Health and Physical Education Curriculum Grade Eight

Transcription

1 Health and Physical Education Curriculum Grade Eight Fair Haven Public Schools Knollwood School Fair Haven, New Jersey Adopted September 2014

2 Table of Contents Pages NJ Core Curriculum Content Standards with cumulative progress indicators to be addressed by the end of grade eight Pages Comprehensive Health and Physical Education Big Ideas, Connections, and Applications Pages Pages Pages Pages Pages Health Unit Maps Physical Education Unit Maps Additional Resources Supplementary Information NJ Standards Clarification Project Information for Health and PE Pages Terms and Definitions 2

3 Content Area Standard Strand By the end of grade 2009 New Jersey Core Curriculum Content Standards - Comprehensive Health and Physical Education Comprehensive Health and Physical Education 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. A. Personal Growth and Development Content Statement 8 Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly. CPI# Cumulative Progress Indicator (CPI) A.1 Assess and apply health data to enhance each dimension of personal wellness A.2 Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage A.3 Relate advances in technology to maintaining and improving personal health A.4 Determine the impact of marketing techniques on the use of personal hygiene products, practices, and services. Strand B. Nutrition By the Content Statement end of grade 8 Eating patterns are influenced by a variety of factors. CPI# Cumulative Progress Indicator (CPI) B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance B.2 Identify and defend healthy ways for adolescents to lose, gain, or maintain weight B.3 Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds. 3

4 Strand C. Diseases and Health Conditions By the end of grade Content Statement CPI# 8 The prevention and control of diseases and health conditions are affected by many factors B.4 Analyze the nutritional values of new products and supplements. Cumulative Progress Indicator (CPI) C.1 Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer C.2 Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions C.3 Analyze the impact of mental illness (e.g., depression, impulse disorders such as gambling or shopping, eating disorders, and bipolar disorders) on physical, social, and emotional wellbeing C.4 Relate advances in medicine and technology to the diagnosis and treatment of mental illness. Strand D. Safety By the Content Statement end of grade 8 Evaluating the potential for injury prior to engaging in unhealthy/risky behaviors impacts choices. CPI# Cumulative Progress Indicator (CPI) D.1 Assess the degree of risk in a variety of situations and identify strategies to reduce intentional and unintentional injuries to self and others D.2 Describe effective personal protection strategies used in public places and what to do when one s safety is compromised D.3 Analyze the causes and the consequences of noncompliance with 4

5 Applying first-aid procedures can minimize injury and save lives. the traffic safety system D.4 Demonstrate first-aid procedures, including victim and situation assessment, Basic Life Support, and the care of head trauma, bleeding and wounds, burns, fractures, shock, and poisoning. Strand E. Social and Emotional Health By the end of grade Content Statement CPI# 8 Social and emotional development impacts all components of wellness. Content Area Standard Strand By the end of grade Respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture provide a foundation for the prevention and resolution of conflict. Stress management skills impact an individual s ability to cope with different types of emotional situations. Cumulative Progress Indicator (CPI) E.1 Analyze how personal assets, resiliency, and protective factors support healthy social and emotional health E.2 Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict E.3 Explain how culture influences the ways families and groups cope with crisis and change E.4 Compare and contrast stress management strategies that are used to address various types of stressinduced situations. Comprehensive Health and Physical Education 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. A. Interpersonal Communication Content Statement CPI# Cumulative Progress Indicator (CPI) 5

6 8 Effective interpersonal communication encompasses respect and acceptance for individuals regardless of gender, sexual orientation, disability, ethnicity, socioeconomic background, religion, and/or culture. Effective communication is the basis for strengthening interpersonal interactions and relationships and resolving conflicts A.1 Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations A.2 Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts. Strand B. Decision-Making and Goal Setting By the end of grade Content Statement CPI# 8 Every health-related decision has short- and long-term consequences and affects the ability to reach health goals. Strand C. Character Development By the end of grade Content Statement CPI# 8 Working together toward common goals with individuals of different abilities and from different backgrounds develops and reinforces core Cumulative Progress Indicator (CPI) B.1 Predict social situations that may require the use of decision-making skills B.2 Justify when individual or collaborative decision-making is appropriate B.3 Analyze factors that support or hinder the achievement of personal health goals during different life stages. Cumulative Progress Indicator (CPI) C.1 Analyze strategies to enhance character development in individual, group, and team activities C.2 Analyze to what extent various cultures have responded effectively to individuals with disabilities. 6

7 ethical values. Rules, regulations, and policies regarding behavior provide a common framework that supports a safe, welcoming environment C.3 Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community. Strand D. Advocacy and Service By the end of grade Content Statement CPI# 8 Effective advocacy for a health or social issue is based on communicating accurate and reliable research about the issue and developing and implementing strategies to motivate others to address the issue. Strand E. Health Services and Information By the end of grade Content Statement CPI# 8 Potential solutions to health issues are dependent on health literacy and available resources. Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems. Cumulative Progress Indicator (CPI) D.1 Plan and implement volunteer activities to benefit a local, state, national, or world health initiative D.2 Defend a position on a health or social issue to activate community awareness and responsiveness. Cumulative Progress Indicator (CPI) E.1 Evaluate various health products, services, and resources from different sources, including the Internet E.2 Compare and contrast situations that require support from trusted adults or health professionals. 7

8 Content Area Standard Strand By the end of grade Comprehensive Health and Physical Education 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. A. Medicines Content Statement 8 Medicines come in a variety of forms (prescription medicines, over-the-counter medicines, medicinal supplements), are used for numerous reasons, and should be taken as directed in order to be safe and effective. CPI# Strand B. Alcohol, Tobacco, and Other Drugs By the end of grade Content Statement CPI# 8 There is a strong relationship between individuals who abuse drugs and increased intentional and unintentional healthrisk behaviors. Cumulative Progress Indicator (CPI) A.1 Explain why the therapeutic effects and potential risks of commonly used overthe-counter medicines, prescription drugs, and herbal and medicinal supplements vary in different individuals A.2 Compare and contrast adolescent and adult abuse of prescription and overthe-counter medicines and the consequences of such abuse. Cumulative Progress Indicator (CPI) B.1 Compare and contrast the physical and behavioral effects of commonly abused substances by adolescents B.2 Predict the legal and financial consequences of the use, sale, and possession of illegal substances B.3 Analyze the effects of all types of tobacco use on the aging process B.4 Compare and contrast smoking laws in New Jersey with other states and countries B.5 Explain the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and reaction time and the related impairment of behavior, judgment, and memory B.6 Relate the use of alcohol and other drugs to decision-making and risk for 8

9 sexual assault, pregnancy, and STIs B.7 Explain the impact of inhalant use and abuse on social, emotional, mental, and physical wellness B.8 Analyze health risks associated with injected drug use. Strand C. Dependency/Addiction and Treatment By the end of grade Content Statement CPI# 8 Substance abuse is caused by a variety of factors. The ability to interrupt a drug dependency/addiction typically requires outside intervention, a strong personal commitment, treatment, and the support of family, friends, and others. Cumulative Progress Indicator (CPI) C.1 Compare and contrast theories about dependency/addiction (such as genetic predisposition, gender-related predisposition, and multiple risks) and provide recommendations that support a drug free life C.2 Summarize intervention strategies that assist family and friends to cope with the impact of substance abuse. Content Area Standard Strand By the end of grade Comprehensive Health and Physical Education 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. A. Relationships Content Statement 8 The values acquired from family, culture, personal experiences, and friends impact all types of relationships. CPI# Cumulative Progress Indicator (CPI) A.1 Predict how changes within a family can impact family members A.2 Explain how the family unit impacts character development A.3 Explain when the services of 9

10 professionals are needed to intervene in relationships A.4 Differentiate between affection, love, commitment, and sexual attraction A.5 Determine when a relationship is unhealthy and explain effective strategies to end the relationship A.6 Develop acceptable criteria for safe dating situations, such as dating in groups, setting limits, or only dating someone of the same age. Strand B. Sexuality By the Content Statement end of grade 8 Personal lifestyle habits and genetics influence sexual development as well as overall growth patterns. Responsible actions regarding sexual behavior impact the health of oneself and others. Discussion of topics regarding sexuality requires a safe, supportive environment where sensitivity and respect is shown toward all. Early detection strategies assist in the prevention and treatment of illness or disease. CPI# Cumulative Progress Indicator (CPI) B.1 Analyze the influence of hormones, nutrition, the environment, and heredity on the physical, social, and emotional changes that occur during puberty B.2 Determine the benefits of sexual abstinence and develop strategies to resist pressures to become sexually active B.3 Compare and contrast methods of contraception used by adolescents and factors that may influence their use B.4 Relate certain behaviors to placing one at greater risk for HIV/AIDS, STIs, and unintended pregnancy B.5 Discuss topics regarding gender identity, sexual orientation, and cultural stereotyping B.6 Explain the importance of practicing routine healthcare procedures such as breast self-examination, testicular examinations, and HPV vaccine. 10

11 Strand C. Pregnancy and Parenting By the end of grade Content Statement CPI# 8 Pregnancy, childbirth, and parenthood are significant events that cause numerous changes in one s life and the lives of others. Cumulative Progress Indicator (CPI) C.1 Summarize the signs and symptoms of pregnancy and the methods available to confirm pregnancy C.2 Distinguish physical, social, and emotional changes that occur during each stage of pregnancy, including the stages of labor and childbirth and the adjustment period following birth C.3 Determine effective strategies and resources to assist with parenting C.4 Predict short- and long-term impacts of teen pregnancy C.5 Correlate prenatal care with the prevention of complications that may occur during pregnancy and childbirth. Content Area Standard Strand By the end of grade Comprehensive Health and Physical Education 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. A. Movement Skills and Concepts Content Statement 8 Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. CPI# Cumulative Progress Indicator (CPI) A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance A.3 Create, explain, and demonstrate, as a small group, a planned movement sequence that includes changes in 11

12 rhythm, tempo, and musical style (creative, cultural, social, and fitness dance) A.4 Detect, analyze, and correct errors and apply to refine movement skills. Strand B. Strategy By the Content Statement end of grade 8 Individual and team execution in games, sports, and other activity situations is based on the interaction of tactical use of strategies, positive mental attitudes, competent skill levels, and teamwork. CPI# Cumulative Progress Indicator (CPI) B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings B.2 Assess the effectiveness of specific mental strategies applied to improve performance B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement. Strand C. Sportsmanship, Rules, and Safety By the end of grade Content Statement CPI# 8 Self-initiated behaviors that promote personal and group success include safety practices, adherence to rules, etiquette, cooperation, teamwork, ethical behavior, and positive social interaction. Movement activities provide a timeless opportunity to connect with people around the world. Cumulative Progress Indicator (CPI) C.1 Assess player behavior for evidence of sportsmanship in individual, smallgroup, and team activities C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, small-group, and team activities C.3 Analyze the impact of different world cultures on present-day games, sports, and dance. Content Area Comprehensive Health and Physical Education 12

13 Standard Strand By the end of grade 2.6 Fitness: All students will apply health-related and skillrelated fitness concepts and skills to develop and maintain a healthy, active lifestyle. A. Fitness and Physical Activity Content Statement 8 Knowing and applying a variety of effective training principles over time enhances personal fitness level, performance, and health status. CPI# Cumulative Progress Indicator (CPI) A.1 Summarize the short- and long-term physical, social, and emotional benefits of regular physical activity A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness A.3 Analyze how medical and technological advances impact personal fitness A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness A.6 Determine the physical, behavioral, legal, and ethical consequences of the use of anabolic steroids and other performance-enhancing substances. 13

14 Comprehensive Health and Physical Education Big Ideas, Connections, and Application Standard 2.1 Wellness All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle. Big Idea: Taking responsibility for one s own health is an essential step towards developing and maintaining a healthy, active lifestyle. Grade Eight Unit Connections: In eighth grade, the students will study overall health and wellness during the first unit of study in both physical education and health classes. PE classes begin with a focus on safe behaviors and fitness for life. Health classes focus on nutrition and a healthy lifestyle. These concepts continue to be a focus of the study in both courses throughout the year. Suggested Classroom Applications Standard 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Strand A. Personal Growth and Development Strand C. Disease and Health Conditions Strand D. Safety Essential Questions Enduring Understandings How do personal health choices impact our own health as well as the health of others? By the end of Grade 8 Health choices and behaviors have a profound impact on personal, family, community, and global wellness. How can a personal commitment to wellness influence the health of others? How does this commitment reduce ones risk for diseases, health conditions, and injuries that may impact the quality or duration of one s life? Why is it so difficult to educate people about risky behaviors? Why do some people still engage in unsafe behaviors despite knowing the inherent risks and possible outcomes? Medical advances, technology, and public health efforts enable some people to live healthier and longer lives than ever before, but many people struggle to be healthy. Understanding why a behavior or activity is unsafe or risky is only the first step towards preventing injuries and staying safe. Consistently employing safe and healthy behaviors helps to reduce the incidence and severity of injuries. Content and Cumulative Progress Indicators (CPIs) Classroom Applications 14

15 Content Instructional Guidance To assist in meeting these CPIs students may: Developing and maintaining wellness requires ongoing evaluation of factors impacting health and modifying lifestyle behaviors accordingly. Examine local, state, national, and international health data from a variety of sources to identify a critical health issue for further research. Select a current disease to research, such as H1N1, an environmental issue, such as access to clean water in Third World countries or an international issue, such as tobacco control, driving safety, HIV/AIDS or mental illness. CPI A.3 Relate advances in technology in maintaining and improving health. CPI C.2 Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions. CPI D.1 Assess the degree of risk in a variety of situations and identify strategies to reduce intentional and unintentional injuries to self and others. Conduct focused research about the selected issue looking for similarities and differences locally, nationally, and globally. Sample Assessments To show evidence of meeting these CPIs, students may complete the following performance assessment: Develop a Website dedicated to the issue that addresses the scope of the problem, current public health strategies to address the problem, possible short and long term implications of the problem, and possible solutions. Use a blog or other social networking platform to get feedback on the Website and discuss how the issue or problem impacts him/her on a personal level. The project rubric should address: Quality of the research conducted on the issue including content and sources Justification of the selected issue Summary of external feedback Website content evaluated for accuracy, relevance, creativity, organization, and design Content evaluated for understanding of the problem and possible solutions as well as advocacy Note: If your school uses a rubric for research and Website development, adapt that rubric for this project. Resources

16 Standard 2.1 Wellness: All students will acquire health promotion concepts and skills to support a healthy, active lifestyle. Strand. B Nutrition Essential Questions Enduring Understandings How are food choices influenced by culture and tradition? What role does family, peers, and the media have on food choices now and throughout life? By the end of Grade 8 Food choices and eating patterns are developed at a young age, persist throughout one s lifetime, and may impact one s long-term health. It may be difficult to change unhealthy eating patterns that are rooted in family traditions, religious beliefs, or culture. Peers and the media also have a significant impact on food choices and the availability of healthy options. Making healthy eating choices is an important part of achieving and sustaining wellness. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Eating patterns are influenced by a variety of factors. Examine the Dietary Guidelines for Americans (being revised in 2010) and analyze different requirements for children, adults, and pregnant women. CPI B.1 Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: Use online tools, such as the MyPyramid Planner and Foodapedia, to calculate recommended daily allowances for various groups, such as toddlers, children, teens, adults, and women who are pregnant or breastfeeding. Customize the plan for the age and weight of the individual and make recommendations for healthy eating. Resources

17 Standard 2.2 Integrated Skills All students will use health-enhancing personal, interpersonal and life skills to support a healthy, active lifestyle. Big Idea: The use of critical thinking, decision making, problem solving, leadership and communication skills are essential to making informed personal, family and community health decisions. Grade Eight Unit Connections: Eighth graders are exposed to the ideas in this standard through many venues health class and PE class among them. During the second unit in health class, teachers specifically focus on these topics and promote the ideas as enduring. Planning, goal-setting, and decisionmaking are integrated into all of the subject areas in school throughout the year. Our Washington D.C. trip, which serves as one of the culminating experiences of their elementary education, addresses decision-making, cooperation, leadership, and character education. Suggested Classroom Applications Standard 2.2 Integrated Skills: All students will develop and use personal and interpersonal skills to support a healthy, active lifestyle. Strand E: Health Services and Information Essential Questions Enduring Understandings Why is it so difficult for some people to access healthcare? How do you know when you need help? What s more important: prevention or cure? By the end of Grade 8 Knowing how and when to navigate the healthcare system is critical to maintaining wellness. The early detection of diseases and health conditions contributes to one s health and helps reduce healthcare costs. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Communicating health needs to trusted adults and professionals assists in the prevention, early detection, and treatment of health problems. Conduct a survey of local healthcare providers (e.g., clinics, hospitals, physician s offices) to identify the top ten problems of young adolescents. Compare the local results to state, national, and international data. CPI E.2 Compare and contrast situations that require support from trusted adults or health professionals. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: Develop and perform role plays for each of the top rated problems that explain the problem and when and where to seek appropriate help. The role plays can be videotaped for peer review and critique and shared with international epals. 17

