Archive for the ‘Miscellaneous’ Category

Opting out of Physical Education Class

Saturday, February 6th, 2010

Receiving credit for physical education through ROTC or marching band has been a hot topic in California lately.

Here is an interesting article from the Orlando Sentinel on opting out of physical education.  Just the title alone caught my attention.  It is titled “Tens of thousands of Florida kids opt out of gym class.” It reminds me of when a student asks me if we have gym today.  My response is usually something like this, “No, we have physical education class today.  The gym is a building.”

Opting out of physical education seems like a backward trend.  Lets hope these students get good jobs some day.  They’ll need some money to hire personal trainers when they find they don’t have the tools to stay healthy and fit.

A colleague of mine once had the following quote in a PowerPoint.  It makes so much sense.

“In the great work of education, our physical condition, if not the first step in point of importance, is the first order of time.  On the broad band and firm foundation of health alone, can the loftiest and most enduring structure of intellect be reared.”  — Horace Mann

Exercise and Feeling Gloomy

Sunday, January 3rd, 2010

By John Kruse

Here’s an article a friend recommended on exercise and feeling gloomy.  Seems like good reading for the middle of winter.

Read this book review by Jen Mettler for more on exercise and the brain.

Physical Education Teachers and Knees

Thursday, December 31st, 2009

By John Kruse

It seems like I keep hearing stories from physical education teachers and their knee issues.  Here’s an interesting article about exercise and knees.

Click here for article.

FitMet BMI Gadget Up and Running Again

Saturday, December 26th, 2009

The FitMet BMI calculator has been fixed.  The CDC growth charts now appear as a PDF file that you can print.  It is best to run the calculator from either the Firefox or Google Chrome web browsers.

FitMet is looking to improve on this simple calculator.  Please feel free to leave a comment here if you have a suggestion.

Thanks to the participants at Project NorthReach who discovered the broken links.

FitMet Contributor Achieves National Board Certification

Saturday, November 21st, 2009

Congratulations to FitMet contributor Jennifer Mettler.  She received word yesterday that she has achieved National Board Certification in physical education.

National Board Certification certificate areas, which are based on the NBPTS standards, are designed to help candidates demonstrate the knowledge, skills, dispositions and commitments of accomplished teachers.

This is the second major achievement for Jennifer this year.  In July, she was awareded the Southern District CAPHERD Teacher of the Year award.

Body Mass Index Calculator

Monday, November 9th, 2009

It has been brought to our attention that the FitMet Body Bass Index Calculator is currently not working on the both Safari and Microsoft Explore web browsers.  Currently, the calculator does work with Firefox.  Also, the Centers for Disease Control links for the male and female BMI growth charts are broken as well.  We will find the new links for the CDC Growth charts and fix both problems.  FitMet apologizes for any inconvenience this may have caused you in you classrooms.

Please check in periodically.  We will let you know when these issues have been resolved.

Anatomy Arcade Web Site

Monday, October 19th, 2009

By Matthew Bassett

http://www.anatomyarcade.com/

While looking at the NASPE November toolbox for physical education teachers, I found a web site that has games and videos for kids about human anatomy. I started looking around and playing some of the games they have on their web site. You can pick different systems of the body.  Each section has a wide variety of activities that can be used to review or learn content about these systems. They have activities like word searches, crossword puzzles, matching games and videos about the body systems.

After looking around, I realized that these games can be used for physical education classes.  I started thinking about third grade, California content standard 4.11.  Students are required to name and locate the major muscles of the body.  This web site could be a great tool for students to review and memorize the major muscles of the body.  It could also be helpful to teach other grade levels on topics like how the muscles move the bones to help us to be physically active. You could have lessons on how the cardiovascular system and the respiratory system both contribute to exercise.

Disclaimer:
The site is free but the biggest drawback is that it has a lot of ads. The ads help pay for the site so you will see video ads before starting the games. You will also see ads selling specific items all around the web site.  I found a few ads that may not be suitable for students. You can purchase a site license for the games and this will allow you to download the games without any ads.

The site itself may be a little complicated for younger students.  I think third graders would be the best age to start students working on this web page.  Personally, will not use the free site since the ads are questionable.  I guess I will add another grant proposal to my to-do list.

Group Balances

Friday, October 16th, 2009

By Matthew Basset

Fifth Grade California Content Standard 1.1
“Perform simple small-group balance stunts by distributing weight and base of support.”

