1. Fitness & healthy lifestyles in Elementary Physical Education Tony Greathouse Mike Fuller

2. The Percent is Right! Get a partner Get a partner Get a sheet of paper Get a sheet of paper Get your thinking caps on! Get your thinking caps on!

3. As of 2004, what Percentage of children age 6-11 are obese? (2003-04 Center of Disease Control study) With your partner write your answer down on your sheet of paper. The group that is the closest without going over will win. ANSWER = 18.8%

4. In the late 1970’s (1976-1980), what percentage of teens (12-19) were obese? (Center of Disease Control studies) With your partner write your answer down on your sheet of paper. The group that is the closest without going over will win. ANSWER = 5%

5. According to a 1997-98 study, what percentage of adults reported to live a sedentary lifestyle? (US Department of Health and Human Services) With your partner write your answer down on your sheet of paper. The group that is the closest without going over will win. ANSWER = 37.8% Nearly 4 out of 10

6. From 1980 to 2004, how much has the percentage of obese adults (age 20-74) increased? With your partner write your answer down on your sheet of paper. The group that is the closest without going over will win. ANSWER = 17.9% 1980 = 15% 2004 = 32.9%

7. What percentage of deaths in 1993 were attributed to diet and activitity patterns? (McGinnis/Foege, 1993) With your partner write your answer down on your sheet of paper. The group that is the closest without going over will win. ANSWER = 14%

8. Why is fitness important?  In the late 70’s (1976-1980): Children 2-5 yrs old…5% obeseChildren 2-5 yrs old…5% obese 6-11 yrs old….6.5%6-11 yrs old….6.5% 12-19 yrs old…5%12-19 yrs old…5% Adults 20-74 yrs old…15%Adults 20-74 yrs old…15%  Early 2000’s (2003-2004): 2-5 yrs old...13.9% 2-5 yrs old...13.9% 6-11 yrs old…18.8% 6-11 yrs old…18.8% 12-19 yrs old…17.4% 12-19 yrs old…17.4% 20-74 yrs old…32.9% 20-74 yrs old…32.9% Source – Center for Disease Control and Prevention

9. Implications of these numbers… These increasing rates are cause for concern because of health implications These increasing rates are cause for concern because of health implications Being overweight/obese increases risk of major health conditions, such as: Being overweight/obese increases risk of major health conditions, such as: –Hypertension –Type 2 Diabetes –Coronary Heart Disease –Stroke –Gall bladder disease –many many more 1993 study found that 14% of all deaths in America could be attributed to diet and activity patterns (McGinnis/Foege, 1993) 1993 study found that 14% of all deaths in America could be attributed to diet and activity patterns (McGinnis/Foege, 1993)

10. Why is fitness important in PE? Changing society Changing society –With increase in technology, most adults and children are getting inadequate amount of physical activity in daily lives Research (Blair et al., 1989) Research (Blair et al., 1989) –Shows a relationship between lack of fitness in childhood and health problems of adults  ….which means = fitness in PE is important!

11. Goals of fitness in PE A quality PE program should help students understand and value concepts of physical fitness and the contribution they make to a healthy lifestyle A quality PE program should help students understand and value concepts of physical fitness and the contribution they make to a healthy lifestyle Children should leave elementary school with knowledge, skills, and intrinsic interest in maintaining a healthy lifestyle Children should leave elementary school with knowledge, skills, and intrinsic interest in maintaining a healthy lifestyle Ratliffe & Ratliffe (1994)

12. Promoting a healthy lifestyle 2 components of physical fitness 2 components of physical fitness 1) Health related fitness: cardiorespiratory effeciency, muscular fitness, strength, flexibility 2) Skill related fitness – Abilities/skills related to performing skills Healthy lifestyle requires both Healthy lifestyle requires both –Need both components to be physically educated

13. Evolution of PE Fitness WWI/WWII era WWI/WWII era –Emphasis on getting kids fit through physical activity 1950’s 1950’s –Kraus-Weber studies showed American kids falling behind Europeans in Fitness levels, which led to a renewed emphasis on fitness –Emphasis still on getting children fit through school exercise programs