18 Resources National Survey of Children s Health Data Resource Center Fast Stats Adolescent Health from the Center for Disease Control and Prevention Standard 2.3 Drugs and Medicine All students will learn and apply information about alcohol, tobacco, other drugs and medicines to make decisions that support a healthy, active lifestyle. Big Idea: Knowledge about drugs and medicines informs decision making related to personal wellness and the wellness of others. Grade Eight Unit Connections: Eighth graders focus in detail on substance abuse and its consequences. Students investigate and report on causes, treatment options, physical and emotional effects as well as prevention. Students also build on their study of character values and decision-making as they role-play their responses to tough choices in the face of increasing pressures. The new pressures brought to bear on students as they enter new schools and meet new people are addressed. Suggested Classroom Applications Standard 2.3 Drugs and Medicines: All students will acquire knowledge about alcohol, tobacco, other drugs, and medicines and apply these concepts to support a healthy, active lifestyle. Strand B: Alcohol, Tobacco, and Other Drugs Essential Questions Why do people use and abuse alcohol, tobacco and other drugs despite warnings about the dangers to self and others? By the end of Grade 8 Enduring Understandings The use and abuse of alcohol, tobacco, and other drugs not only impacts the individual but may have a profound impact on others. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: There is a strong relationship between individuals who abuse drugs and increased intentional and unintentional health-risk behaviors. Calculate the cost of smoking using the smoking calculator: Smoking and Cardiovascular Disease American Heart Association. Use the information to determine lifetime purchases that could be made with the amount of money spent on tobacco products (e.g., cost of housing, cars, travel, education). Based on the most current medical research, summarize the lifetime 18

19 effects of tobacco use on health and aging including lung capacity, heart and vascular disease, mouth and dental hygiene and skin (e.g., aging, wrinkles, color). CPI B.3 Analyze the effects of all types of tobacco use on the aging process. Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: Develop a PSA explaining how smoking and tobacco use affects your future health. Record, edit, and post on School Tube or a similar site. Solicit feedback on the PSA through a blog. Resources Campaign for Tobacco Free Kids Smoking and Cardiovascular Disease American Heart Association Quit Smoking Mayo Clinic SchoolTube.com Standard 2.4 Human Relationships and Sexuality All students will learn the physical, social, and emotional aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Big Idea: Understanding the various aspects of human relationships and sexuality assists in making good choices about healthy living. Grade Eight Unit Connections: This last unit of study in eighth grade lays the groundwork for students moving on to a new level of schooling and increased physical and social pressures in this area. The study of human sexuality builds on previous years study of human anatomy and the physical changes of puberty as well as the physiology of sexual behaviors. Safe practices and consequences of poor decisions are addressed as well. Students are encouraged to openly or anonymously engage in conversations, ask questions, and seek guidance. Suggested Classroom Applications Standard 2.4 Human Relationships and Sexuality: All students will acquire knowledge about the physical, emotional, and social aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Strand A. Relationships Essential Questions How does your family influence the adult you will become? How do you develop and sustain relationships over time? Why is it so hard to have healthy relationships? By the end of Grade 8 Enduring Understandings Relationships are the connections people have with each other. The family provides the first opportunity for a person to develop relationship skills. Every family is different but all families provide the foundation for future relationships. As individuals mature, they seek out different relationships with peers, colleagues, and loved ones. Through social networking, people even establish relationships with 19

20 individuals they have never met. We now live in a world where families and relationships are constantly changing and where global communication systems have extended friendships and relationships across the miles. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting these CPIs, students may: The values acquired from family, culture, personal experiences, and friends impact all types of relationships. Research how positive and negative change impacts families and relationships. CPI A.1 Predict how changes within a family can impact family members. CPI A.2 Explain how the family unit impacts character development. Sample Assessments To show evidence of meeting these CPIs, students may complete the following performance assessment: After being assigned various lifetime scenarios, descriptions of various kinds of families undergoing changes (e.g., breadwinner loses job or gets a promotion and family has to move; single mother finds out she is pregnant with twins; parents divorce and one parent has to move out-of-state; family inherits a great deal of money; child is diagnosed with serious illness), conduct research to create a family budget, find suitable housing, employment, and transportation, address healthcare, locate schools and community services. Write the story of the family and create a family album that addresses how the family copes and deals with the problems and share the album with the class. Resources (Family budget template) family-budgets-t/ 20

21 Standard 2.5 Motor Skills Development All students will utilize safe, efficient and effective movement to develop and maintain a healthy, active lifestyle. Big Idea: Individuals who learn to move safely, effectively and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life. Grade Eight Unit Connections: In each of the units in physical education class, motor skills development is a focus. At the same time, students are encouraged to think about their responsibilities as part of a cooperative physically active endeavor. These responsibilities include, but are not limited to, individual safety concerns, sportsmanship, and strategic planning for optimal benefit for all participants. Suggested Classroom Applications Standard 2.5 Motor Skill Development: All students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. Strand A. Movement Skills and Concepts Essential Questions How can understanding movement concepts improve my performance? How can I make movement more interesting, fun, and enjoyable? How does my use of movement influence that of others? By the end of Grade 8 Enduring Understandings Research shows that people who participate in regular physical activity, no matter what the form, are more likely to do so because they feel comfortable and competent in movement skills. Skill development involves an understanding of movement concepts, the underlying principles of physics, as a means to analyze movement performance and make adjustments. Implementing movement principles such as space, speed, force, projection or tempo makes movement more effective and more interesting. Content and Cumulative Progress Indicators (CPIs) Content Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Movement skill performance is primarily impacted by the quality of instruction, practice, assessment, feedback, and effort. Refine forehand tennis shots and analyze to improve performance. CPI A.2 Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: 21

22 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance. Practice forehand shots over a net or simulated net (e.g., mats, jump rope extended between cones). Starting a few feet behind the net, hit a forehand drop hit over the net to a partner and try to rally for a least four hits. Each time the partners achieve four successive hits, they each take a step back from the net and continue play, adjusting for the change in distance. Note: Students are evaluated by the number of successful series they complete and the correct use of forehand return. More advanced students may play doubles on a regulation court, alternate the forehand hits to achieve a four hit rally. Resources (lesson plans from USTA) Standard 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Big Idea: Lifetime fitness depends upon understanding how each fitness component is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle. Grade Eight Unit Connections: Students begin the year with a focus on fitness. They participate in a fitness test, set individual goals, and learn exercises and behaviors that will contribute to their own personal fitness. The idea of personal and age-appropriate fitness continues as a strain of the physical education classes throughout the year. Students begin to take some responsibility for carrying this focus over into recess and out-of-school activities. The recess time is structured and supported by a physical education teacher to promote a variety of activities for fitness beyond the PE class. Suggested Classroom Applications Standard 2.6 Fitness: All students will apply health-related and skillrelated fitness concepts and skills to develop and maintain a healthy, active lifestyle. Strand A. Fitness and Physical Activity Essential Enduring Understandings Questions Why is it so difficult to become By the end of Grade 8 Children who regularly participate in physical activity tend to stay active throughout their lives. While there are immediate benefits, including maintaining a healthy weight, feeling more energetic, and promoting a better outlook, participating in team and individual 22

23 healthy and physically fit? Why is it even harder to stay healthy and physically fit? How can I set challenging fitness goals that help me stay committed to wellness? Content and Cumulative Progress Indicators (CPIs) Content Knowing and applying a variety of effective fitness principles over time enhances personal fitness level, performance, and health status. CPI A.2 Use health data to develop and implement a personal fitness plan and evaluate its sports and other forms of physical activity can boost self-confidence, provide opportunities for social interaction, and offer a chance to have fun. In the long term, regular physical activity can help prevent heart disease, diabetes, and other medical problems later in life. Getting active and staying active is a key component of a healthy, active lifestyle. Classroom Applications Instructional Guidance To assist in meeting this CPI, students may: Discuss, in small groups, case studies that focus on common fitness problems for young adolescents. Examples: o Mary wishes she was taller but it appear she has stopped growing. She is concerned about her body image. What can she change and what can she do to feel good about herself? o Jose is small for his age and wants to get stronger. He would love to have muscles to show off at the beach this summer. What should he do? o Anna would like to run cross country in high school but she can barely run a mile right now. What should she do to get ready for next year? o Jack is tall and lanky. Everyone says he should play basketball but he doesn t really like sports but he wants to stay in shape. What recommendations do you have for Jack? Sample Assessments To show evidence of meeting this CPI, students may complete the following performance assessment: Participate in a fitness interview and fitness assessment. Use the information to develop a personal fitness plan and identify activities to support the implementation of the plan and to support physical activity outside of school. Develop a personal fitness plan and keep an online journal or blog documenting progress. Use a fitness tracker, such as Walker Tracker or MyPyramidTracker, to monitor progress. The plan must include activities in and out of school, benchmarks to indicate progress, 23

24 effectiveness and expected outcomes. Note: Students are also assessed on participation in the group case study discussions. A sample rubric can be found at: Resources

25 Essential Questions Health Unit Maps September October November December January How do choices affect What can I do to keep important people health (wellness)? How do healthy? choices affect health How do you know when you need help? (wellness)? What s more important: prevention or cure? How can a personal commitment to wellness influence the health of others? How are food choices influenced by culture, tradition, family, peers and the media now and throughout life? Why is it so difficult to educate people about risky behaviors? 25

26 Guiding Questions A. Personal Growth and Development -How do trends and fads impact wellness? -Do you have personal goals that address each dimension of wellness? (physical, mentalemotional, and social) -What information do you use to help develop goals for wellness? -How do our behaviors and choices affect our personal and family wellness? -How are body systems interdependent on one another? -How have advances in technology impacted our ability to maintain and improve our personal health? -What is the impact of marketing techniques on our use of personal hygiene products and services? -During the various life stages, what are some of the physical, social, emotional, and intellectual changes that occur? -What effect do factors such as hormones, heredity, nutrition, and the environment have on the physical, social, and emotional changes that occur during puberty? A. Interpersonal Communication -Using reliable sources, can you analyze and form personal ideas and/or opinions about certain health problems and issues? -How can you use refusal, negotiation and assertiveness skills when responding to peer pressure and conflict? -How do verbal and nonverbal communication strategies differ from culture to culture and in different settings? -What are some of the economic and political purposes and impacts of health messages found in the media? -Why are communication and listening skills important? 26

27 B. Nutrition -What impact do nutrients have on the functioning of our body systems? -Can you develop healthy strategies for losing, gaining, or maintaining body weight? -Can you create a healthy eating plan and justify its nutritional value? -Why is it important to achieve nutritional balance when planning meals and snacks? -What is the impact of lifelong devotion to healthy eating patterns and what effect will those patterns have on such health issues as: heart disease, high cholesterol, cancer, osteoporosis, diabetes, and other health conditions? -What influence do marketing and advertising have on both availability and consumption of foods? -What is the importance of safe food handling, storage, and preparation? -How can you evaluate the nutritional value of new products? B. Decision-Making and Goal Setting -Why is it important to possess/use decision-making skills? -Can you describe various situations where you may be required to use good decision-making skills? -Can you describe health related situations where outcomes may have been different had appropriate communication or decision-making skills had been used? -How do factors such as peer influence, family, media, and past experience influence our decisionmaking? -How do decision-making processes change as we age? -Using a personal wellness plan based on current health, needs and interests, can you recommend strategies to achieve that plan? 27

28 C. Diseases and Health Conditions -What are some common diseases and/or health conditions common to adolescents? -What is the relationship between signs/symptoms of disease and the functioning of the immune system? -Are we doing enough to help prevent/control diseases and health conditions? -Are we doing enough to diagnose and treat diseases and health conditions? -What is the impact of mental illness on physical and emotional well-being? -How have advancements in technology impacted the diagnosis and treatment of mental illnesses? -What are some of the current and emerging health issues and concerns in our community? -How can we eliminate or reduce health problems related to environmental conditions? D. Safety -What is the difference between a perceived risk and an actual risk? -What are some things that we do to reduce the risk of common injuries? -Can you demonstrate basic firstaid procedures for common illnesses and injuries? -What are some of the causes and consequences of people not complying with traffic safety rules and regulations? C. Character Development -What is the difference between a competitive strategy and a cooperative strategy in the process of meeting different types of goals? -Why is it important to develop and communicate a group s goals, values, and/or vision? -What are some strategies used to keep groups on task and free from conflict? -What are motivational techniques and how are they employed to improve personal and group achievement? -Can you develop an effective reward system for group accomplishments? -Can you give examples of both inside and outside monitoring that will provide feedback to group members? -Why do some groups and individuals adhere to codes of conduct when others do not? -How do different cultures respond effectively to individuals with disabilities? -Do you function well as both a leader and also in a supportive role? D. Advocacy and Service -Can you develop an awareness campaign to inform students and parents about certain health issues or problems? -What are some of the local, state, and national organizations laws and/or regulations that promote health and/or wellness? -What are some possible activities that can benefit certain health organizations or causes? 28

29 Content (Standards) E. Social and Emotional Health -Are there differences in the way groups of individuals express emotions? -What are some of the factors that influence the way we express emotion? -How is violence/conflict portrayed in the media? -How can certain types of conflict/violence be avoided? -What are some of the ways we work to prevent conflict? -What are the consequences of conflict and violence on an individual, family, or community? -What are some common signs of stress? -What are some of the short/long term effects of stress on the human body? -What are some stressmanagement strategies that you can use in stress-inducing situations? -How do we deal with crisis, rejection, separation, and loss? -What are some of the difference between signs of positive mental health and possible mental health problems? -What are some of the short/long term physical, social, and emotional impacts of all forms of abuse? -What impact do peer pressure, low self-esteem, and perceived vulnerability have on our social and emotional development during adolescence? 2.1 Health Promotion and Disease Prevention -All students will achieve optimal wellness by learning and applying health promotion concepts and skills. E. Health Services and Information -What are some of the health and fitness services available in our community? -How can you evaluate the effectiveness of health and fitness services and products? -Of the various types of health and fitness services available in our community, can you categorize them by benefit vs. cost? 2.2 Integrated Skills -All students will achieve optimal wellness by learning and applying health-enhancing personal, interpersonal, and life skills. 29

30 Skills (CPI s) A. Personal Growth and Development A.1 1. Assess and apply health data to enhance each dimension of personal wellness A.2 2. Compare and contrast the impact of genetics, family history, personal health practices, and environment on personal growth and development in each life stage. 3. Discuss the influence of hormones, heredity, nutrition, and the environment on the physical, social, and emotional changes that occur at puberty. 4. Discuss the developmental tasks of adolescence, including the development of mature relationships, gender identification, developing a healthy body image, emotional independence, and the development of life skills A.3 5. Relate advances in technology to maintaining and improving personal health A.4 6. Determine the impact of marketing techniques on the use of personal hygiene products, practices, and services. 7. Examine teen trends and fads and their impact on wellness. A. Interpersonal Communication A.1 1. Compare and contrast verbal and nonverbal interpersonal communication strategies in a variety of settings and cultures in different situations. 2. Analyze the economic and political purposes and impacts of health messages found in the media A.2 3. Demonstrate the use of refusal, negotiation, and assertiveness skills when responding to peer pressure, disagreements, or conflicts. 4. Assess the use of communication and listening skills and recommend strategies for improvement 30

31 B. Nutrition B.1 1. Analyze how culture, health status, age, and eating environment influence personal eating patterns and recommend ways to provide nutritional balance. 2. Analyze how healthy eating patterns throughout life can reduce the risk of heart disease and high cholesterol, cancer, osteoporosis, and other health conditions. 3. Discuss the influence of marketing, advertising, and technology on the development, availability, and consumption of food B.2 4. Identify and defend healthy ways for adolescents to lose, gain, or maintain weight B.3 5. Design a weekly nutritional plan for families with different lifestyles, resources, special needs, and cultural backgrounds. 6. Discuss ways to improve nutritional balance when planning meals and snacks B.4 7. Analyze the nutritional values of new products and supplements. B. Decision-Making and Goal Setting B.1 1. Predict social situations that may require the use of decision-making skills. 2. Critique significant health decisions and discuss how the outcome(s) might have changed if the appropriate communication and decision-making skills had been employed B.2 2. Justify when individual or collaborative decisionmaking is appropriate. 3. Demonstrate and assess the use of decisionmaking skills B.3 4. Analyze factors that support or hinder the achievement of personal health goals during different life stages. 5. Develop and evaluate a personal wellness plan that addresses current health status, needs, and interests and recommend strategies to support the achievement of the plan. 31

32 C. Diseases and Health Conditions C.1 1. Evaluate emerging methods to diagnose and treat diseases and health conditions that are common in young adults in the United States and other countries, including hepatitis, sexually transmitted infections, HIV/AIDS, breast cancer, HPV, and testicular cancer C.2 2. Analyze local, state, national, and international public health efforts to prevent and control diseases and health conditions. 3. Investigate health problems related to environmental conditions and recommend ways to reduce or eliminate them C.3 4. Analyze the impact of mental illness (e.g., depression, impulse disorders such as gambling or shopping, eating disorders, and bipolar disorders) on physical, social, and emotional well-being C.4 5. Relate advances in medicine and technology to the diagnosis and treatment of mental illness. C. Character Development C.1 1. Analyze strategies to enhance character development in individual, group, and team activities. 2. Share leadership and supportive roles. 3. Develop and demonstrate strategies to keep a group on task and free from conflict. 4. Discuss motivational techniques used to improve personal and group achievement. 5. Develop and articulate a group s goals, shared values, and vision C.2 6. Analyze to what extent various cultures have responded effectively to individuals with disabilities C.3 7. Hypothesize reasons for personal and group adherence, or lack of adherence, to codes of conduct at home, locally, and in the worldwide community. 32

33 D. Safety D.1 1. Assess the degree of risk in a variety of situations and identify strategies to reduce intentional and unintentional injuries to self and others D.2 2. Describe effective personal protection strategies used in public places and what to do when one s safety is compromised. 3. Describe ways to protect against sexual assault and explain what to do if sexually assaulted D.3 4. Analyze the causes and the consequences of noncompliance with the traffic safety system D.4 5. Demonstrate first-aid procedures, including victim and situation assessment, Basic Life Support, and the care of head trauma, bleeding and wounds, burns, fractures, shock, and poisoning. D. Advocacy and Service D.1 1. Plan and implement volunteer activities to benefit a local, state, national, or world health initiative D.2 2. Develop and defend a position on a health or social issue to activate community awareness and responsiveness. 33