Developing this standard has been difficult since it can be very dangerous and a difficult concept for students to understand. The premise behind the standard is to have a group of students perform a pyramid by distributing weight and base of support.  At first glance, you can have your students set up a pyramid and check to see if they have good balance and move on from the standard quite quickly. This, however, is not going to help students understand the base of support or distributing weight.

This year I tried to get students more involved.  First, we had to discuss the importance of a base of support.  A wider base typically has better balance. We also talked about distributing weight so that one (or two) people didn’t have to take the brunt of the weight. I used a basic combative game to help make the connection. I had students face a partner and place their hands together out in front. Their feet are next to each other and they challenge each other to push their hands (only) to a point where one person had to take a step (lost the challenge). Then I directed them to place their feet shoulder width apart and take the same challenge. Which was easier to keep your balance? Then I directed them to take one foot and place it a little in front of the other. Which, of the three, was easiest to keep your balance? The goal was to get the students to see that the base of support could affect the balance of the activity.

After students understood the importance of a base of support we talk about the distribution of weight. We discussed how placing the weight on two locations makes it easier to support than just one location. Three locations are better than two locations, etc.

Finally, the class is ready to start their own small group balance stunts. I use groups of 7-8 people.  Each group is handed a worksheet where they place their names (for tracking purposes). The class is directed to come up with five different group balances that share the weight distribution differently each time and also shows different bases of support. My goal is to see different types of pyramids than a typical three level (or four) pyramid. The students are required to make a diagram of the base of support and where each student in the group is going to stand. This process moves into a second class period where students are given extra time to practice balancing skills. After a few scary falls, I’ve decided to tell my students that they cannot go above two levels in a pyramid. This makes them have to work a little harder to come up with different ideas. I also talk about how they can make a pyramid that isn’t in a straight line.

During their assessments, students in each group perform at the same time. This allows me to see how well the groups have prepared but it doesn’t allow a group to get some extra time practicing while another group is performing. The groups who work together are definitely better prepared for this approach at the assessment. I have even had one group who has practiced so much that they were able to get into every one of their group balances in less than four seconds.

Other Connections:
This is a great lesson/unit that will allow connections to over arching standard 5. I constantly have to reinforce the importance of working together (5.5.3) and why it is important to stay safe (5.5.4). I have a few students who are doing all of the planning and not listening to others. I also have to reinforce the importance of allowing everyone to contribute their ideas (5.5.5) and to work with each other to accomplish their goals (5.5.7). The groups who struggle start to work closer together when I discuss the importance of everyone sharing ideas in the group. With a little work next year, my goal is to get students to understand the social concepts while participating in this standard (5.1.1). This way they reinforce the social skills that I’m looking for in class while they are working on a motor skill.

Tripod Balance

Thursday, October 15th, 2009

By Matthew Basset

Third Grade Standard 1.2
“Perform an inverted balance (tripod) by evenly distributing weight on body parts.”

I was very fortunate to learn some of the basic gymnastics balances and stunts while in college. For most people, we never learn how to perform some of these stunts and we are now expected to teach them because of standards. Here is a way to teach the students about performing a tripod.

  1. Set the stage. Explain the importance of helping other students (spotting) and that a good helper will help prevent an injury to another student. This is possibly the most important step since you want students to work in partners where one is performing the skill and another is spotting the performer.
  2. Technique. The performer’s hands must be placed on the gymnastics mat about shoulder width apart. I usually find that having them rotate their hands inward at about a 45-degree angle will help with the balance later. When the person is upside down their forearm should be perpendicular to the ground or it will require them to use a lot of upper body strength to keep them upright. If the forearm is perpendicular the radius and ulna bones will balance the weight for the tripod.
  3. Head Position. This  is possibly the most important part for the balance. The head must be placed in front of the hands to create a triangle. The triangle has to be an appropriate size, too small or too large will make the balance difficult to accomplish. The head must be placed on the mat at the hairline. If a student places their weight on top of the head they will feel like rolling over. If a student places their weight on their forehead it can cause them to feel neck pain. Both of these are not acceptable. You will need to constantly check to see if the students are placing their hairline on the mat to create the best balance.
  4. Knees. After the hands and the head are in place, the performer should move their knees up toward the hands. This will allow them to lift and not have to stretch too far. Lift one leg up so that the arm (elbow to shoulder) and the thigh cross each other to form an X. This will help the balance of the performer. If the arm and thigh are running parallel, the section that balances will be much smaller and harder to control. After the first leg is up than the second leg should be lifted into place using the same crossing pattern. Some students may find it successful to jump into place but I find that I want better control so I ask them to lift one leg at a time.
  5. Examples. I usually perform the skill for my class to show them what a tripod looks like. This is a great opportunity to explain that if an “old guy” like me can perform a tripod that everyone in class can perform a tripod. Now is the time that I explain the importance of helping (spotting) a performer. I ask a student to come up and demonstrate a tripod. Many of my students have taken gymnastics classes before. This allows me a chance to show the spotting technique to help a student with the balance and to help them avoid rolling over.

