Four components of health-related fitness plus details of them

1. Muscular Strength and Endurance-- what the muscles can do for a period of time- for children it is good to do activities requiring them to lift their own body weight.

The amount of force that a muscle can produce (strenght) and for a period of time (endurance)

2. Flexibility-- ability to use the joints fully- can be achieved through stretching and warming up muscles and body

joint specific

3. Cardiovascular Efficiency-- the body’s ability to do vigorous exercise for a long time- children who are fit are able to play for a long time

4. Body Composition-- amount of fat cells compared to amount of lean cells

affected by heredity, nutrition, and lifestyle

 The differences between health related and athletic fitness

health related fitness -- center around children’s understanding of that component, its linkage to good health, and activities that promote that area of health-related fitness

muscular strength and endurance

flexibility

cardiovascular efficiency

body composition

current definition

it is the capacity of the heart, blood vessels, lungs, and muscles to function at optimum efficiency

Definition of physically fit

It is the capacity of the heart, blood vessels, lungs, and muscles to function at optimum efficiency.” 

Appropriate and inappropriate ways of fitness testing

appropriate on going fitness testing is used as part of the year-long plans

test results are shared privately with students and parents as a tool of learning

as part of the on-going program students are prepared physically

inappropriate

fitness tests are given twice a year simply to give awards or grades

students are test without understanding the reasons why

children haven’t been adequately conditioned before testing

FITT for adults

FITT (ADULTS)-- F= Frequency: most preferably all days of the week  

     I= Intensity: moderate

     T= Time (Duration): 30 minutes cumulative

     T= Type of exercise (sometimes included 

 FITT for kids

KIDS)-- F= Fun!

  I= Intrinsic motivation

T&T= Two C’s: Co(mpetence and Confidence 

 What is wellness?

the dimensions of wellness for children translate into mental/emotional health, personal and social responsibility, personal safety, non abuse of drugs, alcohol, and tobacco, and nutrition, as well as physical activity and fitness. the goal of which is a health and productive lifestyle

1. The Plough- pulling your legs back behind your head

2. Sit-Ups with straight legs

3. Double Leg Lift

4. Deep Lunges with knee past ankle

5. Back arches, back bend

6. Full Head circles 

 Describe an invariant teacher

believes that all the students are the same. rely on prepackaged curriculum that provide the same lessons for many classes. one school is virtually identical to the others. uses one approach in all teaching situations regardless of class characteristics.

Same for a reflective teacher

recognizing that children are different and doing something about it. adapts teaching and content to suit the needs of individual students in classes. acknowledges that students develop at different rates and stages. design and implement an educational program that is congruent with the idiosyncrasies of a particular school situation.

Know six variables a reflective teacher considers when planning

values of the teacher

teachers bring w/ them their own system of values and beliefs. would value the importance of a quality physical education program.

class size

address entire class and then provide individual guidance with a small enough class

number of class sessions

teacher plays a vital role in helping the quality of the program by reinforcing what the specialist has taught

facilities and equipment

there must be adequate supplies and room for all

student behavior

the ability to manage a class of children effectively is... a prerequisite to successful teaching.

context of the school

knows about the demographics of the school

Public Law-94

education for all handicapped children and individuals with disabilities education

interpreted as mainstreaming and was practiced as: If they can participate, they earn the right to come to our classroom 

Regular Education Initiative- 96

Known as Inclusion

each state was to implement it

embraced diversity

IDEA (Individuals with Disabilities Education Act

physical education was to be considered as a direct service

children with disabilities should be educated with children without disabilities as mush as appropriate

change from mainstreaming to inclusion

What conditions are now included in considering diverse learners?

New Factors Included in Diverse Learners:

1. Overweight Children

2. Cultural Differences

3. Gender Equity

4. Religious Differences

5. children in poverty

How do these affect physical education programs?

--Children with disabilities tend to be less physically active due to:

-the nature of the disability

- overprotective parents

- lack of accessible play equipment

Differences between Mainstreaming and Inclusion

nclusion

in physical education terms it means that students with disabilities are placed in regular physical education classes

assumes that all children can and want to learn 

 I. E. P.’s

ndividualized Education Program/Plan

a statement of the present level of the child’s functioning

annual goals

short-term instructional objectives with time line

the extent to which the child will participate in the regular education program

special services to be provided and for how long

plan for evaluation

Sighted guiding

always ask first “may I assist you?”

establish contact backhand to backhand

milk glass grip -- the person who is being assisted lightly grips the other’s arm just above the elbow

twist arm to signal release

walk normally and use common sense

Know WHAT to observe and the order

safety

stop unsafe behavior

teach safety

highlight any safety hazards

kids have self space

one student per apparatus

on-task behavior

make sure students are on task

class movement patterns

observe one cue at a time

adjust lesson if needed

individual movement patterns

information that will assist a teacher in helping individual

info that the teacher might record on checklists and anecdotal records for future use

 Know HOW to observe

position

can see the whole class

keep back to the wall

observe from perimeter

know what you are looking for

safety

on task behavior

quality of the skill

strategy for observing

scan from left to right

limited selection

interactive teaching

teacher tells students what to do

best when class is learning same skill

not appropriate for children who are beginner learners or at precontrol

common for beginning teachers

Task Teaching

many teachers call this situation teaching

allow different students to work on different tasks at same time

may include students using task sheets and work at own pace

students work alone or in partners

Peer Teaching

children teach each other

works best with simple skills that have clear cues and criteria for children to observe

to be successful, children must be able to work cooperatively 

Guided Discovery

this is sometimes called exploration or teaching through questions

the children solve problems rather than copy a specific form

EXCELLENT FOR PRE-CONTROL

2 versions are convergent and divergent

convergent is when children discover the same answer

map with all roads running toward town square

divergent is when kids find a solution to a problem

Child-Designed

he children design their own activities

this helps them be creative and the activity will usually fit their skills

teacher may use contracts to individualize instruction

contracts must be simple and specific

students may share their project with others at the end