34 Pre-Assessment/ Assessment E. Social and Emotional Health E.1 1. Analyze how personal assets, resiliency, and protective factors support healthy social and emotional health. 2. Discuss the impact of peer pressure, low self-esteem, and perceived vulnerability on the social and emotional development of adolescents E.2 3. Determine the effectiveness of existing home, school, and community efforts to address social and emotional health and prevent conflict. 4. Debate the consequences of conflict and violence on the individual, the family, and the community E.3 5. Explain how culture influences the ways families and groups cope with crisis and change. 6. Compare and contrast ways to deal with crisis, rejection, separation, and loss E.4 7. Compare and contrast stress management strategies that are used to address various types of stress-induced situations. 8. Describe the physical and emotional signs of stress and the short and long term impacts of stress on the human body. D. Health Services and Information E.1 1. Evaluate various health products, services, and resources from different sources, including the Internet. 2. Categorize health and fitness services and compare the benefits and costs. 3. Compare and contrast, local, state, and national organizations, agencies, laws, and regulations that promote wellness E.2 4. Compare and contrast situations that require support from trusted adults or health professionals. -Selected Response/Forced Choice Items -Essay -Performance Tasks -Portfolio -Student Self-Assessment -Assessment Conferences -Selected Response/Forced Choice Items -Essay -Performance Tasks -Portfolio -Student Self-Assessment -Assessment Conferences February March April May June 34

35 Guiding Questions Essential Questions How do drugs affect our lives? Why do people use and abuse substances despite warnings about the dangers of doing so? Why does one person become an addict while another person does not? How do I make the right choices? A. Medicines -What are some of the factors to consider when choosing an overthe-counter medication? -What are some general rules for the safe use of prescriptions? -What are the benefits/dangers concerning the use of herbs, organics, and/or supplements? How does your family influence the adult you will become? How do you develop and sustain relationships over time? How do we learn to understand and respect diversity in relationships? A. Relationships -How do people in various cultures date or select life partners? -What are some of the factors that enhance and sustain loving, healthy relationships? -How does change influence family structure, roles, and responsibilities? -What are some of the various roles, responsibilities, and/or privileges of certain family members? 35

36 B. Alcohol, Tobacco, and Other Drugs -What is the relationship between tobacco use and the incidence of cancer, heart disease, stroke, and injuries such as burns and motor vehicle crashes? -What are some of the risks to non-smokers that are exposed to sidestream/passive smoke? -How does the use of alcohol impact behavior? -What are some of the relationship surrounding the use of alcohol along with substances such as GHB, Ecstasy, etc., and date rape and sexual assault? -What are the long/short term effects of inhalant use? C. Dependency/Addiction and Treatment -What are some of the physical, social, and emotional stages of dependency? -What is the relationship between genetic predisposition, gender-related predisposition and dependency? -What are some effective drugfree activities for young adults? -Is there a relationship between the depiction of drug use in the media/music industry and substance use/abuse? B. Sexuality -What is the impact of sexuality during the various stages of human development? -What are some of the myths concerning adolescent sexual behavior? -What are some of the strategies to deal with the pressures to become sexually active? -What are some of the potential short/long term effects of adolescent sexual activity on one s physical, emotional, and social health? -What are some of the behaviors that place one at a greater risk for exposure to HIV/AIDS, STD s, and/or unintended pregnancy? -Can you describe some of the physical, emotional, and/or social benefits to abstinence? -Can you develop strategies for remaining abstinent? -What are some common issues/concerns about sexual orientation? -How do our cultural/religious beliefs influence our sexuality and/or reproductive health? -How do sexual messages in the media affect adolescent behavior? -How can/does technology influence reproductive and/or sexual health? -What are some of the common health issues concerning both the female and male reproductive systems? -What are some of the various methods of contraception available an what are some of the factors that influence risk reduction and choice of a particular method? C. Pregnancy and Parenting -Can you describe the various stages of labor and childbirth? -What are some of the physical, economic, emotional, social, intellectual, and spiritual responsibilities of parenthood? -What are some of the challenges related to being an adolescent parent? -Can you describe some effective parenting characteristics and/or strategies? 36

37 Skills (CPI s) Content (Standards) 2.3 Drugs and Medicine -All students will achieve optimal wellness by learning and applying substance abuse prevention concepts and skills. A. Medicines A.1 1. Explain why the therapeutic effects and potential risks of commonly used over-the-counter medicines, prescription drugs, and herbal and medicinal supplements vary in different individuals. 2. Discuss factors to consider when choosing and over-thecounter medicine A.2 3. Compare and contrast adolescent and adult abuse of prescription and over-the-counter medicines and the consequences of such abuse. 4. Discuss how tolerance, synergistic effects, and antagonistic effects have an impact on the use of drugs and medicines. 5. Discuss rules for the safe use of prescription medicines. 2.4 Human Relationships and Sexuality -All students will achieve optimal wellness by learning and applying concepts and skills that support healthy sexuality and positive personal relationships. A. Relationships A.1 1. Predict how changes within a family can impact family members. 2. Describe how change influences family structure, roles, and responsibilities A.2 3. Explain how the family unit impacts character development. 4. Analyze the roles, rights, responsibilities, and privileges of family members A.3 5. Explain when the services of professionals are needed to intervene in relationships A.4 6. Differentiate between affection, love, commitment, and sexual attraction A.5 7. Determine when a relationship is unhealthy and explain effective strategies to end the relationship. Discuss factors that enhance and sustain loving, healthy relationships A.6 8. Develop acceptable criteria for safe dating situations, such as dating in groups, setting limits, or only dating someone of the same age. 9. Describe how various cultures date or select life partners. 37

38 B. Alcohol, Tobacco, and Other Drugs B.1 1. Compare and contrast the physical and behavioral effects of commonly abused substances by adolescents B.2 2. Predict the legal and financial consequences of the use, sale, and possession of illegal substances B.3 3. Analyze the effects of all types of tobacco use on the aging process. 4. Investigate the relationship between tobacco use and illnesses such as cancer, heart disease, and stroke, and injuries such as burns or motor vehicle crashes. 5. Investigate the health risks posed to nonsmokers by sidestream/passive smoking B.4 6. Compare and contrast smoking laws in New Jersey with other states and countries B.5 7. Explain the impact of alcohol and other drugs on those areas of the brain that control vision, sleep, coordination, and reaction time and the related impairment of behavior, judgment, and memory B.6 8. Relate the use of alcohol and other drugs to decision-making and risk for sexual assault, pregnancy, and STIs B.7 9. Explain the impact of inhalant use and abuse on social, emotional, mental, and physical wellness B Analyze health risks associated with injected drug use. B. Sexuality B.1 1. Analyze the influence of hormones, nutrition, the environment, and heredity on the physical, social, and emotional changes that occur during puberty. 2. Discuss the impact of sexuality at each stage of human development B.2 3. Determine the benefits of sexual abstinence and develop strategies to resist pressures to become sexually active. 4. Analyze internal and external pressures to become sexually active. 5. Discuss the potential short and long term physical, emotional, and social impacts of adolescent sexual activity B.3 6. Compare and contrast methods of contraception used by adolescents and factors that may influence their use. 7. Debate myths and facts about adolescent sexual behavior B.4 8. Relate certain behaviors to placing one at greater risk for HIV/AIDS, STIs, and unintended pregnancy B.5 9. Discuss topics regarding gender identity, sexual orientation, and cultural stereotyping. 10. Compare and contrast cultural and religious beliefs that influence sexuality and reproductive health. 11. Analyze sexual messages presented in the media and discuss their impact on adolescent sexual behavior. 12. Describe how technology influences reproductive and sexual health B Explain the importance of practicing routine healthcare procedures such as breast selfexamination, testicular examinations, and HPV vaccine. 38

39 Pre-Assessment/ Assessment C. Dependency/Addiction and Treatment C.1 1. Compare and contrast theories about dependency/addiction (such as genetic predisposition, gender-related predisposition, and multiple risks) and provide recommendations that support a drug free life. 2. Compare and contrast the depiction of legal and illegal drug use I films, TV, video, and music and analyze their impact on substance use and abuse. 3. Discuss ways to quit using substances and discuss factors that support and individual s ability to quit C.2 4. Summarize intervention strategies that assist family and friends to cope with the impact of substance abuse. 5. Analyze the physical, social, and emotional indicators and stages of dependency. 6. Describe how substance abuse affects the individual, the family, and the community. -Selected Response/Forced Choice Items -Essay -Performance Tasks -Portfolio -Student Self-Assessment -Assessment Conferences C. Pregnancy and Parenting C.1 1. Summarize the signs and symptoms of pregnancy and the methods available to confirm pregnancy C.2 2. Distinguish physical, social, and emotional changes that occur during each stage of pregnancy, including the stages of labor and childbirth and the adjustment period following birth. 3. Describe the physical, economic, emotional, social, intellectual, and spiritual responsibilities of parenthood C.3 4. Determine effective strategies and resources to assist with parenting. 5. Compare and contrast the physical, social, and emotional needs of newborns and infants. 6. Compare and contrast childcare options C.4 7. Predict short- and long-term impacts of teen pregnancy C.5 8. Correlate prenatal care with the prevention of complications that may occur during pregnancy and childbirth. 9. Describe the potential impact of the use of alcohol, tobacco, other drugs, and medicines and exposure to diseases and environmental hazards on pre-natal and post-natal development. -Selected Response/Forced Choice Items -Essay -Performance Tasks -Portfolio -Student Self-Assessment -Assessment Conferences 39

40 Essential Questions Physical Education Unit Maps September October / November December / January Why is it important to be How can I improve my How can I improve my physically fit? physical fitness through physical fitness through How can I improve my playing flag football? playing basketball? physical fitness? To what extent does To what extent does What does it mean to be strategy influence strategy influence a good sport and why is performance in flag performance in that important? football? basketball? 40

41 Content (CPIs) A.2 Use health data to develop and implement a personal fitness plan and evaluate its effectiveness A.5 Use the primary principles of training (FITT) for the purposes of modifying personal levels of fitness. Fitness exercises Warm-ups A.4 Determine ways to achieve a healthy body composition through healthy eating, physical activity, and other lifestyle behaviors. Home / school connection for fitness A.1 Explain and demonstrate the transition of movement skills from isolated settings (i.e., skill practice) into applied settings (i.e., games, sports, dance, and recreational activities) A.2 Apply the concepts of force and motion (weight transfer, power, speed, agility, range of motion) to impact performance A.4 Detect, analyze, and correct errors and apply to refine movement skills. Flag football skills motor and movement Fitness through flag football B.1 Compare and contrast the use of offensive, defensive, and cooperative strategies in a variety of settings B.2 Assess the effectiveness of specific mental strategies applied to improve performance B.3 Analyze individual and team effectiveness in achieving a goal and make recommendations for improvement C.1 Assess player behavior for evidence of sportsmanship in individual, small-group, and team activities C.2 Summarize types of equipment, products, procedures, and rules that contribute to the safety of specific individual, smallgroup, and team activities. Game play individual and group responsibilities A A A.4 Basketball skills motor and movement Fitness through basketball B B B C C.2 Game play individual and group responsibilities 41

42 Skills Focus Standards for Fitness Focus Standards for Flying Disks Focus Standards for Basketball 1. Motor skills and movement patterns: a. Correctly demonstrate activities designed to improve and maintain muscular strength and endurance b. Correctly demonstrate activities designed to improve and maintain flexibility c. Correctly demonstrate activities designed to improve and maintain cardiorespiratory functioning d. Meet the age- and gender-specific healthrelated fitness standards defined by Fitnessgram (or President's Challenge) 2. Describe long-term physiological, psychological, and other benefits that may result from regular participation in physical activity. 3. Formulate meaningful personal fitness goals based on the results of Fitnessgram (or President's Challenge) testing 4. Make decisions for modifying a game or activity to allow all members to participate 1. Motor skills and movement patterns: a. Design and play small group games that involve cooperating with others to keep an object away from opponents (basic offensive and defensive strategy) (e.g., by throwing, kicking, and/or dribbling a ball) b. Develop a game involving a goal, 4-5 players, and one piece of equipment for each player. c. Apply locomotor, nonlocomotor, and manipulative skills to team physical activities d. Adapt basic offensive and defensive strategies to a game situation. 2. Diagram, explain, and justify offensive and defensive strategies in modified and team sport games and activities 3. Recognize in playing team sports that rules are fair to all and allow for safe participation. 1. Motor skills and movement patterns: a. Dribble a ball while preventing an opponent from stealing the ball b. Dribble and pass a ball to a partner while being guarded c. Detect and correct errors in personal performance when shooting a free throw based on knowledge of results d. Demonstrate mature technique for dribbling 2. Design a new game that incorporates basketball skills and tactics that can be played fairly by all students, including those in wheelchairs 3. Demonstrate an understanding of rules and regulations by officiating a game 42

43 Assessment 5. Develop a two-week personal physical fitness plan specifying the proper warm-up and cooldown activities and the principles of exercise for each of the five components of health-related physical fitness 6. Classify physical activities as aerobic or anaerobic. 7. Discuss the effect of extremity growth rates on physical fitness. 8. Explain how growth in height and weight affects performance and influences the selection of developmentally appropriate physical activities. 4. Through verbal and nonverbal behavior, demonstrate cooperation with peers of different gender, race, ethnicity, and ability in a physical activity setting 5. Identify and perform appropriate physical activities that can be completed in inclement weather, while away from home or school, and when a minor injury may require an alternate activity 6. Participate productively in group physical activities. 7. Identify and define the role of each participant in a cooperative physical activity. 8. Analyze movement patterns and correct errors. 9. Participate safely in moderate to vigorous physical activity when conditions are atypical (weather, travel, injury). 4. Combine motor skills to play a lead-up or modified game. 5. Seek out, participate with, and show respect for a peer of lesser skill ability 6. Describe the role of physical activity and nutrition on achieving physical fitness 7. Identify and describe key elements in the mature performance of dribbling. 8. Describe leadership roles and responsibilities in the context of team games and activities. Fitness test practical and written Observation checklist during games and sports Exercise tally Physical Fitness tests completed Flag football skills tests practical and written Play the Game Use of modified games to check skills in action Basketball skills tests practical and written Foul shooting tests Play game 43

44 Content (CPIs) Essential Questions February / March April May / June How can I improve my physical fitness through playing racquet sports? To what extent does strategy influence performance in racquet sports? A A A.4 Racquet sports skills motor and movement Fitness through racquet sports B B B C C.2 Game play individual and group responsibilities Home /school racquet sport connection How can I improve my physical fitness through volleyball? To what extent does strategy influence performance in volleyball? A A A.4 Motor and movement skills used in volleyball Fitness through volleyball B B B C C.2 Volleyball games Game play individual and group responsibilities How can I improve my physical fitness through playing cooperative games and track and field? Why is it important to identify likes and dislikes in the area of physical activity? What personal skills must I develop in order to persevere when I am not successful? A A A.4 Movement skills and motor patterns for track and field and cooperative games Fitness through track and field and games B B B C C.2 Game play individual and group responsibilities Individual goal development 44

45 Skills Focus Skills for Racket Sports (badminton, pickle ball, tennis) 1. Motor skills and movement patterns: a. Strike a ball with a paddle or racquet using mature motor patterns b. Continuously strike a ball to a wall, or a partner, with a paddle or racket, using forehand and backhand strokes c. Places the ball away from an opponent during a badminton rally d. Returns to base position on badminton court following a drop shot 2. States the biomechanical reason to extend the elbow in striking skills (i.e., increase radius of rotation to increase the force imparted to the ball) 3. Abide by the decisions of the officials, accept the outcome of the game, and show appreciation for participants 4. Resolves interpersonal conflicts with a sensitivity to the rights and feelings of others Focus Skills for Volleyball 1. Motor skills and movement patterns: a. Volley using mature motor patterns b. In a small group keep an object continuously in the air without catching it c. Serve a volleyball underhand using mature form (e.g., stands with feet apart, watches ball, pulls arm and shifts weight backward, swings arm and shifts weight forward, contacts ball and follows through) d. Places the ball away from an opponent during a rally 2. Identify similarities in body position when waiting to receive a serve in volleyball and defending a player in soccer and the reasons why they are similar 3. Work productively with a partner or small group to improve performance. Focus Skills for Track and Field and Cooperative Games 1. Motor skills and movement patterns: a. Participate in vigorous activity for a sustained period of time while maintaining a target heart rate b. Recover from vigorous physical activity in an appropriate length of time c. Design and refine a routine, combining various jump rope movements to music, so that it can be repeated without error d. Self-assess heart rate before, during, and after vigorous physical activity 2. Remain on-task in a group activity without close teacher monitoring 3. Identify personal likes and dislikes, strengths and weaknesses, and persevere when not successful on the first try. 4. Demonstrate body management and locomotor skills needed for successful participation in track and field and combative activities. 45

46 5. Identify ways to increase physical activity in routine daily activities 6. Strike a ball continuously against a wall and with a partner, using a paddle for the forehand stroke and the backhand stroke. 7. Strike an object consistently, using an implement, so that the object travels in the intended direction at the desired height. 8. Demonstrate body management and object-manipulation skills needed for successful participation in individual and dual physical activities. 4. Through verbal and nonverbal behavior, demonstrate cooperation with peers of different gender, race, ethnicity, and ability in a physical activity setting 5. List the long-term benefits of participation in regular physical activity 6. Volley an object repeatedly with a partner, using the forearm pass. 7. Strike an object consistently, using a body part, so that the object travels in the intended direction at the desired height. 5. Demonstrate an acceptance of differences in physical development and personal preferences as they affect participation in physical activity. 6. Describe and demonstrate how movement skills learned in one physical activity can be transferred and used to help learn another physical activity. 7. Motor skills and movement patterns: a. Elude an opponent and move to an open space using a variety of movement patterns. b. Select appropriate practice procedures to learn and master skills and movement patterns c. Effectively combine non-locomotor, locomotor, and manipulative skills in simple game situations. d. Apply locomotor and non-locomotor skills to team physical activities 8. Play within the rules of the game or activity 46

