Transcript Ch 13 Fall 2011.ppt

DYNAMIC
PHYSICAL
EDUCATION
FOR ELEMENTARY
SCHOOL CHILDREN
Chapter 13
Physical Fitness
R O B E R T
SIXTEENTH
P A N G R A Z I
EDITION
PowerPoint® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge
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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
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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
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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
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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
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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
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Why Are Most Children Labeled Unfit?
 National fitness test data
 President’s Council Test Results
 85th 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
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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
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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 criterionreferenced health standards
 Criterion-reference standards relate to the
minimum amount of activity required for good
health
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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
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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
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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
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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
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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
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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
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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
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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
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Avoid Harmful Practices and Exercises
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Avoid Harmful Practices and Exercises
When stretching:
 Avoid ballistic stretching
 Focus on static stretching
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Avoid Harmful Practices and Exercises
 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
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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
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Avoid Harmful Practices and Exercises
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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”
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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
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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
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Implementing Fitness Routines
 Sample circuit training course
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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
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Fitness Activities
Fitness Activities for Developmental Level I
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Fitness Activities
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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
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Fitness Activities
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Fitness Activities
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Fitness Activities
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Fitness Activities
Fitness Activities for Developmental Levels II
and III (continued)
 Allow students to select some of the modified
fitness activities
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Fitness Activities
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