14. Evolution of PE Fitness 1980 1980 –Kenneth Cooper’s 1968 book Aerobics started the importance of cardiorespiratory fitness and countering the epidemics of heart disease, obesity, and other health related problems –Cooper’s results were published in the 1980 AAHPERD Publication of health related fitness test, moving emphasis towards health related fitness –Prior to this, all fitness tests were based on performance rather than fitness: 50 yd dash, shuttle run, softball throw, etc.) –Health related fitness tests from AAHPERD (1980): distance run, sit ups, skinfolds, sit and reach Present focus Present focus –In recent years the focus has branched out to touch all aspects of human wellness, including regular vigorous exercise, diet, not smoking, dealing with stress, and alcohol/drug use

15. 5 components of fitness education Introducing fitness concepts Introducing fitness concepts Cardiorespiratory endurance Cardiorespiratory endurance Muscular strength & endurance Muscular strength & endurance Flexibility Flexibility Healthy habits & wellness Healthy habits & wellness

16. Introducing fitness concepts Health-related fitness components Health-related fitness components Skill-related fitness components Skill-related fitness components Benefits of fitness Benefits of fitness Principles for maintaining and improving physical fitness Principles for maintaining and improving physical fitness Fitness tests Fitness tests Primary level fitness concepts Primary level fitness concepts Intermediate level fitness concepts Intermediate level fitness concepts

17. Cardiorespiratory endurance Aerobic activity Aerobic activity Vascular system Vascular system Respiratory system Respiratory system Target heart rate Target heart rate Measuring cardiorespiratory endurance Measuring cardiorespiratory endurance

18. Cardiorespiratory endurance Primary level fitness concepts (K - 2nd) Primary level fitness concepts (K - 2nd) –Identify location, size, & function of heart –Identify parts & function of circulatory and respiratory systems –Identify where to find their heartbeat –Identify effects of rest & exercise –Identify activities & habits that harm the heart –Perform activities beneficial to the heart –Understand how to measure a strong heart

19. Cardiorespiratory endurance Intermediate level fitness concepts (3-6) Intermediate level fitness concepts (3-6) –Review primary concepts –Identify meaning of cardiorespiratory fitness & aerobics –Identify definition of endurance –Participate in regular aerobic endurance activities –Identify the benefits of high levels of cardiorespiratory endurance –Identify how the heart, lungs, vascular systems, and respiratory system respond to exercise

20. Cardiorespiratory endurance Intermediate level fitness concepts (3-6) Intermediate level fitness concepts (3-6) –Identify role of oxygen in producing energy –Demonstrate the ability to count the pulse and calculate heart rate –Evaluate the contribution of a variety of PA to cardio fitness –Identify risk factors of heart disease & how to manage risk factors –Identify how to measure cardio fitness & the purpose of endurance tests –Perform safe procedures for warm-up before and cool-down after aerobic exercise

21. Muscular strength & endurance Principles for developing muscular strength & endurance Principles for developing muscular strength & endurance –FIT Activities that improve muscular strength & endurance Activities that improve muscular strength & endurance Measuring muscular strength & endurance Measuring muscular strength & endurance

22. Muscular strength & endurance Primary level fitness concepts Primary level fitness concepts –Identify that the body has many muscles –Identify purpose of muscles –Identify correct procedures for lifting objects –Perform activities and exercises to achieve strong muscles –Identify and practice appropriate exercises and activities for specific muscle groups –Learn to correctly perform exercises using their own body weight as resistance

23. Muscular strength & endurance Intermediate level fitness concepts (3-6) Intermediate level fitness concepts (3-6) –Identify and locate major muscles –Identify the meaning and importance of muscular strength & endurance –Perform exercises and activities for specific muscle groups that improve muscular strength & endurance –Describe how to apply the principle of overload by using reps & sets –Identify how to measure muscular strength and endurance (sit-up, pull-up, flexed-arm hang)

24. Flexibility Guidelines for safe stretching Guidelines for safe stretching –FIT principle –Stretch daily, mild tension, hold 10-30 sec Measuring flexibility Measuring flexibility –Sit & reach test –Measure flexibility in lower back & hamstrings

25. Flexibility Primary level fitness concepts (K-2) Primary level fitness concepts (K-2) –Identify meaning of stretching –Identify & perform correct procedures for safe stretching Intermediate level fitness concepts (3-6) Intermediate level fitness concepts (3-6) –Explain relationship between stretching & the body’s joints –Identify benefits & importance of stretching –Improve & measure personal flexibility