47 Assessment Racquet sports skills tests practical and written Serving, lobbing, spiking, volleying drills Play games Identify the time necessary to prepare for and begin a forehand stroke and a backhand stroke. Illustrate how the intended direction of an object is affected by the angle of the implement or body part at the time of contact. Observation checklists during game play Written reflection Explain the role of the legs, shoulders, and forearm in the forearm pass. Demonstrate mature techniques for the striking and volleying. Identify and describe key elements in the mature performance of striking and volleying. Skills tests practical and written Identify appropriate and inappropriate risks involved in adventure, individual, and dual physical activities. Explain the rotation principles used in performing various manipulative skills. Develop and teach a team game that uses elements of spin or rebound, designated offensive and defensive space, a penalty system, and a scoring system. 47

48 Additional Resources Mr. Williams-Health Parent Guide-Grade We will be breaking down the school year into four main sections based on the current NJ Core Content Standards. We will focus on answering certain guiding questions which will direct us toward our grade level specific goals. Keep in mind that each year s material through grade 8 will be based on those goals and the student s readiness levels. We will make adjustments as needed to accommodate those levels. Our curriculum is a working document and will be used as a guide. If you have any questions, please feel free to contact me or our curriculum supervisor, Ellen Spears. I look forward to working with you and your child. Below are some of the guiding questions that are a part of our 8 th grade curriculum. 2.1 Wellness: All students will achieve optimal wellness by learning and applying health promotion concepts and skills. (September/October) A. Personal Growth and Development -How do trends and fads impact wellness? -Do you have personal goals that address each dimension of wellness? (physical, mental-emotional, and social) -What information do you use to help develop goals for wellness? -How do our behaviors and choices affect our personal and family wellness? -How are body systems interdependent on one another? -How have advances in technology impacted our ability to maintain and improve our personal health? -What is the impact of marketing techniques on our use of personal hygiene products and services? -During the various life stages, what are some of the physical, social, emotional, and intellectual changes that occur? -What effect do factors such as hormones, heredity, nutrition, and the environment have on the physical, social, and emotional changes that occur during puberty? B. Nutrition -What impact do nutrients have on the functioning of our body systems? -Can you develop healthy strategies for losing, gaining, or maintaining body weight? -Can you create a healthy eating plan and justify its nutritional value? -Why is it important to achieve nutritional balance when planning meals and snacks? -What is the impact of lifelong devotion to healthy eating patterns and what effect will those patterns have on such health issues as: heart disease, high cholesterol, cancer, osteoporosis, diabetes, and other health conditions? -What influence do marketing and advertising have on both availability and consumption of foods? -What is the importance of safe food handling, storage, and preparation? -How can you evaluate the nutritional value of new products? C. Diseases and Health Conditions -What are some common diseases and/or health conditions common to adolescents? -What is the relationship between signs/symptoms of disease and the functioning of the immune system? -Are we doing enough to help prevent/control diseases and health conditions? -Are we doing enough to diagnose and treat diseases and health conditions? -What is the impact of mental illness on physical and emotional well-being? -How have advancements in technology impacted the diagnosis and treatment of mental illnesses? 48

49 -What are some of the current and emerging health issues and concerns in our community? -How can we eliminate or reduce health problems related to environmental conditions? D. Safety -What is the difference between a perceived risk and an actual risk? -What are some things that we do to reduce the risk of common injuries? -Can you demonstrate basic first-aid procedures for common illnesses and injuries? -What are some of the causes and consequences of people not complying with traffic safety rules and regulations? E. Social and Emotional Health -Are there differences in the way groups of individuals express emotions? -What are some of the factors that influence the way we express emotion? -How is violence/conflict portrayed in the media? -How can certain types of conflict/violence be avoided? -What are some of the ways we work to prevent conflict? -What are the consequences of conflict and violence on an individual, family, or community? -What are some common signs of stress? -What are some of the short/long term effects of stress on the human body? -What are some stress-management strategies that you can use in stress-inducing situations? -How do we deal with crisis, rejection, separation, and loss? -What are some of the difference between signs of positive mental health and possible mental health problems? -What are some of the short/long term physical, social, and emotional impacts of all forms of abuse? -What impact do peer pressure, low self-esteem, and perceived vulnerability have on our social and emotional development during adolescence? 2.2 Integrated Skills: All students will achieve optimal wellness by learning and applying healthenhancing personal, interpersonal, and life skills. (Nov.-January) A. Interpersonal Communication -Using reliable sources, can you analyze and form personal ideas and/or opinions about certain health problems and issues? -How can you use refusal, negotiation and assertiveness skills when responding to peer pressure and conflict? -How do verbal and nonverbal communication strategies differ from culture to culture and in different settings? -What are some of the economic and political purposes and impacts of health messages found in the media? -Why are communication and listening skills important? B. Decision-Making and Goal Setting -Why is it important to possess/use decision-making skills? -Can you describe various situations where you may be required to use good decision-making skills? -Can you describe health related situations where outcomes may have been different had appropriate communication or decision-making skills had been used? -How do factors such as peer influence, family, media, and past experience influence our decisionmaking? -How do decision-making processes change as we age? -Using a personal wellness plan based on current health, needs and interests, can you recommend strategies to achieve that plan? 49

50 C. Character Development -What is the difference between a competitive strategy and a cooperative strategy in the process of meeting different types of goals? -Why is it important to develop and communicate a group s goals, values, and/or vision? -What are some strategies used to keep groups on task and free from conflict? -What are motivational techniques and how are they employed to improve personal and group achievement? -Can you develop an effective reward system for group accomplishments? -Can you give examples of both inside and outside monitoring that will provide feedback to group members? -Why do some groups and individuals adhere to codes of conduct when others do not? -How do different cultures respond effectively to individuals with disabilities? -Do you function well as both a leader and also in a supportive role? D. Advocacy and Service -Can you develop an awareness campaign to inform students and parents about certain health issues or problems? -What are some of the local, state, and national organizations laws and/or regulations that promote health and/or wellness? -What are some possible activities that can benefit certain health organizations or causes? E. Health Services and Information -What are some of the health and fitness services available in our community? -How can you evaluate the effectiveness of health and fitness services and products? -Of the various types of health and fitness services available in our community, can you categorize them by benefit vs. cost? 2.3 Drugs and Medicine: All students will achieve optimal wellness by learning and applying substance abuse prevention concepts and skills. (Feb./March) A. Medicines -What are some of the factors to consider when choosing an over-the-counter medication? -What are some general rules for the safe use of prescriptions? -What are the benefits/dangers concerning the use of herbs, organics, and/or supplements? B. Alcohol, Tobacco, and Other Drugs -What is the relationship between tobacco use and the incidence of cancer, heart disease, stroke, and injuries such as burns and motor vehicle crashes? -What are some of the risks to non-smokers that are exposed to sidestream/passive smoke? -How does the use of alcohol impact behavior? -What are some of the relationship surrounding the use of alcohol along with substances such as GHB, Ecstasy, etc., and date rape and sexual assault? -What are the long/short term effects of inhalant use? C. Dependency/Addiction and Treatment -What are some of the physical, social, and emotional stages of dependency? -What is the relationship between genetic predisposition, gender-related predisposition and dependency? -What are some effective drug-free activities for young adults? -Is there a relationship between the depiction of drug use in the media/music industry and substance use/abuse? 50

51 2.4 Human Relationships and Sexuality: All students will achieve optimal wellness by learning and applying concepts and skills that support healthy sexuality and positive personal relationships. (April-June) A. Relationships -How do people in various cultures date or select life partners? -What are some of the factors that enhance and sustain loving, healthy relationships? -How does change influence family structure, roles, and responsibilities? -What are some of the various roles, responsibilities, and/or privileges of certain family members? B. Sexuality -What is the impact of sexuality during the various stages of human development? -What are some of the myths concerning adolescent sexual behavior? -What are some of the strategies to deal with the pressures to become sexually active? -What are some of the potential short/long term effects of adolescent sexual activity on one s physical, emotional, and social health? -What are some of the behaviors that place one at a greater risk for exposure to HIV/AIDS, STD s, and/or unintended pregnancy? -Can you describe some of the physical, emotional, and/or social benefits to abstinence? -Can you develop strategies for remaining abstinent? -What are some common issues/concerns about sexual orientation? -How do our cultural/religious beliefs influence our sexuality and/or reproductive health? -How do sexual messages in the media affect adolescent behavior? -How can/does technology influence reproductive and/or sexual health? -What are some of the common health issues concerning both the female and male reproductive systems? -What are some of the various methods of contraception available an what are some of the factors that influence risk reduction and choice of a particular method? C. Pregnancy and Parenting -Can you describe the various stages of labor and childbirth? -What are some of the physical, economic, emotional, social, intellectual, and spiritual responsibilities of parenthood? -What are some of the challenges related to being an adolescent parent? -Can you describe some effective parenting characteristics and/or strategies? 51

52 Supplementary Information FITNESS CONCEPTS: LOOKING GOOD- FEELING GOOD The physical education program is designed to contribute to the physical, mental/emotional, and social development of students through a wide variety of physical activities. Fitness and Lifetime activities are emphasized that can be enjoyed by all students, regardless of their strengths or limitations. Enjoyment and understanding of physical activity and ourselves will allow us to naturally engage in regular exercise without having to force ourselves to do so. How we feel during our lives is important. Active people live a fuller life. They have more energy, stamina, resist illness better, and stay trim. What is important is to learn how to take care of ourselves now and adjust our lifestyle accordingly. School is supposed to prepare us for life. This class will be designed to show you how to take care of yourself, both now and in the future. In school, there are other students to play sports with, but once you graduate, you are on your own. It is up to you as an individual to learn how to exercise properly and to develop a good mental attitude toward exercise. This kind of attitude is developed without force and comes about through understanding various concepts and through personal experience. We need to condition the mind so that we are free to look at physical activity as a necessary, yet enjoyable, way of living. Even though you may gain an understanding of how to take care of your self the most important thing is to do it. Doing is important, for having the knowledge and not doing is senseless. We are about to help you understand movement, stretching, relaxing, and nutrition, which are all a part of the concept of wellness. Hopefully, this understanding will help you improve the quality of your life. In this program, the primary focus will be you, the individual student. We, as Physical Educators feel that by understanding the CONCEPTS, you will have an opportunity to improve the quality of your life. By learning various concepts about your body, you can make sound decisions about your future health. The greatest killer at the present time in the United States is heart disease. Through preventive measures, many heart attacks would have never occurred. You are young enough to do something about it and we aim to show you how. You will be tested periodically on a variety of physical test items in order to check your progress from time to time. These tests are for your own benefit; so don t feel that they are going to be used for grading purposes. It is more important for you to understand the CONCEPTS, at this point, than it is to score high on the physical items. Comparisons will not be made between students; so don t compare yourself to classmates. Merely do the BEST THAT YOU CAN and look to improve as the school year progresses. Improvement will take time! Cardiovascular endurance improvement takes at least six weeks of time! So be patient, try your best and learn how to improve your health! 52

53 A key component of this program is the concept of cardio-vascular fitness. Cardiovascular fitness is an integral part of total fitness, and is EMPHASIZED THROUGHOUT THE PHYSICAL EDUCATION PROGRAM. Fitness is the key component to the physical education program. During this course students: A. Receive a thorough overview of all components of health related fitness, including cardiovascular, flexibility, muscular endurance, muscular strength, and body composition. B. Receive instruction on how to use heart rate monitors and pedometers and how to interpret data from each. C. Become familiar with the fitness center and how to use it to their benefit as a part of a personal fitness program. In 1997 the Center for Disease Control (CDC) in Atlanta, GA., published a book, ACTIVE YOUTH, detailing the components of outstanding physical activity programs in schools across the United States. The five (5) benefits of physical activity the CDC found are: 1. Improves strength and endurance 2. Helps build healthy bones and muscles 3. Helps control weight 4. Reduces anxiety and stress and increase self-esteem 5. May improve blood pressure and cholesterol levels The CDC also identified the two (2) long-term consequences of physical inactivity: 1. Inactivity and poor diet cause at least 300,000 deaths a year, in the United States. Only tobacco use causes more preventable deaths. 2. Adults who are less active are at greater risk of dying of heart disease, developing diabetes, colon cancer, and high blood pressure. This course will empower students to use the components of fitness to best fit their needs so each student has the opportunity to derive the full benefits of physical activity established by the center for disease control. 53

54 WARM-UP/COOL-DOWN - INJURY TREATMENT AND PREVENTION WARM-UP The method of preparing muscles, especially the heart, for an activity. PURPOSES OF A WARM-UP 1. Raise the heart rate. 2. Raise muscle temperature 3. Increase respiration. 4. Stretch the ligaments and tendons for greater flexibility and to prevent injury. 5. Psychological effect - - it helps the participant to achieve a mental state of readiness. WARM-UP CONSISTS OF: 1. Jogging or easy running 2. Static flexibility. 3. General body-conditioning exercises (calisthenics). 4. Specific exercises to the activity. GENERAL PRINCIPLES 1. Start the warm-up at a moderate pace and increase the tempo as the body temperature and cardiovascular activity increases. 2. Performance improves with a warm-up because muscles perform more efficiently when warm. 3. As the body heat increases: a. The muscles can contract faster and with more force. b. Ligaments and tendons become more pliable. c. Nerves conduct impulses faster. COOL-DOWN The warm-up process is done in reverse. It allows the muscles to release metabolic wastes built up during activity and allows the body functions to return to normal. PURPOSES OF A COOL-DOWN 1. Allows you to gradually diminish the intensity, which follows work. 2. Permits the return of circulation and other body functions to normal. 3. Eliminates the pooling of blood following the abrupt stopping of activity. 4. Speeds up the removal of muscle waste products. 5. Helps eliminate cramps and stiffness. 54

55 RESTING HEART RATE/TARGET PULSE RATE The heart is a muscle and like any other muscle must be overloaded to get stronger. Aerobic activities, such as running, jogging, swimming, cross country skiing and jumping rope force larger than usual amount of oxygen into the lungs and from there into the bloodstream for the body to use. The best indication of an efficient heart is a low resting heart rate. A low resting heart rate indicates that with each beat the heart has the ability to fulfill the body s need for oxygen with a strong stroke volume. Dr. Kenneth Cooper, who wrote the books about aerobics, has done years of research on exercise and the heart. The lowest resting heart rate he has ever evaluated was Hal Higdon, a marathon runner, whose resting heart rate was 29 beats a minute! The average resting heart rate is beats per minute. The heart of a physically fit person, with a resting heart rate of 50, beats 9,512,000 times less each year than an average person s heart with a resting heart rate of 70 beats per minute. Our goal this year will be to reduce your resting heart rate. Of all the vital signs that physicians consider, evaluating pulse ranks No. 1. The beating heart has always been the most basic symbol of life and the most easily measured indicator of goings-on within the body. The best way to take your pulse is by your pulse is by placing two fingers over the carotid artery on either side of the Adams Apple. Move the fingers around until a strong pulse can be felt. Press gently so as not to cut off the blood flow through the artery. Do not use the thumb to take your pulse in that it has its own pulse and can confuse your results. When you want to measure your pulse while you are actually running, start counting your pulse immediately after you stop exercising and count the pulse for 15 seconds (and multiply by four). 1. Relax and be seated for 5 minutes. 2. Practice taking your resting pulse rate for one full minute. 3. Record the total on the Data Card. 4. List the date of measurements. How Hard Should I Exercise? You can find out how hard to exercise by keeping track of your heart rate. Your maximum heart rate is the fastest your heart can beat. It is usually considered to be 220 minus your age. Exercise above 75 percent of the maximum heart rate may be too strenuous unless you are in excellent physical condition. Exercise below 60 percent gives your heart and lungs little conditioning. Therefore, the activity level is 60 to 75 percent of this maximum rate. This percent range is called your target pulse rate. When you begin your exercise program, aim for the lower part of your target zone (60 percent) during the first few months. As you get into better shape, gradually build-up to the higher level (75 percent). After 6 months or more of regular exercise, you can exercise up to 85 percent of your maximum heart rate. However, you do not have to exercise that hard to stay in good condition. Monitoring Pulse Rate 55

56 1. When you stop exercising, quickly place your index finger and your third finger lightly over the carotid artery in your neck. 2. Count your pulse for 15 seconds and multiply by four. 3. If your pulse is below your target zone, exercise a little harder next time. If you are above your target zone, exercise a little easier. If the pulse falls within the target pulse rate, you re doing fine. How Do You Pace Yourself Build up slowly. If you have been inactive for a long while, remember it will take time to get into shape. Just remember that you will feel more fit after a few weeks (usually about six weeks) than when you first started. How Do I Know If I m Working Too Hard It is important to exercise at a comfortable pace. When jogging or walking briskly, you should be able to keep up a conversation comfortable. If you do not feel normal again within 10 minutes of stopping exercise, you are pushing too much. 56