Creating a Google Web-page

Saturday, October 10th, 2009

This is a how to guide for creating a free Google Web-page for you classes or school.

By Matthew Bassett

1) Go to google.com
2) Sign-up for an account if you don’t already have an account (right side at the top)
3) Click on more (right side of the menu bar)

web page 1

4) Click on sites
5) Click Create new sites
6) Type in the name of your site (Subject, your name, combinations of the two)
7) Type in a description of the site as needed
8) Sharing: Either specify everyone or people I share with. The site will only be visible to those you send invitations to if it is the people I share with.
9) Change the Theme: Find a site that shows a theme you enjoy.
10) Type in the code shown on the left side
11) Click Create Site

web page 2

12) Sometimes the web site you created will have already been taken, look over the list that may appear and choose one or type in another idea.
13) The new screen that appears is the first part on your new web site.
14) Click Edit Page (top right side)

web page 3

15) In the top box it says home. If you’d like to rename this just click and delete and then retype what you would like. This might be a place to say “Welcome to______”
16) Move down and type into the lower box what you want people to know when visiting your site. This may be a great place to say a little about you or just give a brief welcome message for visiting the web page.
17) When finished with your editing, click save.
18) To create a new page, click Create Page (top right)

web page 4

19) Select the type of page you would like to add
a. Web Page: General Information that you want to add
b. Dash Board: A place to have four different gadgets to use on your web page
c. Announcements: A place to store announcements for your web page
d. File Cabinet: A place to store files from your computer (excel files, power point files, word files, .pdf documents, pictures).
e. List: Creating a web page that has a list of information
20) Type in the name of the new page
21) Select the level you would like to find the page in the navigation bar (left side of your page)
a. Top Level: Will be seen on the left side
b. Put Page Under: Will be visible under a specific topic (arrow to open the topic)
22) Click Create Page
23) The new page will open and you can start to enter text into the two boxes. The top box is the title. The lower box is the place to type in all of your information.
24) When finished entering text, click save (top right)

web page 5

25) At the bottom of the web page you can find a button that says attachments. Click on attachments if you would like to add an attachment to your web page. A prompt will enter asking you to find the file you would like to add. When you find it click open. This will allow you to add in documents that you’ve created for your classes.
26) Sub pages, when creating pages you can add a sub page. Example, I would create a page for period #1, I might have a sub page on period 1, soccer. Inside of this soccer page I would list information about my soccer unit. I could attach files that I use to help my student’s learn about their soccer skills. To create a sub page you will have to click, “put page under _____.”

web page 6

Think about the structure of your page before starting to develop. You will save a lot of time if you know how you would like it to look instead of working and realizing it is a very confusing web page. I have found that creating a web page based on my grade levels taught works the best. Under each grade level, I have created sub pages for each subject that I teach. My subjects are based on the California Physical Education Standards.

Adding a Calendar
1) Go to Google.com
2) Click more
3) Click Calendar

web page 7

4) Create a new calendar for yourself. This calendar would be a great place for you to put important information for what your class schedule looks like, when items are due, when you are having assessments, etc.
5) You can add an event on your calendar by clicking on the date and the time of the event, and then drag the event time down to when it stops. Then type in the name of the event.
6) Go back to your google web site, start by creating a new web page
7) Click create page
8) Name the page, “Calendar”
9) Choose to place the page at the top level

web page 8

10) Click Create Page
11) The new calendar page will appear
12) Type in any text in the lower area. This might be a place to make a comment about important dates, times, etc. for class will be found here.
13) To insert the calendar directly into the web page, click insert
14) Click calendar
15) Click the calendar you would like to see added (named by your user name for google).
16) Click Select
17) Look through the information on the new screen. Some of the information you might want to leave out. I have checked off the include title section (it has my email address listed). I also remove the show calendar name section.
18) Click save when finished. (The calendar box will disappear and take you back to the page itself)
19) Click save (upper right side)