26. Healthy habits & wellness Body composition Body composition Caloric balance Caloric balance –Heredity, eating habits, & level of PA Self-management strategies Self-management strategies –Motivation, goal setting, self-rewards, social support, encourage healthy behavior Measuring body composition Measuring body composition

27. Health habits & wellness Primary level fitness concepts (K-2) Primary level fitness concepts (K-2) –Learn meaning of healthy habits –Identify healthy habits for the body Intermediate level fitness concept (3-6) Intermediate level fitness concept (3-6) –Identify concept of body composition & how to measure body fat by skinfold test –Identify different body types –Identify meaning of caloric balance and how to maintain proper body weight –Set & accomplish personal fitness goals

28. Principles for teaching fitness Planning strategies Planning strategies Effective instruction Effective instruction Physical fitness testing Physical fitness testing Behaviors to avoid Behaviors to avoid Physiological considerations Physiological considerations Harmful exercises & safe alternatives Harmful exercises & safe alternatives

29. Principles for effective instruction Design fitness activities to accommodate students of varying physical characteristics and ability levels Design fitness activities to accommodate students of varying physical characteristics and ability levels Clarify the goals & purpose of your fitness lessons Clarify the goals & purpose of your fitness lessons Review key points during the lesson Review key points during the lesson Check for understanding by using procedures that encourage all children to think and physically respond Check for understanding by using procedures that encourage all children to think and physically respond

30. Principles for effective instruction Use visual aids to supplement presentations of information Use visual aids to supplement presentations of information Repeat learning experiences throughout the year and in subsequent years Repeat learning experiences throughout the year and in subsequent years Provide challenges to encourage regular participation in activities that result in achieving specific goals Provide challenges to encourage regular participation in activities that result in achieving specific goals Relate fitness concepts to experiences in the children’s lives Relate fitness concepts to experiences in the children’s lives Use hands-on learning experiences Use hands-on learning experiences

31. Physical fitness testing Identifying students who need remedial help on one or more fitness components Identifying students who need remedial help on one or more fitness components Identifying overall weak areas that need attention Identifying overall weak areas that need attention Comparing with criterion scores and norm- referenced scores Comparing with criterion scores and norm- referenced scores Measuring progress Measuring progress Rewarding improvements Rewarding improvements

32. Behaviors to avoid Avoid lecturing as your typical approach to teaching fitness Avoid lecturing as your typical approach to teaching fitness Avoid using fitness activities as punishment for behavior Avoid using fitness activities as punishment for behavior Avoid making negative comments about a poor performance Avoid making negative comments about a poor performance Don’t give students the message of “no pain, no gain” Don’t give students the message of “no pain, no gain”

33. Physiological considerations Children are not miniature adults Children are not miniature adults Children’s physiological systems are undergoing growth and development Children’s physiological systems are undergoing growth and development Children cannot perform as efficiently as adults, and should not be held to adult standards Children cannot perform as efficiently as adults, and should not be held to adult standards Remember to constantly change warm-up routines, children can become bored and careless if the same routine is repeated every class period Remember to constantly change warm-up routines, children can become bored and careless if the same routine is repeated every class period

34. Harmful exercises and safe alternatives Some exercises have the potential to cause injury Some exercises have the potential to cause injury To maximize safety during exercises be sure children follow these general guidelines: To maximize safety during exercises be sure children follow these general guidelines: –Do not hyperextend the knees, neck, or lower back –Do not hyperflex the knee or neck –Do not hold the breath during exercise –Avoid overstretching any joint to the extent that ligaments and joint capsules are stretched

35. Incorporating fitness to your program Having a fitness unit to teach the concepts we talked about Having a fitness unit to teach the concepts we talked about –Cardiorespiratory endurance, muscular endurance and strength, flexibility, being active, etc. “Master teachers” should also try to incorporate fitness into other units as well “Master teachers” should also try to incorporate fitness into other units as well Get back with your partner and think of ways you can include health related fitness components into other PE units Get back with your partner and think of ways you can include health related fitness components into other PE units Random fitness days throughout the year Random fitness days throughout the year

36. Easy fitness activities Ways to plan fitness days… Ways to plan fitness days… –Try to think of new ideas, avoid being monotonous We will go over some ideas in lab, some good ideas in this video: We will go over some ideas in lab, some good ideas in this video: http://www.youtube.com/watch?v=h_r2ZglCNB0