57 WHAT IS WELLNESS? WELLNESS Wellness is defined as an active process through which an individual becomes aware of and makes choices toward a more healthy and successful existence. The ultimate responsibility for wellness of an individual rests with that person... not with anyone or anything else. The key word is choice and the basis for the concept is self-responsibility. You can do more for yourself than anyone or anything. It is entirely up to you. A wellness approach to life is a total health plan concerned with both mind and body. At one end of the spectrum you have a high level of wellness. At the other end, you have premature death. It is a continuum. You make choices every day that move you either closer to wellness or closer to illness and premature death. Scientific and medical research has provided us with certain risk factors concerning exercise, diet, health and stress, which should influence our lifestyle. We, as a Health and Physical Education Staff, would like to make you aware of this research so that you can make sound choices regarding your future. It is then up to you to make the decision as to how you want to live. MAJOR MEDICAL PROBLEMS IN THE UNITED STATES In the United States, we have a high standard of living. In many respects this is great and yet in other ways it has created many problems. Our affluent society depends on machinery, power tools, equipment and cars to do most of our work. Television, theaters, spectator sports, take a great deal of our leisure time. Because of our way of life the American male s life expectancy is 72 years of age. This ranks us 37 th among other civilized nations! These sedentary ways, along with our poor eating habits, have brought about three of this country s greatest medical problems. Cardiovascular disease ranks as the number one health problem in the United States. Four hundred sixty thousand (460,000) Americans die each year from heart attacks. "Cardio" is another work for heart and vascular refers to the blood vessels. Scientific studies have shown that active people have less heart disease and are less likely to die from heart attacks than inactive people. Some symptoms of heart disease start to develop when people are in their teens. For this reason, it is important to develop and maintain cardiovascular fitness early in life. Another major medical problem in the United States is the fact that many Americans are overweight. Most studies indicate that at least one-third of the children and one-half of the adults in the United States are overweight. This problem stems from eating excessively lack of exercise, and eating junk food for snacks. Being overweight also places a great deal of stress on our heart and circulatory system. Thirdly, and yet another significant medical problem, is low back pain. It is estimated that as many as 25 million Americans seek a doctor s care for backache. According to many experts, it is the leading medical complaint in the country today! What is significant about these three tremendous medical problems including cardiovascular disease, being overweight, and low back pain is that they are all preventable. Diseases such as these are considered HYPOKINETIC DISEASES. HYPOKINETIC DISEASE 57

58 Hypokinetic diseases are caused in part by a lack of physical exercise or inactivity. In essence, these diseases can be controlled in two ways - - regular exercise and good nutrition. LIFESTYLE GOALS The key to wellness approach is that we do not have to die as early as we do. For instance, in 1968, there were 10,000 people jogging. Today, there are over 30,000,000 jogging and cardiovascular deaths are down 27% since that time. We can control the quality of our life by proper diet and nutrition, regular exercise, controlling the use of cigarettes and alcohol and learning to cope with stress. If we learn what we can about these aspects of wellness and adjust our lifestyle, we can, to a certain degree, control the quality of our lives. It is really up to you. Do you want to be a casualty, a heart attack victim? The best health insurance you can get is preventive medicine. You can do more for yourself than anyone or anything can! The important thing to do is to learn now while you are young, what the health risks are and adjust your lifestyle. It will be easier for you to adjust now than in later years. Be patient and if you need help, don t be afraid to ask. Making lifestyle changes takes time and a lot of effort. Our approach has been that you are an individual and the daily decisions you make will determine your wellness or well being. Following the research data does not insure you a long life but, hopefully will make you feel better. Wellness is self-responsibility and a preventive approach for the future. There are certain principles that should be understood regarding exercise and fitness. 1. Everyone is unique in his or her own way. Do not compare yourself to other students. Strive to improve in your own way. Making lifestyle changes or forming new habits is not an easy task. Be patient, set realistic goals and be regular. 2. Heredity The lean, athletic body is not for everyone. Halle Berry and Anna Nicole Smith could not be made to look alike because of heredity and body type. Don t expect unrealistic changes. 3. Leisure time or available free time from work responsibility is continuing to increase. For instance, in 1951, the average time each family in this country watch television was 4 hours 35 minutes. In 1961, the average rose to 5 hours 9 minutes. In 1971, the average rose again to 6 hours 1 minute, and in 1981 rose once again to 6 hours 44 minutes. More time is becoming available for people to do as they choose. 4. The highest priority for corporations is back care. Most injuries that occur or sick days taken are due to back-related problems! 5. The number one killer in the United States continues to be cardiovascular disease, or heart disease. (460,000 deaths per year) 6. The F.I.T.T. principle must be understood in order to get physically fit and remain that way. "F" refers to the frequency of exercise, which should be regular and take place three to five times per week. "I" refers to the intensity of exercise and is based on the theory of overloading the body. "T" refers to the time or duration of exercise and this 58

59 should be minutes in your target pulse rate. (60% - 85% of maximum heart rate (220) minus your age) and T refers to the type of activity. 7. There are over 90 medical and physiological studies to support the following facts: a. Exercise should exceed more than 1,000 calories a week to be effective. b. Exercise must be regular. c. Age is not a deterrent to cardiovascular training. d. A person can de-train in two weeks time without exercise. e. The following statements are true: Respiratory function decreases 40% in a lifetime. Nerve conduction decreases 20%. Liver and kidney functions decrease 45% by age 70. More amazing is the fact that 50% of these failures in our body functions are due to inactivity and lifestyle and not because of disease or aging. Not only these but many of today s medical problems are presentable and that is basically what the Wellness Concepts Program is about: to present to you what research has found out to be true and to make you aware of healthy lifestyle habits. After you graduate, the choice is yours. Hopefully, your choice will be to establish a healthy lifestyle. REMEMBER: You can do more for yourself than anyone or anything! 59

60 PHYSICAL FITNESS AND MEASUREMENT PHYSICAL FITNESS - YOUR LIFE DEPENDS ON IT Physical fitness is defined as the ability to carry on everyday activities without undue stress or fatigue, while remaining able to respond to the increased demands of an emergency. It also includes the ability to pursue recreational activities without pain, stress, or exhaustion. There are five aspects of physical fitness: body composition, muscular strength, muscular endurance, flexibility, and cardiovascular fitness. It s a popular belief that sports are also a good way to become more physically fit. While sports may be fun and relaxing, they often come up short as a method of achieving fitness. The relationship between sports and fitness should be that you get in shape to play your sport, rather than playing to get in shape. Good athletes rarely get in shape by playing. They do additional fitness exercises such as running, weight lifting, calisthenics, and stretching. This is not to say that sports have no fitness value. However, the value depends upon how hard you play the sport, your skill, your fitness level, and your competitive nature. Some games, such as golf, simply are not vigorous enough or continuous enough to provide a fitness benefit. Another problem is that we don t usually play most sports often enough to create an improvement in fitness. Fitness is a very individual quality. We each possess varying degrees of fitness in each component and therefore, have quite different fitness needs. No singe activity or exercise plan can be best for everyone. Since nearly every exercise plan or activity claims to improve fitness, how can we choose the one that fits our needs? Here are four guidelines to help you make that choice: 1. Consider all five aspects of fitness. Know what aspects you need to improve and choose an appropriate exercise plan. Supplement your exercise plan with other activities so you will maintain all components of fitness. 2. The program should create a training response. This means that the exercises must be done with the proper intensity, duration, and frequency. 3. The exercises should involve all parts of the body and major muscle groups. Don t over-exercise one area of the body while neglecting another. 4. Fitness improvement requires progression. There should be some way to measure your exercise load. Keeping track of your progress helps you evaluate and set goals. Fitness has many rewards. You ll feel better, look better, and perform better. But fitness is not easy to achieve. You must work at it. You can t get there lying down or sitting. Nor can it be achieved in five minutes a day or 30 minutes a week. It does require self-discipline and you will 60

61 probably have to perspire. But if you start slowly, are realistic, and have some fun while you re working, the benefits are there for the taking. COMPONENTS OF HEALTH RELATED FITNESS: BODY COMPOSITION The percentage of body weight that is fat tissue. MUSCULAR STRENGTH The amount of force a muscle can exert. This is usually measured by the amount of weight that can be moved in a single effort. MUSCULAR ENDURANCE The ability to use the muscles over an extended period of time without fatigue. FLEXIBILITY The measure of how limber you are; the ability to move the body through a full range of motion. CARDIOVASCULAR FITNESS The ability of the heart, blood vessels, blood, and lungs to deliver oxygen to the body. PHYSICAL FITNESS EVALUATION Physical fitness components including muscular strength, cardiovascular endurance, muscular endurance, flexibility, and body composition are improved as a result of physiological adaptations of the body to stress of exercise, known as the overload principle. Your instructor will constantly strive to place an overload on your body in order to improve your fitness level. It is important that you give your best effort on these tests, both in the fall and in the spring. Do not compare yourself to others, but merely do your best! No one fails a fitness test. Fitness is self-responsibility and is a continuum, not an absolute measure. A person does not fail a fitness test any more than a person fails an intelligence test. Students merely achieve at different levels. The following items and what they measure are included in the fitness testing: Cadence Sit-Ups/Curl-Ups Timed Abdominal Strength & Endurance Mile Run/Pacer Cardiovascular Endurance Push-Ups/Pull-Ups/Flexed Arm Hang Upper Body Strength Back Saver Sit and Reach/V-Sit/Trunk Lift Flexibility of the Lower Back and Hamstring Muscles 61

62 FLEXIBILITY WHAT IS IT? At various points in the body, bones meet to form joints. These include the knees, ankles, hips, wrists, elbows and shoulders. Flexibility is the ability to move these joints and your muscles fully. HOW IS FLEXIBILITY IMPROVED? Flexibility is improved by stretching muscle tissue in a slow, gentle manner. As you stretch out, feel the pull of stretching in the heart of the muscle, not near the joint itself. To accomplish this, stretching must be done slowly without any bounce or forceful movements. Prior to stretching out, it is wise to engage in a general warm-up such as jogging or calisthenics in order to increase body temperature and help to prepare the muscles for stretching out. HOW DO YOU STRETCH OUT? Stretch only to the point where a pulling sensation is felt throughout the muscle and remain in that position 15 seconds while trying to relax the muscle. WHY IS FLEXIBILITY IMPORTANT? As a factor in physical fitness, everyone needs some degree of flexibility. Everyone, no matter what profession, will feel better if they are relatively flexible. It is also important to understand how to safely warm-up, stretch out and cool-down in order to avoid injury while participating in leisure activities. BASIC TECHNIQUES OF STRETCHING 1. Don t go too far at the start. Get a slight stretch and increase the stretch as you feel yourself relax. 2. Do not bounce. Stretch and hold it. 3. Of primary importance - learn how to stretch your body. Flexibility is only one of the many by-products of stretching. Do not try to be flexible. Just learn the proper way to stretch and the flexibility will come with time. 4. Breathing is important. Do not stretch to a point where you can t breathe normally. Breathe naturally exhale as you bend forward. Develop rhythmical, slow breathing. 5. Hold a stretch in a fairly comfortable position until you feel yourself relax. 6. Think about the area being stretched. Feel the stretch. If your body is vibrating from too much of a stretch, ease up. You cannot relax if you are straining. 62

63 BODY COMPOSITION The human body has three major structural components including fat, muscle and bone. Height and weight tables do not reflect body composition, a major characteristic of physical fitness. How much you weigh is not as important as your actual body composition. The objective of this lesson is to give you an idea of how much fat you have in your body. TESTS OF FATNESS Underwater weighing and skinfold measurement are two good ways to measure fatness. Both of these methods, however, require special equipment. It is important not to be embarrassed or discouraged by this evaluation and certainly do not go on a crash diet. It is merely being done to help you understand the concept of body composition. We will retake our percentage of body fat periodically to determine how you compare to yourself from time to time. Exercise is very important in controlling the fat weight of the body. You can, through increased amounts of exercise alone, reduce the percentage of fat in your body. Many individuals with poor cardiovascular endurance will also have excessive body fat. Changes in body composition have generally not been observed unless frequency of exercise is at least three times per week and a duration of at least 20 minutes per session. These totals should be considered minimal criteria if the participant expects an improvement in body composition. Increasing physical activity is only one component of the complicated process of reducing body fat. JAN FEB MAR APR MAY JUNE % % % % % % JULY AUG SEP OCT NOV DEC % % % % % % 63

64 CARDIOVASCULAR ENDURANCE The physically fit person lives longer, performs better, and participates more fully in life. Many people do not get the proper amount of exercise they need. Each year over 460,000 deaths occur from heart attacks. The risk of death from heart disease is two to three times greater for the inactive person. Lack of exercise along with obesity, diabetes, excess cholesterol, high blood pressure, and habitual smoking is a major risk of coronary artery disease. Fortunately, this can be changed. As the level of activity goes up, the other factors go down. The American Medical Association has estimated that in American one-half of the adults and one-third of the children are overweight. The solution may not be just less food but more physical activity. It is well known that exercise increases the effectiveness of diet programs. Hypertension (high blood pressure) decreases in many people as a result of exercise programs as does the level of blood cholesterol. The opportunity to train and begin your cardiovascular program is NOW. Your capacity to work will increase, you will be less tired at the end of the day, and you will find a new spring in your step if you work at it. The type of fitness that counts involves the heart, lungs and circulatory system. This is called cardiovascular or aerobic fitness. The heart, being a muscle, responds to training like any other muscle. In order to train any muscle you must push it beyond its normal load. As the heart beats at rest, only part of the blood is pushed out. The amount pushed out is referred to as stroke volume. As activity increases, the heart moves more blood into the vascular system. As the amount of blood is increased, the workload is also increased. This increased load is the stimulus, which strengthens the heart muscle. Your maximum stroke volume, or best overload probably occurs halfway between resting and maximum work. This means that if you exercise at this intensity, you will have an effective overload on your heart muscle. This allows a good training effect to take place without working so hard it becomes dangerous or uncomfortable. In activities such as swimming, jogging, bicycling and walking, which encourage a free flow of blood back to the heart, the contraction of the heart muscle returns large volumes of blood to the heart. As the heart gets stronger, it pumps more blood and aerobic capacity increases. The more blood that flows brings more oxygen to the tissues, an increase in aerobic capacity, and the ability to do more work without fatigue. Changes in aerobic capacity depend on certain definite principles. 64

65 STRENGTH WHAT IS STRENGTH? Muscular strength is the amount of force a muscle can exert one time. WHY IS IT IMPORTANT TO HAVE STRENGTH? 1. Strength helps to reduce fatigue. 2. Strength can help prevent injuries and muscle soreness. 3. Strong back and abdominal muscles can help prevent low back pain, one of the greatest medical problems in the United States today. One out of every two Americans seeks medical advice for this problem! OVERLOAD PRINCIPLE Overload occurs when exercise is increased in intensity so that the demands of the body are not being met. As a result, an improvement in physical condition will take place. Overload can be accomplished in three ways: 1. Increasing the resistance or amount of work being done (lifting more weight than usual. 2. Increasing the speed of the repetitions or work (running a 6 minute mile as compared to a 9 minute mile). 3. Increasing the number of repetitions (doing 3 sets of 25 push-ups rather than one set of 25) The increased stress is overload and after the body adapts to the increased demand it is no longer an overload. Then, you must perform a greater amount of work in order to overload. HOW IS STRENGTH IMPROVED? 1. Calisthenics (exercises) 2. Weight Training program a. Repetitions the number of times you lift a weight b. Sets one group of repetitions (for example, if you repeat an exercise 8 times, then rest and do it 8 more times, you have completed 2 sets of 8 repetitions. HOW IS STRENGTH TESTED? Because strength is the amount of force exerted one time it is difficult to measure. An example of a true test of strength is a dynamometer to test grip strength. A maximum lift (the highest amount of weight a person can lift one time) will measure strength of the certain lifts such as pectoral muscles (bench press) and the deltoids (military press). 65

66 MUSCULAR ENDURANCE WHAT IS MUSCULAR ENDURANCE? Muscular endurance is the ability of the muscles to work for long periods of time without getting fatigued. Muscular endurance differs from strength in that a person with good endurance allows the person to lift longer while strength allows the person to lift more. In order to move a refrigerator you would need strength. You would need muscular endurance to paint a large ceiling. WHY IS MUSCLE ENDURANCE IMPORTANT FOR GOOD HEALTH? People with adequate muscular endurance are less apt to have backaches or muscle soreness and/or injury. Good endurance also makes it easier for a person to have good posture. Also, if a person is alert, you are better able to cope with stress, which is the physical mental or emotional strain a person feels. EVALUATING MUSCULAR ENDURANCE 1. Abdominal Muscle Endurance Bent knee sit-up (2 minute time limit) 2. Testing Arm and Shoulder endurance Pull-ups (No time limit) 3. Testing Arm Muscle Endurance Push-ups (No time limit) INCREASING MUSCULAR ENDURANCE AND STRENGTH IN WEIGHT TRAINING Perform many repetitions using an amount of weight you can continuously lift more that 8-12 repetitions. For example, doing 3 sets of 20 repetitions on the bench press would develop muscular endurance. Doing 4 sets of 6 repetitions would be a program to develop muscular strength. HOW TO DEVELOP MUSCULAR ENDURANCE 1. Begin gradually. Too much exercise too soon can cause muscle soreness or injury. It takes muscles several weeks to get accustomed to exercising. When exercising, if you feel sore the nest day you performed too hard the day before repetitions for one calisthenic are enough for any exercise. If you wish to develop above average endurance you may want to perform more than 25 repetitions. Doing two sets of 25 push-ups with a rest in between is better than doing 50 push-ups all at once. 3. Perform the exercises slowly perform each exercise with good form and correctly. 4. Move each muscle and joint through a full-range of motion. Moving your muscles and joints as far as possible will help keep you more flexible. 66

