1. Reading, ‘riting’, ‘rithmatic’, & recess

2.  Review  According to research (Fauth, B. 1990). - 10 % of what they read - 20 % of what they hear - 30 % of what they see - 50 % of what they hear and say at same time - 70 % of what they hear, see, and say - 90 % of what they hear, see, say, and DO

3.  Read the following statement quietly to yourself  The capital city of Canada is Ottawa.

4. 

5. 

6.  Word Problem  Four cars come to a four way stop, all coming from a different direction. They can't decide who got there first, so they all go forward at the same time. They do not crash into each other, but all four cars go. How is this possible?

7.   The part of the brain that processes movement is the same part that processes learning: cerebellum  Most of the brain is involved in active learning  Those active prior to exams, do BETTER on exams  Movements that cross the midline improve academic areas in spelling, writing, listening, reading and, comprehension Moving Brain

8.   Increases blood flow to the brain, resulting in more nutrients going to the individual neurons in the brain  Increases in levels of norepinephrine and dopamine (neurotransmitters) in the bloodstream, resulting in better memory functioning (improves alertness, attention, and motivation)  Production of nerve growth factor, thus encouraging nerve cells to bind to one another (which is the cellular basis for taking in and processing new information).  Development of new brain cells from stem cells located in the hippocampus (the area of the brain related to memory and learning)  (Jensen, 2008; Ratey, 2008; Taras, 2005; Tremarche, Robinson, and Graham, 2007; Vail, 2006). Moving Brain

9.   Movement helps learning to “settle”  Covering too much material at once results in only a limited amount to be absorbed  Teachers needs to slow down and give time for learning to occur  New material needs more time to “soak in”  Goal is not to cover, but for students to learn Why Move?

10.   Cross Crawl  Access both brain hemispheres simultaneously, and stimulates receptors.  To improve focus – slow motion  To improve balance – close your eyes  To alleviate visual stress – skip or bounce in between Brain Gym

11.   Element of social development  Justice, fairness, cooperation, friendship, loyalty, and social rules (Ramstetter, Murray, and Garner, 2010). Play

12.   Is unstructured break time during the school day that allows kids to engage in physical activity and social development What is Recess

13.   All children should engage in at least one daily period of recess for at least 20 minutes per period  Best Practices:  K-2: two 15-20 minute recess breaks at different times in the day  3-5: one 10-15 minute recess break and one 30 minute break daily Scheduling & Planning

14.   Should be outdoors unless it’s freezing  Recess is not scheduled immediately before or after physical education class  It should not be viewed as a reward, but as a necessary supporting educational component viewed as a reward  Developmentally appropriate equipment should be provided for children to engage in activity Planning

15.   When recess is scheduled before lunch, students consume significantly more food and nutrients (Bergman et al., 2004; Getlinger et al., 1996).  Montana Schools Montana Schools  Student behavior on the playground, in the cafeteria, and in the classroom improved  Students wasted less food and drank more milk  The cafeteria atmosphere improved  Children were more settled and ready to learn upon returning to the classroom  http://opi.mt.gov/Programs/SchoolPrograms/School_Nutriti on/wellness.html?gpm=1_2 http://opi.mt.gov/Programs/SchoolPrograms/School_Nutriti on/wellness.html?gpm=1_2 Scheduling

16.   Properly supervised by adults  Adults should intervene only when a child’s physical or emotional safety is an issue  Safety rules should be taught and enforced  School wide recess guidelines Supervision

17.   Make sure every child has an equipment option  Provide a variety of play choices through the availability of large and small equipment (i.e. plenty of balls, hoops, ropes etc.) Provide a variety of play choices through the availability of large and small equipment (i.e. plenty of balls, hoops, ropes etc.)  Juggling  Help an inactive child find a partner to play with  Teach children games they an organize themselves  Reinforce those who are active Encouraging Active Play

18.   Who gets to kick first?  Who gets to be the roller?  Who jumps next?  Was the kick foul or fair?  Who is on what team?  It’s all in the wrist… Playground Conflict

19.   Calming activities  Stretching  Relaxation technique  Musical transitions  Individual quiet free time Concluding Recess

20.   Teaching Pro-Social Skills  Newton, New Jersey  Play Fair  Warren, Rhode Island  Peer Mediators  Derby, Kansas Programs That Work  Special Friends  Lusaka, Zambia  Playground Meetings  Bar Nunn, Wyoming  Casper, Wyoming  Peaceful Playgrounds Peaceful Playgrounds

21.  1. Potential to embarrass the student 2. Elimination activities 3. Over emphasis on having “fun” 4. Lack of emphasis in teaching motor skills and lifetime activity 5. Low participation time factors 6. Dangerous injury or harm to students 7. Absence of objectives of the game or activity Physical Education Hall of Shame

22.  Hall of Shame  Dodge Ball Dodge Ball  Steal the Bacon  Duck, Duck Goose  Red Rover Red Rover  Musical Chairs  Relay Races  Tag

23. 