscles  Climbing, tumbling  Intermittent rather than continuous  Little formal organization  Walking to school, chores at home = appropriate

Copyright © 2010 Pearson Education, Inc. Activity Recommendations for Children  Level 2  Active Aerobics  Lifestyle activities meet the demands  Brisk walking, jogging, biking  Appropriate as long as not continuous for a long period  Intermittent more appropriate

Copyright © 2010 Pearson Education, Inc. Activity Recommendations for Children  Level 2  Active Sports and Recreational Activities  Involve vigorous bursts  Modify to fit children  Age-appropriate recreational activities with lifetime emphasis encouraged

Copyright © 2010 Pearson Education, Inc. Activity Recommendations for Children  Level 3  Done specifically to build flexibility  Minimal for Developmental Level I and II  Developmental Level III more time learning and performing

Copyright © 2010 Pearson Education, Inc. Activity Recommendations for Children  Level 3  Strength and Muscular Exercises  Increase strength and endurance  Children do not need to spend much in routines if they are accumulating adequate daily amounts of activity

Copyright © 2010 Pearson Education, Inc. Activity Recommendations for Children  Level 4  Sedentary living not typical of children  Reduce watching TV and video games  Long periods during the day limited

Copyright © 2010 Pearson Education, Inc. Pedometers Using pedometers to monitor physical activity  Measures quantity of physical activity  Counting steps is an effective way to measure activity  More accurate than recall and self-report  Most accurate with even gait and at least four km/hour  Can undercount with overweight students

Copyright © 2010 Pearson Education, Inc. Pedometers Teaching pedometer placement and accuracy  Ensure pedometers measure accurately  Place on the waistband in line with midpoint of thigh & kneecap  Do 30-step test(s) and compare pedometer reading  Accurate at plus/minus 2 steps  If not: move pedometer along the waistband toward the belly button or hip, reset and complete the 30-step test

Copyright © 2010 Pearson Education, Inc. Pedometers and Personal Goal Setting  General goal  11,000 steps/day for girls; 13,000 steps/day for boys (Presidential Active Lifestyle Award— PALA)  Baseline and goal-setting technique  Identify individual daily activity (baseline) level  4 days of monitoring  Use as a reference for goal-setting  Add 10% first two weeks; 10% more thereafter  Healthy activity zone (HAZ)  Similar to Fitnessgram ranges  More research needed in this area

Copyright © 2010 Pearson Education, Inc. Pedometers and Personal Goal Setting

Copyright © 2010 Pearson Education, Inc. Using Pedometers in a Class Setting  Teach proper protocol to students  Basic rules  “You shake it, we take it”  “You take it off your waist, we take it”  Use in PE class only for 6–8 weeks (novelty phase)  Next, use for 24-hour monitoring, Monday through Friday  Send a letter to parents regarding the pedometers

Copyright © 2010 Pearson Education, Inc. Pedometers and Personal Goal Setting

Copyright © 2010 Pearson Education, Inc. Pedometers and Personal Goal Setting

Copyright © 2010 Pearson Education, Inc. Program Accountability Pedometers and program accountability  A true measure of how active students are  All students can succeed (barring some disabilities)  Teachers can establish and measure individual and class goals  Out-of-school activity can be PE homework

Copyright © 2010 Pearson Education, Inc. Lesson Planning Video: How to Use Pedometers in Physical Education–B Video: How to Use Pedometers in Physical Education–A  Explain what results you can expect if students all walk for a certain amount of time and then compare their steps and activity time.  What factors make pedometers count inaccurately?

Copyright © 2010 Pearson Education, Inc. Lesson Planning  Explain how you will help students develop meaningful activity goals.  What points would you teach students to assure their pedometers give accurate results?

Copyright © 2010 Pearson Education, Inc. Walking: The “Real” Lifetime Activity  Walking meets all the criteria for lifetime physical activity

Copyright © 2010 Pearson Education, Inc. Walking: The “Real” Lifetime Activity

Copyright © 2010 Pearson Education, Inc. Walking: The “Real” Lifetime Activity Walking has few side-effects and many benefits:  Weight management  Blood pressure management  Boosting HDL  Reducing risk of type 2 diabetes  Decreasing risk of heart disease

Copyright © 2010 Pearson Education, Inc. Walking and Weight Management  Activity of choice for overweight students  Easy on the joints  Does not overstress cardiovascular system  Increased interest from use of pedometers  Walking with poles can burn even more calories

Copyright © 2010 Pearson Education, Inc. Walking and Weight Management

Copyright © 2010 Pearson Education, Inc. School Walking Program Implementing a School Walking Program  Keep students on sidewalk  Walk with partner or in small groups  Students should not run from dogs  Have students sign out, listing their path

Copyright © 2010 Pearson Education, Inc. School Walking Program Implementing a School Walking Program (continued)  Medical clearance for severe health problems  Proper shoes should be worn  Warm-up and cool-down periods  Hydration  Proper clothing