67 AEROBICS The tern "aerobic" means living in air or utilizing oxygen. Aerobic exercise refers to those activities that require oxygen for prolonged periods and place such demands on the body that it is required to improve its capacity to use oxygen. The results of aerobic exercises are beneficial changes in the lungs, the heart and the circulatory system. More specifically, regular aerobic exercise enhances the ability of the body to move air into and out of the lungs, increases the total blood volume, and the blood becomes better equipped to transport oxygen. Aerobic exercises usually involve endurance type activities, which do not require excessive speed. Dr. Kenneth Cooper who has wrote numerous books on "aerobics" and has completed years of medical research at his Aerobics Institute in Dallas, Texas, believes that it is better to use long, slow distance (or L.S.D. training) types of activities than those that rely on short, fast bursts of energy. He further believes that people should achieve a balance in terms of the distance they cover during any exercise session. Recent research has shown that unless a person is in some type of some type of competitive training it is best to limit running to about 12 to 15 miles a week. There are five basic types of exercise programs in which most people become involved. Each will be briefly covered to give a basic understanding of various forms of exercise. ISOMETRIC EXERCISE These types of activities are characterized by contracting muscles without moving them. An example of an isometric exercise would be to put your hands in front of you and pushing against each other. Isometric exercise can also be performed by pushing or pulling against an immovable object such as a door jam, wall or chair you are sitting in. Isometric exercise does not benefit the cardiovascular system. ISOTONIC EXERCISE Isotonic exercises contract the muscles while also moving them. Examples of isotonic exercise would be calisthenics and weight lifting. These types of exercise help to build greater muscle mass and strength. They are tremendous for developing strength and muscle size. Isotonic exercises like isometric exercises do not improve cardiovascular endurance. This type of exercise is important to develop strength and maintain muscle tone. It is not enough by itself however, to develop or sustain an improved cardiovascular system. ANEROBIC EXERCISE Anaerobic means "without oxygen" and this type of exercise requires that the activity be performed without utilizing the oxygen that you are breathing. A 100-yard dash is nearly entirely anaerobic while running a marathon (26.2 miles) is about 99 percent aerobic. Anaerobic exercises are short duration straining exercises that process little oxygen into the bloodstream. Often times in fact the breath is often held while the exercise is taking place. These exercises benefit skeletal muscle but provide little value for cardiac muscle. ISOKINETIC EXERCISE 67

68 Isokinetic exercise is a relatively new category of exercise. It involves providing resistance through the full range of motion of exercise. For example, in weight lifting or isotonic exercise the performer lifts a barbell and then gravity pulls it back down. With isokinetic exercise you not only have to lift the weight but also pull it back down to the starting point. Nautilus weight equipment and on some stations on the Universal Gym, isokinetic activity is promoted. This kind of training can develop strength but can also produce a beneficial endurance effect. This can be done utilizing circuit weight training. When performing circuits, stations are set up in the weight room and students work for 30 seconds on a weight station then rest for 30 seconds while rotating to a different weight station. SUMMARY Now that you have an overview of the five major categories of exercise, it is important to remember that they are not mutually exclusive. There are anaerobic components to almost any aerobic exercise. It is also essential for those who are engaged in aerobic activities to supplement their basic endurance training with strength and muscle building exercises as well as calisthenics and flexibility exercises. 68

69 Fitness Concepts Glossary AEROBIC EXERCISE: exercise with oxygen, exercise that can continue for a long period of time, i.e. jogging, swimming, biking. ANAEROBIC EXERCISE: exercise without oxygen, short, powerful bursts of exercise, i.e. sprinting ANTAGONISTIC MUSCLES: muscles that work opposite of each other, flexors/extensors BALISTIC STRETCHING: quick, repetitive, bouncy movements BLOOD PRESSURE: the pressure that the blood exerts against the internal walls of arteries BODY COMPOSTION: ratio of fat to muscle, bone and other body tissues CALORIES: unit that measures the energy in food CARDIAC OUTPUT: the volume of blood pumped by the heart in one minute CARDIOVASCULAR FITNESS: the ability of the heart, lungs and blood vessels to deliver oxygenated blood to the muscles of the body to be used with fuel for sustained physical work CHOLESTEROL: a fatty substance found in all animal fats that is important in certain body compounds and some tissue, elevated levels are associated with heart disease CIRCUIT TRAINING: exercises performed in sequence from station to station, usually done at a rapid pace CONTRACTION: an isotonic contraction where the muscle shortens and works against gravity also called a positive contraction CONTINUITY: clear organization and flow of ideas or thoughts COOL-DOWN: a minute period of mild exercise following vigorous exercise that allows the body and heart rate to return to normal DURATION: see time DYNAMIC STRETCHING: stretching done in continuous, slow and controlled manner with movement 69

70 ECCENTRIC CONTRACTION: an isotonic contraction in which the muscle lengthens during contraction, also called a negative contraction EXERCISE HEART RATE: the heart rate during exercise, calculated to determine intensity of exercise and to ensure that one is in the desired training zone FAT: used as an energy source, stored when excess calories are ingested F.I.T.: the three ways to improve fitness in a physical fitness program - Frequency, Intensity, Time FLEXIBILITY: the range of motion that is possible around a joint or joints FREQUENCY: how often one should exercise to improve a component of physical fitness GOAL SETTING: developing a plan to monitor improvement in short-term, incremental steps INTENSITY: how hard one should exercise to improve fitness ISOKINETIC CONTRACTION: a contraction in which tension is constant throughout the range of motion ISOMETRIC CONTRACTION: a contraction in which no movement takes place and there is no change in the length of the muscle, also called a static contraction ISOTONIC CONTRACTION: a contraction in which movement occurs at the joint, with a shortening and lengthening of muscles, also referred to as dynamic contraction KARVONEN FORMULA: training heart rate = (max heart rate-resting heart rate)x intensity% + resting heart rate LACTIC ACID: the product of incomplete metabolism that can occur when insufficient oxygen is supplied to the muscle, believed to be a contributing factor in fatigue MAXIMUM HEART RATE: theoretical maximum times the heart could beat per minute at a specific age, estimated by subtracting your age from 220 MAXIMUM REPETITION: the amount of weight that can be lifted in one attempt MUSCULAR ENDURANCE: the ability of a muscle to exert submaximal force repeatedly over time MUSCULAR STRENGTH: maximum force that can be applied by a muscle during a single maximum contraction 70

71 NUTRITION: eating a proper balance of essential nutrients, which include protein, carbohydrate, fat, minerals, vitamins and water OVERLOAD PRINCIPLE: training guideline in which muscular and cardiovascular systems are stressed progressively to bring about improvements in strength and endurance OXYGEN CONSUMPTION: the amount of oxygen used by the body, usually in liters per kg body weight OXYGEN DEBT: when the oxygen in the muscles and blood is exhausted and the heart and lungs cannot keep up with the demand PLATEAU: a time when progress stops; indicates that some aspect of the program should be changed to stimulate the desired change. PROGRESSION: the gradual improvement of levels of strength, endurance, and flexibility due to fitness program RANGE OF MOTION: the degree of movement around a joint before the movement is restricted by the surrounding tissues RECOVERY HEART RATE: the gradually declining heart rate following the cessation of exercise REPETITION: the completion of a single, full-range movement of the body part being exercised REST: a period of recovery from daily activities or exercise RESTING HEART RATE: heart rate immediately after waking in the morning, before getting out of bed RISK FACTORS: factors associated with disease, disability and premature death SET: a group of repetitions performed one after the other, 1 set might consist of 10 reps SKINFOLD: a pinch of skin and subcutaneous fat from which total fat may be estimated SPECIFICITY: doing specific exercises to improve specific components of physical fitness in specific body parts SPOT REDUCING: a myth that fat can be specifically reduced from one body area through exercise STATIC STRETCH: movement of a joint that occurs slowly and gradually through the maximal range of motion 71

72 STESS MANAGEMENT: learning to use positive coping techniques to deal with stress on day-to-day basis TARGET HEART ZONE: the heart range within which an individual needs to work for cardiovascular training to occur, usually 60-85% of maximum heart rate THRESHOLD OF TRAINING: the minimum amount of exercise to produce the benefit of exercise TIME: how long one exercises to improve fitness TRAINING HEART RATE: actual heart during exercise WARM-UP: the first portion of a workout designed to prepare the body for the vigorous exercise to follow WELLNESS: encompasses the principles of cardiovascular endurance, muscle strength and endurance, flexibility and body composition as well as nutrition, rest, risk behavior and stress management 72

73 DEFINE THE FOLLOWING TERMS AS BEST YOU CAN USING THE INFORMATION YOUR GROUP HAS AVAILABLE TO YOU. YOU WILL HAVE 10 MINUTES TO ACCOMPLISH THIS TASK. CARDIOVASCULAR FITNESS: MUSCULAR STRENGTH: MUSCULAR ENDURANCE: FLEXIBILITY: BODY COMPOSITION: WELLNESS: THE THREE BASIC PRINCIPLES OF A GOOD, SOUND EXERCISE PROGRAM ARE: PLEASE DEFINE THE FOLLOWING: OVERLOAD: PROGRESSION: SPECIFICITY: THREE KEY FACTORS TO CONSIDER WHEN DEVELOPING A FITNESS PLAN ARE: PLEASE DEFINE THE FOLLOWING: FREQUENCY: INTENSITY: TIME: 73

74 Looking Good Feeling Good Health Related Fitness Get in the Zone Course Introduction Benefits of exercise (info from CDC) Hypokinetic Diseases / definition/ examples Physical Fitness and Measurement Resting Heart Rate/ Target Heart Rate (formula) HR reserve? Components of Health Related Fitness and Skill Related Fitness Warm-up / Cool down Wellness/ Physical Fitness/ Physical Activity (guide lines) min. per day/ week Goal Setting for a Healthy Lifestyle Cardio vascular Endurance Body Composition Flexibility Muscular Strength Muscular Endurance Types of Exercise Basic Principles of a good sound exercise program Overload, Progression, Specificity Key Factors when developing an exercise plan Frequency, Intensity, Time Looking Good- Feeling Good Nutrition 74

75 The essential nutrients- why do we need them? Health problems that might occur from bad diet decisions. Water and its importance to our diet. The New Food Label What is its function, How can it help you? Plan a nutritionally balanced diet. The Food Guide pyramid. Determining your daily caloric requirements. Vitamin and Mineral Food Sources. Rate your diet. Analyze your diet (1week everything you eat). Stress Management What is stress? Common causes of stress. Effects of stress on the body. Positive stress and Negative stress. Components of stress management. Avoiding negative coping techniques (what are they?). 75

76 Introduction of Health Related Fitness Materials New information every 5 th day. Every fourth day have a quiz on new information of the components. Charts are posted. Information to be covered: 1. Warm-up/ Cool down. 2. Health Related vs. Skill Related Fitness. (components of each) 3. Flexibility. 4. Body Composition. 5. Cardiovascular endurance. 6. Muscular strength. 7. Muscular endurance. THE BENEFITS OF REGULAR PHYSICAL ACTIVITY 76

77 Regular physical activity that is performed on most days of the week reduces the risk of developing or dying from some of the leading causes of illness and death in the United States. Regular physical activity improves health in the following ways: Reduces the risk of dying prematurely. Reduces the risk of dying from heart disease. Reduces the risk of developing diabetes. Reduces the risk of developing high blood pressure. Helps reduce blood pressure in people who already have high blood pressure. Reduces the risk of developing colon cancer. Reduces feelings of depression and anxiety. Helps control weight. Helps build and maintain healthy bones, muscles, and joints. Helps older adults become stronger and better able to move about without falling. Promotes psychological well-being. Distinctions of Activity Exercise and Fitness 77

78 Distinctions between physical activity, exercise, and physical fitness are useful in understanding health research. Physical activity is any bodily movement produced by skeletal muscles that results in energy expenditure. Exercise is a subset of physical activity that is planned, structured, and repetitive and is done to improve or maintain physical fitness. Physical fitness is a set of attributes that are either health or skill-related. Health related fitness includes cardio respiratory endurance, muscular strength, muscular endurance, flexibility, and body composition; skill-related fitness includes balance, agility, power, reaction time, speed, and coordination. 78

79 THE FIVE HEART ZONES PAGE Now that you have figured out your maximum heart rate (see target heart rate page), you need to figure out your own zones. There are five training zones, each based on a percentage of your maximum. Understanding The Zones Zones are dependent on maximum heart rate, not age. Percentage of maximum heart rate begins at 50%. Each Zone is 10% of your determined maximum heart rate. Zones are subsets of the wellness continuum:. Health zone =Zones 1& 2 Fitness zone = Zone 3 Performance zone = Zones 4 & 5 Wellness continuum: Health zone: blood pressure, cholesterol, weight management, longevity/wellness, active lifestyle Fitness zone: increase V02, higher anaerobic threshold heart rate Performance zone: athletic goals, lactate tolerance, maximizing VO2 The Five Heart Zones Zone 1: Healthy Heart Zone Easiest, comfortable Criticized: total calories, sweating, VO2 Benefits: body fat, blood pressure, cholesterol, muscle mass, risk for degenerative diseases, safety, weight stabilized Exercise Law of Diminishing Returns Fuels Burned: 10% Carbohydrates, 85% Fat, 5% Protein Zone 2: Temperate Zone 70% of all calories from fat as the fuel Benefits: healthy heart plus gain muscle mass and lose fat mass Training your fat mobilization; get the fat out of the cell Training your fat transportation; get the fat to the muscle Training your muscles to burn fat; increase in mitochondria Fat burns in oxygen and not in high lactic acid concentrations Train your fat cells to increase the rate of fat release Maintain high blood flow to fat cells for transport Controversial name: Comfort Zone, Cruise Zone, Fat Burning Zone Fuels Burned: 25% Carbs, 70% Fat, 5% protein Zone 3: Aerobic Zone Transition zone from two health zones to fitness to two performance zones Still feels comfortable, you break sweat, no burn Metabolize fatty acids and still spare carbs Functional capacity enhanced; increase in the number and size of blood vessels, increased vital capacity, respiratory rate, max pulmonary ventilation, pulmonary diffusion, increase in difference in arterial-venous oxygen. Endorphins 79

80 Shift in fuel ratio utilization towards carbs Fuels burned: 60% carbs, 35% fat, 5% protein Zone 4: Anaerobic Threshold Zone Benefits: improved VO2, and higher lactate tolerance ability (OBLA) High total calories, high carbs as source of calories At-About-Around AT HR training principles Fuels burned: 80% Carbs, 15% fat, 5% protein Zone 5: Redline Zone Interval Training Limited time in zone; always a two zone workout Lactate junkies love it here Also called a "Lactate Tolerance Zone" Highest total calories and lowest percentage of fat calories Painful, injury zone, interference w/ coordination, increased RBC destruction rate from acidosis, diminished ATP energy renewal, damage to aerobic capacity if too much time in zone. Fuels burned: 90% carbs, 5% fat, 5% protein HEART RATE ZONE & CALORIE EXPENDITURE Zone % of max HR Energy Expended App. Fuels burned Healthy Heart Zone 50-60% Max HR 4-6 cal per min Temperate Zone 60-70% max HR 6-10 cal per min Aerobic Zone 70-80% max HR cal per min Anaerobic Threshold Zone 80-90% max HR cal per min Redline Zone % max HR cal per min 85% fat 10% carb 5% protein 70% fat 25% carb 5% protein 35% fat 60% carb 5% protein 15% fat 80% carb 5% 5% fat 90% carb 5% protein 80

81 Figuring Your Own Five Zones 81

82 Print Name P.E. Period Date Percentage of Maximum HR Training Zones Wellness Zones Zone Number % Redline </ Performance zone % Threshold Performance zone % Aerobic Fitness zone %,/td> Temperate Zone Health zone % Healthy Heart Zone Health Zone 1 My Heart Rate Zones: Healthy Heart (50-60%) bpm to bpm (Zone 1) Temperate (60-70%) bpm to bpm (Zone 2) Aerobic (70-80%) bpm to bpm (Zone 3) Threshold (80-90%) bpm to bpm (Zone 4) Redline (90-100%) bpm to bpm (Zone 5) Each zone provides a variety of results and adds change to an exercise program. Variety allows you to gain many benefits while preventing boredom and plateaus. Adapt the heart zone training principle to your specific needs for the rest of your life. TRAINING HEART RATE Name Period Date 82

83 For exercise to be aerobic, it must be performed at your training heart rate. (also called Target Zone). The American College of Sports Medicine recommends that you use this rate to determine the itensity of your workout. As shown in the formula below, the two factors determining your Training Heart Rate: 1. Age 2. Resting Heart Rate TO FIND YOUR TRAINING HEART RATE: 60% of your max heart rate Start with 220 minus your age = maximum HR minus resting HR. = heart rate reserve x 60% (multiply.60) + your resting HR. 85% of your max heart rate Start with 220 minus your age = maximum HR minus resting HR. = heart rate reserve x 85% (multiply.85) + your resting HR. = Low end Training HR. = High end Training HR. Your Training HR. is between and. you should workout at the lower end when first starting a program and then as you become more fit, train at the higher level. Training should take place a minimum of three days a week for ten, but preferably twenty minutes or more. Click the button to find your target heart rate 83

84 Questions about your training heart rate 1. A general rule of thumb for establishing the target zone for training was given in class. However, there is a way to establish your personal target zone. This method can be seen on the Target heart rate handout. What is your personal target zone heart rate. Use the THR sheet. Show your work. 2. What would your target zone be if you were 45 years old? Use your own resting heat rate. Show your work on the back of this page and circle your answer. 3. Compare your target zone heart rate you calculated with the average of 140. Is your threshold higher, lower, or about the same? 4. Compare your target zone heart rate you calculated for a 45 year old. Is your threshold higher, lower, or about the same? 5. What conclusion can you draw about the target zone heart rate and increasing age? Look back at the HR you achieved on the activities. Think about your normal daily activities. 6. Do you achieve the target zone HR during a normal day's activities? Yes-- No--- If yes, what activities produce this heart rate? If no, What could you do different to achieve your target heart rate. 84

85 7. In order to gain the maximum benefits from aerobic exercise, a person needs to keep in their target range for a minimum of how many minutes? 8. Name at least three benefits of exercise? 9. In order to gain from aerobic exercise, what is the minimum number of days a week a person should exercise? 10. What is target Zone heart rate? 11. What two factors determine your target Zone heart rate? Name Period 85

