1. 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 13 Physical Fitness

2. Copyright © 2010 Pearson Education, Inc. Definitions of Physical Fitness  Attributes that people have or achieve relating to their ability to perform physical activity (USDHHS, 1996)  Two Types of physical fitness  Health-Related = functional health  Skill-Related = physical performance related to athletic ability

3. Copyright © 2010 Pearson Education, Inc. Health-Related Physical Fitness  Characterized by moderate to vigorous physical activity  Health-related fitness activities can be integrated into everyday activities  Components of health-related fitness  Cardiovascular endurance  Body composition  Flexibility  Muscular strength and endurance

4. Copyright © 2010 Pearson Education, Inc. Skill-Related Physical Fitness  Components related to genetic limitations that control physical performance  Skill-related fitness components are useful for performing motor tasks related to sports and athletics  Skill-Related Physical Fitness Components:  Agility  Balance  Coordination  Power  Speed

5. Copyright © 2010 Pearson Education, Inc. Are Today’s Children Fit?  Youth have shown a serious decline in body composition  Increase in obesity takes a toll on fitness scores  National test data does not show a decline  Fitness tests have changed  Mile run, 12-minute run, 600-yard run  No body composition data  Definitions of fitness have changed

6. Copyright © 2010 Pearson Education, Inc. Are Today’s Children Fit? Why Can’t All Children Meet Fitness Standards?  Much of fitness test performance is explained by heredity  Heredity and maturation affect fitness performance  Differences in trainability based on heredity  Physical activity is an important component

7. Copyright © 2010 Pearson Education, Inc. Why Are Most Children Labeled Unfit?  National fitness test data  President’s Council Test Results  85 th percentile or better in all test items to pass  Only 1/10 of 1% of boys passed and  3/10 of 1% girls passed all six tests  Using a battery of tests to define fitness is a way to fail most children

8. Copyright © 2010 Pearson Education, Inc. Why Are Most Children Labeled Unfit?  Daily physical activity is critical for successful weight management  Teachers must focus on educating youth about fitness concepts  The ultimate goal is for students to have positive feeling about lifelong physical activity and fitness

9. Copyright © 2010 Pearson Education, Inc. Skill-Related or Health-Related Fitness Test?  Students need to know the difference between the types of fitness  Health-related fitness focuses on how much activity is required for good health  Emphasis is placed on the processes of activity and participation  Health-related fitness batteries use criterion- referenced health standards  Criterion-reference standards relate to the minimum amount of activity required for good health

10. Copyright © 2010 Pearson Education, Inc. Reporting Body Mass Index (BMI)  Calculated from child’s weight and height  Controversial  BMI reliable indicator of fat for most but not all children  Age and sex specific

11. Copyright © 2010 Pearson Education, Inc. Should Performance Recognition Awards Be Used?  Originally meant to motivate  Fitness awards based on a single episode of accomplishment  Students learn that the only thing that counts with fitness is performance on the yearly test

12. Copyright © 2010 Pearson Education, Inc. Should Performance Recognition Awards Be Used?  Awards are not recommended  Based on achievement of attainable goals  Reward participation or effort in regular physical activity  Phase out award system as soon as possible  Focus on behavior rather than a specific outcome

13. Copyright © 2010 Pearson Education, Inc. Create Positive Attitudes  Personalize fitness activities  Offer a variety of fitness opportunities  Give student positive feedback about their effort  Teach physical skills and fitness  Be a role model  Care about children’s attitudes  Start easy, and progress slowly  Use low-intensity activity

14. Copyright © 2010 Pearson Education, Inc. Understanding Physical Fitness Principles  Teach habits that carry over to out-of-school activities  Teaching students different ways to develop and maintain fitness demonstrates value toward health and exercise as part of a balanced lifestyle

15. Copyright © 2010 Pearson Education, Inc. Understanding Physical Fitness Principles  Use a fitness bulletin board to explain components of the physical education program  Use music to accompany fitness routines and motivate students  Help children understand the values of physical fitness  Emphasize self-testing programs

16. Copyright © 2010 Pearson Education, Inc. Suggestions for Integrating Fitness Concepts Into Physical Education  Basic explanations of anatomy and kinesiology  Provide an understanding of how fitness is developed  Discuss key fitness points to develop an understanding  Develop cognition of the importance of fitness to health

17. Copyright © 2010 Pearson Education, Inc. Avoid Harmful Practices and Exercises When performing abdominal exercises:  Avoid placing hands behind the head or high on neck  Keep the knees bent  Do not hold feet to the floor  Don’t lift the buttocks and lumbar region off the floor

18. Copyright © 2010 Pearson Education, Inc. Avoid Harmful Practices and Exercises

19. Copyright © 2010 Pearson Education, Inc. Avoid Harmful Practices and Exercises When stretching:  Avoid ballistic stretching  Focus on static stretching

20. Copyright © 2010 Pearson Education, Inc.  Forward flexion from a sitting position one leg flexed  Avoid straight-leg raises  Avoid deep knee bends,  90 degrees and return to a standing position beneficial Avoid Harmful Practices and Exercises

21. Copyright © 2010 Pearson Education, Inc. Avoid Harmful Practices and Exercises  Standing stretches, don’t hyperextend knees  Don’t stress the neck  Avoid “hurdler’s stretch” (leg bent to the rear)  Avoid excessive back arching

22. Copyright © 2010 Pearson Education, Inc. Avoid Harmful Practices and Exercises

23. Copyright © 2010 Pearson Education, Inc. Implementing a Year Long Fitness Plan  Ensures a variety of experiences  Allows for progression  Offers a well-rounded program of instruction  Fitness units vary in length based on age  Offer a variety of routines and activities  Variations in performance allow students to “do their best”

24. Copyright © 2010 Pearson Education, Inc. Implementing Fitness Routines  Precede fitness with a 2–3 minute warm-up period  Fitness is a part of the daily lesson  Fitness part of the lesson is no more than 10–13 minutes  Use activities that exercise all body parts and major fitness components  Variety of sequential fitness routines  Teachers assume an active role

25. Copyright © 2010 Pearson Education, Inc. Implementing Fitness Routines  Workloads can be determined by time or repetitions  Allow students to adjust their workloads  Use interval training  Use audiotapes to time fitness activity segments  Never use fitness activities as punishment

26. Copyright © 2010 Pearson Education, Inc. Implementing Fitness Routines  Sample circuit training course

27. Copyright © 2010 Pearson Education, Inc. Fitness Activities Fitness Activities for Developmental Level I  Teach components of physical fitness as well as exercise various body parts  Alternate strength and flexibility activities  Students must be able to select activities they enjoy  Student dictates the workload

28. Copyright © 2010 Pearson Education, Inc. Fitness Activities Fitness Activities for Developmental Level I

29. Copyright © 2010 Pearson Education, Inc. Fitness Activities

30. Copyright © 2010 Pearson Education, Inc. Fitness Activities Fitness Activities for Developmental Levels II and III More structured exercises and routines  Flexibility exercises  Arm-shoulder girdle  Abdominal exercises  Leg and agility exercises  Trunk-twisting and bending exercises  Partner resistance exercises  Yoga

31. Copyright © 2010 Pearson Education, Inc. Fitness Activities

32. Copyright © 2010 Pearson Education, Inc. Fitness Activities

33. Copyright © 2010 Pearson Education, Inc. Fitness Activities

34. Copyright © 2010 Pearson Education, Inc. Fitness Activities Fitness Activities for Developmental Levels II and III (continued)  Allow students to select some of the modified fitness activities

35. Copyright © 2010 Pearson Education, Inc. Fitness Activities