86 Please follow the directions listed below in order to get full credit. You will need to know an accurate UP TO DATE estimate of YOUR height and weight before visiting the website. Print this sheet and turn it in when completed. It is worth 10 points! You will need to visit the following website and answer the questions listed below. (you can cut and paste if the link doesn t allow you to go to that page) Read the ENTIRE article first. Then you can use your own personal data to fill out your BMI using the Kids Health BMI calculator. IMPORTANT!! You are to PRINT out YOUR chart (hit the print results button) You will need your own results to answer some questions below. 1. According to the article, what does BMI stand for AND what does it measure? 2.Explain your own BMI results. 3.What is your percentile? What does that mean? 4. Please explain THREE reasons why your BMI might not tell you the whole story 5. Besides your genes, List at least TWO reasons why some individuals may be overweight? FITNESS CONCEPTS 86

87 Physical Fitness - the ability of your whole body, including the muscles, skeleton, heart, and all other body parts, to work together efficiently, which means being able to do the most work with the least amount of effort. There are two types of physical fitness: skill-related fitness and health related fitness. Skill Related Fitness items are factors which relate to the possibility of becoming good athletes. There are six components of skill related fitness: Agility - the ability to change the position of your body and to control the movement of your whole body. Balance - the ability to keep an upright posture while you are standing still or moving. Coordination - the ability to use your senses together with your body parts to perform. As an example, hand-eye coordination to catch a ball. Power - the ability to do strength performances at a quick pace. Reaction Time - the amount of time it takes you to get moving once you see the need to move. Speed - the ability to cover a distance in a short period of time. Health Related Fitness are factors related to your overall state of health or how well the systems of your body operate. There are five components of health related fitness: Cardiovascular Fitness - the ability of the heart, blood, blood vessels, and lungs to supply oxygen and necessary fuel to the muscles during exercise. Muscular Strength - the ability of muscles to exert a force one time. Muscular Endurance - the ability to use the muscles many times without getting tired. Flexibility - the range of movement possible at various joints. Body Composition - the percent of fat, muscle, bone and other tissues of which the body is composed. A measure of body composition is the body measurement test that will give you an idea of your body fat. Males would want to have a percentage between 10 % - 20%. Females would want a percentage between 15% - 25%. If you have health-related fitness you are less likely to develop hypokinetic conditions. These are health problems partly caused by lack of exercise. Examples of these are heart disease, high blood pressure, back pain and stomach ulcer. Flexibility Tests Shoulder Trunk Sit & Reach Step Test 3 Minute Step Test Introduction: Cardiorespiratory fitness tests measure the amount of continuous work the body can undertake, or the ability of the body to sustain aerobic activity. To ensure appropriate exercise program development, it is important to evaluate cardiorespiratory fitness. Some of these tests include the 1 mile run, the pacer 87

88 shuttle run, or the 12 minute run. Another way to determine cardiorespiratory fitness is the 3 minute step test. This test measures recovery heart rate after stepping up and down to a standardized cadence for 3 minutes. The underlying premise for this test was that fitness level influences the rate of recovery heart rate; more fit persons recover more quickly than lesser fit persons following an equivalent bout of exercise. Purpose: The purpose of the Step Test is to measure the heart rate in the one minute recovery period following three minutes of stepping. Administering the test: This test should be administered BEFORE any other test that would elevate heart rate. Allow a warm-up and a practice of the stepping before the test. Participants step up and down a 12 inch step at 24 steps a minute for 3 minutes. Immediately after the three minutes of stepping, the participant sits down. A 60 second heart rate is taken starting five seconds after the completion of stepping. The score is their 60 second recovery heart rate. Norms: Men Age Excellent 90 or less 85 or less 80 or less Good Fair Poor above 120 above 115 above110 Girls Age Age Age Excellent 100 or less 95 or less 90 or less Good Fair Poor above 130 above 125 above 120 Pacer Shuttle Circuit Weight Training Body Composition 60 sec Curlups Pullup Training Standing Long Jump Vertical Jump Pacer Push-Up Test The Pacer Push-Up Test is a recommended test for upper body strength and endurance. The test teaches students an activity that can be used throughout life as a conditioning activity as well as an item for use in self-testing.the objective is to complete as many push-ups as possible at a rhythmic pace. The correct cadence is 20 push-ups per minute The student being tested assumes a prone position on the mat with hands placed under the shoulders, fingers stretched out, legs straight, parallel and slightly apart, and toes tucked under. The student pushes off the mat with the arms until arms are straight, keeping legs and back straight. The back should be kept in a straight line from head to toes throughout the test. 88

89 The student then lowers the body using the arms until the elbows bend at a 90 degree angle and the upper arms are parallel to the floor, then returning to the straight-arm position. This movement is repeated as many times as possible. The rhythm should be approximately 20 push-ups per minute or one pushup every three seconds. The student continues without pausing until he can no longer continue or two form corrections have been made. Do not count push-ups that are done incorrectly, including: knees touching the floor, failing to extend arms fully, failing to bend to 90 degrees at the elbow. Healthy Fitness Zone Age Boys Girls Dot Drill Shuttle Run Pro Agility Run Strength Endurance Profile Vocabulary Carotid Pulse - using the carotid artery in your neck area to take your own pulse. Radial Pulse - using the artery that is near your wrist to take your own heart rate. Aerobic Exercise - means "with oxygen," if exercise is not fast the heart can supply all the oxygen the muscles need for the length of the activity. Examples of aerobic exercise are jogging, walking, swimming and cycling at a slow steady pace. Anaerobic Exercise - means "without oxygen," if exercise is done in short, fast bursts, the heart cannot supply blood and oxygen to the muscles as fast as the cells use them. You need frequent rests during anaerobic exercise to "catch your breath." Examples of anaerobic exercise are 100 yard dash, basketball, handball and competitive volleyball. Static Stretching - slowly stretching a muscle to its stretching point and holding that position for fifteen seconds. Hypertrophy - increase in the size of muscles as the result of strength training; increase in bulk. Principles of Exercise Overload - increasing exercise or doing more than you normally do. Progression - increasing the difficulty of an exercise. Specificity - doing specific exercises to improve specific body parts. Example: doing curls in the weight room to improve your biceps. Warming-Up 89

90 It is very important before all exercise to increase the body temperature and prepare the muscles to safely accommodate more intense exercise. The warm-up should include static stretching, walking or slow jogging and calisthenics specific to the activity to be engaged in. Fitness Target Zone - You must exercise within your target zone to gain aerobic benefits. Figure target zone by taking your age from 220. Multiply your answer by.60 and.80 to come up with your target zone. Example: If you are 15 years old: = 205. The amount of 205 is your maximum heart rate. 205 x.60 = x.80 = 164, your target zone is Think FITT F is for frequency - how often should I exercise? at least three times per week. I is for intensity - how hard should I work? within your target zone. T is for time - how long should I exercise? at least 20 to 30 minutes. Heart - the heart is a muscle that acts as a pump to supply blood to your working muscles. Just like any other muscle in the body, the heart gets stronger through the right kind of exercise. The heart rate is the number of times the heart beats per minute to pump blood through your body. Resting heart rate is taken when a person is still. The heart of a fit person with a resting heart rate of 50, beats 9,512,000 times less each year than an average person's heart with a resting heart rate of 70. The heart of an active person pumps more blood with fewer beats, thus working more efficiently. Lungs - where the blood picks up oxygen that is carried to the muscles. If the lungs are not healthy, your blood cannot pick up oxygen efficiently. Without enough oxygen, you will not be able to do extremely active exercises for long periods of time. Because smoking hinders the proper working of the lungs, smoking is discouraged for people who want to have good cardiovascular fitness. Arteries - are blood vessels that carry the blood from the heart to other parts of the body. Blood is forced through the arteries by the beating of the heart. Veins - carry the blood filled with waste products from the muscle cells back to the heart. Diet & Exercise The best method of losing fat is a combination of diet and exercise. A calorie is a unit of energy supplied by food. There are 3500 calories per pound of fat. All food has some amount of calories. The more calories food has, the more fattening it is. One way to lose fat is to take in fewer calories. When you exercise you use up calories. The more vigorous an activity, the more calories you burn. When you eat less and exercise more, you cut down calorie intake and increase the number of calories you use. By using diet and exercise together you lose only fat weight and keep lean muscle tissue. Resting Heart Rate- this is the number of beats in one minute when you are at complete uninterrupted rest. It is 90

91 usually taken when you first wake up in the morning, before you lift your head off the pillow. RHR Maximum Heart Rate- this is the highest number of times your heart can contract in one minute. We will use a formula to avoid training at or near our maximal heart rate. To figure maximum heart rate 220 your age =MHR Taking Your Pulse Introduction: Taking your pulse can be done in three different manners. Carotid pulse can be taken on either side of the mid-line of your neck from an anterior view. This is usually found by locating the (Adams-apple) and sliding your finger to either side to locate the carotid artery. Radial Pulse can be taken on either wrist. The radial artery can be found by holding your (palm up) and palpating your wrist on the thumb side adjacent to the tendons that join at the wrist junction. Heart Rate Monitor Monitors are used to continuously inform the user of their heart rate (pulse) throughout a bout of exercise or workout. Assessment of Body Composition Understanding the Concept Introduction: Interest in the measurement in body composition has grown tremendously during the last 25 years. Elite athletes, people seeking to reach or maintain optimal body weight, and patients in hospitals have all benefited from the increased popularity and accuracy of body composition measurement. Research to establish ways to determine body composition through indirect methods began during the 1940 s. Since then, a wide variety of methods have been developed. These methods will be described with emphasis on the most practical techniques. Most Body composition analyses are based on seeing the body as consisting of two separate compartments, FAT to FAT-FREE or LEAN mass. The density of fat-free mass varies in humans depending on age, gender, race, and degree of fitness. Fat- The density of fat is 0.90 g/cc. It contains no water and is nearly 100 percent free of potassium. Fat Free (Lean) mass- consists of bone, muscle, and other tissues that are chemically made up of water, protein, and bone minerals. The more traditional methods of body composition assessment, such as, skinfold measurement and hydrostatic weighing (underwater weighing) are based on the two compartment concept fat vs. lean tissue. Some newer techniques attempt to measure four compartments of the human body-water, protein, bone mineral, and fat. 91

92 FAIR HAVEN PUBLIC SCHOOLS KNOLLWOOD SCHOOL 224 Hance Road Fair Haven, New Jersey KATHLEEN CRONIN FAX THOMAS FAMULARY SUPERINTENDENT PRINCIPAL (732) (732) (732) January 14, 2009 Dear Parent(s)/Guardian(s): Attached to this letter you will find information regarding a new and exciting addition to our physical education curriculum. Last year, with the support of the PTA Teacher Curriculum Support Program, all 7 th and 8 th grade students participated in a three week in-line skating course developed by Skatetime School Programs. The program was very successful. This year, Mrs. Horré and Mr. Lydon, in conjunction with Skatetime, will continue the program for all 7 th and 8 th grade students. The three week unit will begin on February 23 and end on March 13. As indicated on the attached sheet, the skating unit is being implemented to promote skating as a lifetime activity and because of the variety of physical education skills utilized in skating, such as balance, coordination, motor skills and cardiorespiratory development. Skatetime School Programs has worked with many school districts throughout New Jersey including schools in Wall Township and Tinton Falls. Skatetime School Programs provides in-service to our teachers and students as part of the implementation process. Please note that Skatetime provides all of the necessary equipment, including skates and safety equipment (helmets, knee and elbow pads and wrist guards). Please make sure to review the attached sheet and sign and return the permission slip as soon as possible. Your child should return the permission slip to Mrs. Horré. Please feel free to contact Mrs. Horré should you have any questions. Sincerely, Thomas Famulary Principal 92

93 FAIR HAVEN PUBLIC SCHOOLS KNOLLWOOD SCHOOL 224 Hance Road Fair Haven, New Jersey KATHLEEN CRONIN FAX THOMAS FAMULARY SUPERINTENDENT PRINCIPAL (732) (732) (732) IN-LINE SKATING PERMISSION SLIP Beginning on February 23, 2009, our physical education classes will be participating in an in-house skating program. The skates will be delivered directly to the school. Due to insurance purposes, we will be exclusively using Skatetime s skates. This skating unit is being implemented because of its emphasis as a lifetime activity. Skating provides a variety of benefits, including balance, coordination, motor skills and a top rated cardio-respiratory workout. Students will also learn basic skating skills such as starting, stopping, forward skating, backward skating, cornering, and a number of safety tips for being a smart skater. Please have your child return the bottom portion of this permission slip no later than January 21. In consideration of the permission granted, I hereby grant permission for the person named herein to participate in the program described and associated activities provided by Skatetime School Programs and Knollwood School. I further release Skatetime School Programs, Knollwood School and The Fair Haven Public Schools, its agents, employees, and volunteers from all actions, damages, claims or demands and all liability, which might be incurred during the conduct of this activity. I further authorize the school officials to take the proper steps to provide medical attention should a participant be injured while participating or being transferred to or from any school sponsored activity and I hold said officials at Knollwood School and The Fair Haven Public Schools harmless thereof. I acknowledge the risk and responsibilities involved in this activity. I have read this release and understand its term and execute it voluntarily and with full knowledge of its significance. Please indicate Quad or Inline Name of student participant (please print) Shoe size circle (girl) (boy) Signature of participant Signature of parent/guardian 93

94 BADMINTON UNIT PLAN OBJECTIVE: The student will be able to demonstrate proper serving and clearing techniques in a game situation. The student will be able to demonstrate proper offensive specialty shots in a game situation. The student will understand the rules of the game, doubles and singles strategies, and safety concepts. The students will learn and understand the rules and sportsmanship of Badminton. The students will learn what fitness concepts are being used during the game Move efficiently and actively during games and drills, which will reflect gains in sports specific fitness, throughout the unit. SKILL TEST: Serve in bounds 5 times. Return a serve in bounds 5 times. DAY 1 Review all safety issues Review the rules of the game. - Introduction to the game objectives Handout - read and review Safety - Be safe with the racket and around the net. Rules - Doubles vs. Singles Rubric - read and review Wrist action flexible Mini games Two Hit Badminton DAY 2 Review previous Proper grip Proper footwork Serving technique - Right server serves first. The server must have both feet stationary at the time of the serve: The server cannot fake a serve. The shuttle must be hit below the waist. The racket head must be below the serving hand. High/ Long Serve & Low/Short Serve Receiving a serve DAY 3 Forehand, Backhand, and overhead shots; Clear and Smash 94

95 Partner up and volley to each other Consecutive hits forehand Consecutive hits backhand DAY 4 Review previous: Forehand Backhand Clear SMASH DAY 5 Review previous: Tournament Begins DAY 6 Tournament continues DAY 7 Tournament continues DAY 8 Tournament Play and Teacher Evaluation. The teacher will use the softball rubric to assess the student individual skills. DAY 9 Tournament Play and Teacher Evaluation. The teacher will use the softball rubric to assess the student individual skills. DAY 10 Written Final and Game Play. Badminton Review Questions 1. The singles service court is short and wide, while the doubles service court is long and narrow. 2. Skilled wrist action is the key to most successful shots in badminton (as opposed to the arm action of the tennis strokes). 3. The singles playing court is narrow and long, while the doubles playing area is long and wider. 4. Some part of both feet of the server must remain in contact with the ground in a stationary position until the serve is delivered. 5. The racket head must be below the hand on the serve. 6. A short underhand serve should be used in doubles a majority of the time. 7. A high, deep, overhead serve should be used in singles a majority of the time. 95

96 8. The service is considered legal if the shuttlecock is struck above the waist. 9. The team that is serving may only score points. 10. In singles play, when your score is an odd number, you should serve from the left side. 11. In doubles, when your team s score is an even number you and your partner should be on the sides of the court in which you started the game. 12. It is a point for the serving team, if during a rally in doubles, the receiving team returns the shuttle so that it hits the top of the net, and drops to the floor on the server s side. 13. It is a fault when the server, in attempting to serve, misses the shuttle. 14. It is a fault, if in doubles second service, the served shuttle goes into the wrong service court; therefore, service ends for that team. 15. In doubles, the team that reaches 15 points first and is ahead by two points is considered to be the game winner. 16. Team A serves the first serve of a game that hits the net, and doesn t cross the short service line. Team B (the opponent) serves next from the right service court. 17. If your opponent is in the far back corner of her court, your next stroke should probably be a drop shot, or an overhead smash. 18. It is a point for Team A, if during a rally in doubles (Team A is the serving side), the shuttle is completely missed by A, but her partner is able to return the shuttle with a clear which is missed by the opposing team. 19. The service in badminton is overhead, while the service in tennis is also overhead. 20. A team may only contact the shuttle once in making a return to the opponent. Multiple-Choice: Select the best answer. Make the correct choice on the answer sheet 21. In a doubles game, first service always begins from service court. a. the left c. the odd 96

97 b. the right d. either 22. A is a type of shot used to send the shuttle, deep and high, to the baseline area. a. drop c. drive b. clear d. smash 23. A is a type of shot used to send the shuttle on a sudden descent, landing close to the net. a. drop c. drive b. clear d. Poona 24. A is a type of shot used to send the shuttle downward with emphasis on a powerful wrist snap. a. clear c. drop b. drive d. smash 25. What is meant by second service? a. A player has missed the first serve and serves again. b. A player is the second server in a game. c. One player in a doubles game has lost his or her serve and their partner serves. d. A serve hits the top of the net and is re-served. 26. If your opponent is in the front part of the court, your next shot should be: a. hairpin b. clear c. birdie d. drop e. none of the above 27. The proper grip used in badminton is the same forehand grip used in tennis. This includes: a. choking up on the racket b. a two-handed approach c. shake hands with the narrow edge of the racket grip (Eastern grip) d. the fry-pan grip 28. During a rally in doubles, the server s partner returns the shuttle so that it touches the top of the net and drops over to the opponent s side, and lands on the floor. The result is: a. let, service is retaken b. a point for the server s team c. side-out for the server s team d. a point for the receiver s team 29. The underhand serve in badminton is always delivered: a. diagonally c. backwards b. in a straight line d. sideways 30. A match in badminton is defined as: 97

98 a. one game of 10 points b. winning two out of three games c. one game of 15 points d. one game of 21 points 31. When should the score be called out loud? a. At the end of the game. c. When the score changes. b. At the end of each point. d. Before each serve. 33. Badminton emphasizes development of: a. strength b. muscular endurance c. hand-eye coordination d. agility e. both c and d 34. Fitness Question: If you are sixteen years old and working in 60-80% of your target heart rate range, you would be working within a bpm c bpm b bpm d bpm 98

99 BADMINTON RUBRIC Objectives Understands the rules and objectives of the game: Court equipment and scoring Demonstrates the proper knowledge of game stratagies: single vs. doubles Demonstrates proper techniques: Serving and basic clear shots Demonstrates proper techniques of specialty shots: Lob, drive, drop, and smash Low Performance Below Average 1 point Does not attempt to demonstrates any knowledge. 1 point Does not attempt to demonstrate the skills 2 points Attempts to demonstrate but does not know many aspects of rules or objectives of the game. 2 points Attempts to demonstrate little knowledge of game strategies 1 point 2 points Almost never Rarely demonstrates demonstrates competency in competency in skill technique of skill technique of serving and serving and basic shots basic shots 1 point 2 points Almost never Rarely demonstrates demonstrates competency in competency in skill technique of skill technique of specialty shots specialty shots Average 3 points Is somewhat knowledgeable of many of the rules or objectives of the game. 3 points Demonstrates general knowledge of game strategies 3 points Occasionally demonstrates competency in skill technique of serving and basic shots 3 points Occasionally demonstrates competency in skill technique of specialty shots Above Average 4 points Has a good understanding of numerous rules and objectives of the game. 4 points Demonstrates strong knowledge of game strategies 4 points Usually demonstrates competency in skill technique of serving and basic shots Exemplary Performance 5 points Comprehensive knowledge of the objectives and rules of the game. 5 points Demonstrates comprehensive knowledge of game strategies 5 points Always demonstrates competency in skill technique of serving and basic shots 4 points 5 points Usually Always demonstrates demonstrates competency in competency in skill technique of skill technique of of specialty specialty shots shots Earned Points Teamwork and sportsmanship 1 point Demonstrates no level of teamwork and sportsmanship 2 points Demonstrates low level of teamwork and sportsmanship 3 points Demonstrates basic level of teamwork & sportsmanship 4 points Demonstrates average level of teamwork and sportsmanship 5 points Demonstrates advanced level of teamwork and sportsmanship 99

100 BADMINTON STUDY GUIDE Laws of Badminton as adopted by the International Badminton Federation and American Badminton Association. EQUIPMENT: Shuttles are also called birdies and shuttlecocks. Rackets and shuttles are provided for students use but any abuse of equipment will result in the student being charged for its replacement. The net should be 5 feet from the floor to the top of the net at center court. The net should be 5'1" at the posts. GENERAL RULES: A shuttle landing on the line is good. A shuttle hitting the net is good and play continues (including the serve) All players must be inside their respective service courts prior to the serve A "let" is a situation requiring a replay (given for various reasons listed below) THE TOSS: Before play, opposite teams shall "toss", and the side winning the toss shall have the option of: 1. serving first or receiving serve 2. choosing which side of the court to start on The side losing the toss shall then have choice of the remaining alternatives. Toss is decided by one of the following: 1. flip of a coin 2. volley 3. spin of racket 4. drop of birdie FAULTS: Serving 1. shuttle is struck higher than the waist 2. head of the racket is not below server's hand holding the racket 3. shuttle falls into the wrong service court or out of bounds 4. shuttle falls before the short serve line 5. server's feet are not in the correct service court 6. receiver of serve does not have their feet in the correct service court 7. server steps forward when serving 8. server intentionally balks, fakes, or feints 9. server serves before the opponent is ready 100

101 10. part of both feet must remain in contact with the surface of the court in a stationary position until the service is delivered or a fault is called 11. shuttle passes through, under, or gets caught on or over the net on the serve 12. server attempts to serve and misses the bird completely Regular Play 1. player reaches over net to play birdie (follow through over the net is legal) 2. player hits the bird twice in one motion or momentarily holds or throws the birdie 3. player fails to return the bird to the opponent's court 4. player obstructs or hinders opponent 5. player deliberately delays the game 6. player touches the net with racket, body, or clothes 7. in doubles the receivers partner returns the serve 8. shuttle passes through or under the net 9. shuttle touches the ceiling or walls 10. shuttle touches a person or their clothes LETS: Server serves before receiver is ready Shuttle breaks during play Shuttle gets caught on top of the net or in the net after having gone over (except on the serve) A "let" or replay will be given for any "accidental hindrances" Double fault (one on each team) equals a let. SCORING & SETTING THE SCORE: 15 points constitute the usual game for men's singles. For women's singles 11 points are played. All doubles games are played to 15 points. When the score becomes tied at 14 in a 15-point game, the side reaching 14 first chooses to play to 15 or "set" the game to 17 points. When the score becomes tied at 10 in an 11-point game, the side reaching 10 first chooses to play to 11 points or "set" the game at 13. Only a one point lead is necessary to win. Only the serving team scores points. SINGLES PLAY: Singles serving court is long and narrow. The playing court is also long and narrow. Serving is from the right side when the server's score is "even" and from the left side when their score is odd. All serves must be to the diagonal. 101

102 Both players shall change service courts after each point has been scored. Players must be in their service court upon contact with the serve. DOUBLES PLAY: Doubles serving court is short and wide. After the serve the playing court changes to long and wide. A team is given 2 downs for each inning except for the very first inning of the game. The first team to serve at the beginning of the game starts with one down and will only have one player serve before the other team wins the serve. All subsequent innings have both servers of a team serve before their opponents get the serve back. When calling the score the number of downs must also be called signifying how many servers are left to serve for the serving team. (Score example: 9 to 5, no downs or one down) If the serving team scores a point, the same server serves the next serve diagonally from the other half of their court. This continues until the receiving team wins the rally. The serving team only changes service courts after a point is scored. There is no change of courts for the serving team when the team loses a down. The receiving team never changes courts. The first server of each inning is always the server in the right hand court, regardless of the score or whether that player served last or not. The player served to may alone receive the service. No player ever receives two consecutive serves. PLAYING COURTESIES: If in doubt about the bird's landing, always call it in favor of the opponent. If there is any question of your fouling at the net, be sure to call it on yourself. If there is any question about your throwing the bird, be quick to call the throw. Do not question a call by the opponent. Do not smash at your opponent if the point could have been easily won by placing the bird elsewhere. TERMINOLOGY: Ace Alley Balk a point; often used to indicate an opponent's failure to return a service there are 2, one on each side of the court. They are narrow strips between the two side boundary lines. Area used only for doubles play term used to indicate a player hindering an opponent 102

103 Bird Clear Cut Doubles Down Drive Drop Shot Fault Foot Fault Inning "In" side "Out" side Let Match Rally Serve Setting another term for shuttle a stroke that sends the shuttle high and deep to the back of the court a deceptive shot that looks like a clear but just clears the net because of the wrist being turned on contact the four-handed game; i.e. two players on each side loss of service occasioned by the server (or serving side) failing to score. In doubles, each side has 2 downs, except in the first inning of the game. a hard, horizontal stroke that just clears the net a stroke in which the shuttle falls just over the net to the floor denotes an infraction of the rules resulting in a point or side-out Standing on or over the service court boundary line by either receiver/server a side's turn at serving the player or side which is serving the player or side receiving the serve permitting the serve to be taken over or to replay a point the best of 3 games an exchange of the shuttle between opponents by a series of strokes the shot that initiates play increasing by 2 the points necessary to win when the score is tied at 14 (men) or 10 (women) Short game shots that are played low and close to the net Smash Singles Toss Two-down a powerful downward stroke using wrist snap to end the point a game with one player on a side (two-handed) how it is determined who will serve first and from which court term used to designate that both partners in doubles play have each lost a service For more information see: USA BADMINTON 103

104 NJ Standards Clarification Project Information Standard 2.1 Wellness All students will learn and apply health promotion concepts and skills to support a healthy, active lifestyle. Big Idea: Taking responsibility for one s own health is an essential step towards developing and maintaining a healthy, active lifestyle. Essential Questions Enduring Understandings Strand A. Personal Health What are the consequences (especially unforeseen) of our choices in terms of wellness? Current and future personal wellness is dependent upon applying health-related concepts and skills in everyday lifestyle behaviors. Strand B. Growth and Development What causes optimal growth and development? An individual s health at different life stages is dependent on heredity, environmental factors and lifestyle choices. Strand C. Nutrition What makes a food healthy? How do you determine appropriate portion sizes? There are many short and long term health benefits and risks associated with nutritional choices. Strand D. Diseases and Health Conditions To what extent can we keep ourselves disease free? Current and emerging diagnostic, prevention and treatment strategies can help people live healthier and longer than ever before. Strand E. Safety What is the difference between healthy and unhealthy risks? Why do we sometimes take risks that can cause harm to ourselves or others? Being consistently aware of the environment and taking safety precautions can reduce the risk of injury to oneself and others. Strand F. Social and Emotional Health How can you learn to like yourself and others? Developing self esteem, resiliency, tolerance and coping skills support social and emotional health Standard 2.2 Integrated Skills All students will use health-enhancing personal, interpersonal and life skills to support a healthy, active lifestyle. Big Idea: The use of critical thinking, decision making, problem solving, leadership and communication skills are essential to making informed personal, family and community health decisions. Essential Questions Enduring Understandings 104

105 Strand A. Communication How do you know whether or not health information is accurate? How do I learn to stand for and communicate my beliefs to others without alienating them? Making good health decisions requires the ability to access and evaluate reliable resources. Effective communication skills enhance a person s ability to express and defend their beliefs. Strand B. Decision Making Why might educated people make poor health decisions? Decision-making can be affected by a variety of influences that may not be in a person s best interest. How do I overcome negative influences when making decisions about my personal health? Strand C. Planning and Goal Setting In order to achieve lifetime wellness, what should I plan for and what should I just let happen? Developing and implementing a plan to reach realistic wellness goals increases the likelihood of reaching those goals. Strand D. Character Development How are character and health related? What aspects of our character can be changed? To what extent do outside influences shape values? Character can be developed and supported through individual and group activities, the influence of positive role models and involvement in community service. Character is who you are when no one is looking. Standard E. Leadership, Advocacy and Service How can you inspire others to address health issues? Leadership and advocacy to promote personal and community wellness can impact the immediate community and society as a whole. Standard F. Health Services and Careers Where do I go to access information about good health and fitness services? There are numerous health and fitness programs available that provide a variety of services. Not all are created equal. Standard 2.3 Drugs and Medicine All students will learn and apply information about alcohol, tobacco, other drugs and medicines to make decisions that support a healthy, active lifestyle. Big Idea: Knowledge about drugs and medicines informs decision making related to personal wellness and the wellness of others. Essential Questions Enduring Understandings Strand A. Medicines How do I determine whether or not a medication will be effective? Medicines must be used correctly in order to be safe and have the maximum benefit. 105

106 Strand B. Alcohol, Tobacco and Other Drugs Why do people choose to use alcohol, tobacco and other drugs when they are aware of the detrimental effects? Research has clearly established that alcohol, tobacco and other drugs have a variety of harmful effects on the human body. How do I make the right decisions in the face of peer, media and other pressures? Strand C. Dependency/Addiction and Treatment Why does one person become an addict and another does not? There are common indicators, stages and influencing factors of chemical dependency. Standard 2.4 Human Relationships and Sexuality All students will learn the physical, social, and emotional aspects of human relationships and sexuality and apply these concepts to support a healthy, active lifestyle. Big Idea: Understanding the various aspects of human relationships and sexuality assists in making good choices about healthy living. Essential Questions Enduring Understandings Strand A. Relationships How do we learn to understand and respect diversity in relationships? How do we know when a relationship is not worth saving? Tolerance, appreciation and understanding of individual differences are necessary in order to establish healthy relationships. Reliable personal and professional resources are available to assist with relationship problems. Technological advances continue to provide increased opportunities to develop relationships anytime and anyplace with a worldwide audience. Strand B. Sexuality How do you know when the time is right for you to become sexually active Why does the United States have such a high incidence of unintended pregnancies and sexually transmitted infections? What determines a person s sexual orientation? External pressures and opportunities that present themselves may influence a person to become sexually active. Learning about sexuality and discussing sexual issues is critical for sexual health, but is a sensitive and challenging process. Strand C. Pregnancy and Childbirth How do you know when you are ready to have a child? There are many additional challenges that confront those who are not heterosexual. Raising a child requires physical, economic, emotional, social and intellectual commitment. Prenatal care has a direct impact on the delivery and long-term health of the child. 106

107 Standard 2.5 Motor Skills Development All students will utilize safe, efficient and effective movement to develop and maintain a healthy, active lifestyle. Big Idea: Individuals who learn to move safely, effectively and efficiently and feel comfortable and confident in the performance of motor skills are more likely to participate in health-enhancing forms of physical activity throughout life. Essential Questions Enduring Understandings Strand A. Movement Skills How does effective and appropriate movement affect wellness? Performing movement skills in a technically correct manner improves overall performance and increases the likelihood of participation in lifelong physical activity. Strand B. Movement Concepts Why do I have to understand concepts of movement when I can already perform the movement? Knowing and understanding concepts of movement will improve performance in a specific skill and provide the foundation for transfer of skills in a variety of sports and activities. Strand C. Strategy To what extent does strategy influence performance in competitive games and activities? Implementing effective offensive, defensive and cooperative strategies is necessary for all players to be successful in game situations. Strand D. Sportsmanship, Rules and Safety Why do I have to show good sportsmanship and follow the rules when others do not? In order for all participants and spectators to experience the maximum benefit from games and sports, everyone must demonstrate knowledge and commitment to sportsmanship, rules and safety guidelines. Strand E. Sports Psychology How can I become more mentally prepared for competition and sports performance? Sport psychology techniques prepare athletes to compete at the optimum level. Standard 2.6 Fitness All students will apply health-related and skill-related fitness concepts and skills to develop and maintain a healthy, active lifestyle. Big Idea: Lifetime fitness depends upon understanding how each fitness component is developed and measured and how to design and implement a personal fitness plan that supports a healthy, active lifestyle. Essential Questions Strand A. Fitness and Physical Activity What is the minimum amount of exercise I can do to stay physically fit? Enduring Understandings Understanding fitness concepts and skills and integrating them into your everyday routine supports wellness. Physical fitness is the ability of your whole body to work together efficiently to be able to do the most work with least 107

108 amount of effort. Strand B. Training How do I develop an appropriate personal fitness program and find the motivation to commit to it? Developing and implementing a program that utilizes appropriate training principles is necessary for lifetime fitness. Strand C. Achieving and Assessing Fitness How do you realize age-appropriate fitness? Achieving and maintaining fitness requires ageappropriate intensity, duration and frequency of exercise. Ongoing feedback and assessment is necessary in determining the effectiveness of a personal fitness program. 108

109 Terms and Definitions DIFFERENT KINDS OF FAMILIES Different kinds of families refers to the many family structures represented in classrooms and in society today, including, but not limited to:a traditional two-parent (i.e., mother and father) families, blended families, single-parent families, multi-racial families, multi-generational families, and same-sex-parent families. ESSENTIAL ELEMENTS OF MOVEMENT SKILLS Essential elements of movement means the knowledge and demonstration of mechanically correct technique when executing a movement skill. FITT FITT stands for the basic philosophy of what is necessary to gain a training effect from an exercise program. The FITT acronym represents: 1. Frequency - How often a person exercises 2. Intensity - How hard a person exercises 3. Time - How long a person exercises 4. Type - What type of activity a person does when exercising HEALTH-RELATED FITNESS Health-related fitness incorporates the five major components of fitness related to improved health: 1. Cardio-respiratory endurance is the ability of the blood vessels, heart, and lungs to take in, transport, and utilize oxygen. This is a critically important component of fitness because it impacts other components of fitness and decreases the risk of cardiovascular diseases. 2. Muscular strength is the maximum amount of force a muscle or muscle group can exert. 3. Muscular endurance is the length of time a muscle or muscle group can exert force prior to fatigue. 4. Flexibility refers to the range of motion in the joints. 5. Body composition shows the amount of fat versus lean mass (bone, muscle, connective tissue, and fluids). While some fat is essential for insulation and providing energy, too much fat can cause serious health problems. HPV Human papillomavirus (HPV) is a common virus that infects the skin and mucous membranes. There are about 100 types of HPV, and approximately 30 of those are spread through genital contact (typically sexual intercourse). Around 12 types - called low-risk types of HPV - can cause genital warts. In addition, there are approximately 15 high-risk types of HPV that can cause cervical cancer. Infection with the common types of genital HPV can be prevented with the HPV vaccine. However, vaccination is only fully effective if administered before a girl or young woman has been exposed to those types of HPV through sexual contact. In addition, the vaccine does not protect against all types of HPV that can cause cervical cancer. INTENTIONAL AND UNINTENTIONAL INJURIES Intentional injuries are injuries arising from purposeful action (e.g., violence and suicide). Unintentional injuries are injuries arising from unintentional events (e.g., motor vehicle crashes and fires). 109