Posts Tagged ‘physical education’

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

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.

Health Care, Physical Education & Physical Activity

Saturday, October 17th, 2009

By John Kruse

I’ve recently advocated that more quality physical education can help in the prevention of excessive health care costs.   Today, I found an interview with Newt Gingrich.  In it, he explains the importance of physical education, nutrition and physical activity in attempting to  curb health care costs.

Q: What should be the approach on health care?

A: I think you need a totally new approach. I think you need to start with the individual, you’ve got to focus on individual responsibility, on wellness, on early testing, on learning to manage chronic diseases. You have to focus on fundamental change.

We just got into a little argument in upstate New York on a school district that was going to block kids from riding their bicycle or walking (to school.) We wrote a letter and got in the middle of it and said this is exactly wrong, you want kids to walk to school, you want kids to ride their bikes to school. You want to have K through 12 physical education, you want to rethink the school lunch program and the school breakfast program so that it’s good food for diabetics.

Then you have to look at the delivery systems. You have two hospitals (in Wheeling.) You need to apply the Toyota production system model, the work of Drucker … the best systems in America are just amazingly effective and much less expensive. We have to move to that. We can’t afford to pay unnecessarily because we have to be able to compete with China and India and you cannot do that if you start out every morning with a multi-billion dollar burden.

Read the rest of the interview here.  Unfortuntely, the above quote is the extent of the interview having to do with physical education and health care.  In any case, its good to see a politician advocating for what we do.

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.

Health Care Reform, Nutrition & Physical Education

Sunday, September 6th, 2009

By John Kruse

My interest in the current debate on health care reform has me surfing the Internet lately in an attempt to learn the latest information.  In doing so, I came across a very interesting article by Dr. Frank Lipman in the Huffington Post.   The title of the article is “True Health Reform–10 Missing Pieces.”  In this article Dr. Lipman suggests that Washington is “barking up the wrong tree.”

They’re busy arguing about what amounts to health insurance reform, while what this country needs is true health care reform.

The readers of this blog will find it interesting that of the 10 missing pieces listed by Dr. Lipman, three relate directly to physical education and nutrition in the schools.

Dr. Lipman’s number one missing piece is “invest in educating the public in self care.”  As physical education teachers and health teachers, we specialize in this.  Health related fitness is a reoccurring theme in our state content standards and health teachers specialize in prevention and making correct decisions.  This leads me to believe that more money should be spent in physical education and health.  Perhaps a federal stimulus package for physical education and health could save this country more in the long run instead of bailing out corporations that just don’t get it.

“Educating doctors and other health care practitioners in nutrition, exercise, stress reduction techniques and natural remedies” is number three on Dr. Lipman’s list.  I’d like to think that physical educators and health educators are health care practitioners.  This means that money should be spent on professional development that is sustained over time, standards based and meets the needs of students.

Number seven on Dr. Lipman’s list is “feed our children healthily and educate them responsibly.”  I wholeheartedly agree with this one.  I’m appalled at what I see being served to children at my school.   School lunches need a serious overhaul.

Serve fresh unprocessed food for school lunches, food that’s nutritious instead of just cheap and convenient. Eliminate junk food and soda vending machines from all schools (and while we are at it, from all public buildings and airports).

In addition, Dr. Lipman addresses physical education directly in this one.

Don’t eliminate physical education programs from the schools as is happening now with budget cuts.

While we’re at it, I’d like to add that much of this country needs to reduce physical education class sizes.

Finally, Dr. Lipman’s conclusion hits the nail on the head.

Focusing only on how people can get access to costly disease treatment, without having the more important discussion about how lifestyle changes can be implemented to prevent these diseases in the first place, is like rearranging the deck chairs on the Titanic. We will simply be perpetuating a flawed and costly health care model. For the sake of not only our personal health, but also for the financial health of the nation, we must address the causes that underlie the prevalence of chronic disease that we are experiencing. Unless we address why people are getting sick or the underlying mechanisms of their illnesses, our system will lack a solid foundation. Unless we change our disease care model to a true health care system, we are bound to both overpay and underachieve in the long run.

To read the article, click here.

Other health care reform articles on FitMet:

Health Care Reform and Obesity

More on Health Care Reform & Obesity–How Do We Reduce Costs?

New Web-Site for California Physical Education & Health Subject Matter Project

Friday, September 4th, 2009

By John Kruse

I just discovered that there is a new Web-site for the California Physical Education and Health Subject Matter Project. I have been involved with this project for the past four years and have found that it is likely to be the most rigorous professional development one can find. In fact, the other two contributors for FitMet are also active participants. If you are are physical education or health teacher in California, I would encourage you to explore this new Web-site and consider attending one of their summer institutes.

Online Physical Education

Saturday, August 29th, 2009

By Matthew Bassett

A new trend has started to creep into education–online classes. Some schools have tried to save some money and increase enrollment by opening online classes. We are in an age where teachers have to compete with the entertainment of the internet. Maybe online classes are a way to reach out to students who rather learn at their own pace and use their computer to learn. But, how does it stack up for online physical education?

One estimate suggests Minnesota is one of just 12 states of offer online gym, but many in the physical education world expect that number will keep increase, and probably has already. –Minnesota Public Radio, August 26, 2009 Read the rest of the article here.

I think that students who do not like traditional physical activities would benefit from being able to work out on their own. The future of physical education really needs to be in helping students to develop their own fitness skills. This is one way that our country can handle the obesity epidemic. Students who take online courses are required to purchase expensive equipment like heart rate monitors. The expense on this type of equipment makes it difficult to purchase enough equipment for an entire class or even a small portion of a class.

I’m not sure an online physical education program would be all that beneficial. Looking at the state content standards for physical education shows a list of motor skills that every student would have to learn. Online classes focus on individual activities and thus cannot help a student master a skill that is team based. This online learning program would cut a large percentage for the grade specific standards from the learning environment. Social skills are another area in the content standards for California physical education. It is the only subject that teaches social skills in K-12 education. Online courses will not help a student learn how to take turns, share, cooperate or learn to work with another person.

I don’t think online physical education classes are the answer. Schools are always looking for ways to save money. Physical education seems to be one of those subjects that is not valued. Part of this issue comes from hiring teachers who are not qualified or do not care about teaching. The key is to hire physical education teachers who are qualified to teach and who are motivated to work hard and actually teach physical education. We can learn some helpful ways to motivate our students from the online courses but it is our responsibility to teach.

Using Microsoft Word to Make Handouts

Thursday, August 27th, 2009

By Matthew Bassett

Developing Microsoft Word Handouts

Handouts are things that have become very important in my class. My goal is to eventually have at least one handout for every standard that I teach. This is a very slow process but the quality of my teaching increases with each standard that I focus on. Here are some tips for making those handouts a little more stylish.

#1: Make a Title
There are two ways to make a title for your handout. First, change the font size and the font style. Word comes with a variety of choices but you can also purchase font programs that give you extra fonts. The second way to make a title is through word art. From the insert menu, click on picture, and then click on word art. Here a box will open that shows the word art gallery. Find one of the word art styles that you like.  Just click on it and then click OK. Type in the text for the title. At this location, you can change the font style and also the font size. When you’re done you click OK.  This is when the word art box opens in the word document. You can click on the corner of the box and drag to resize the box.

Wordartgallery

#2: Insert a picture
Placing a picture into your handout makes it more visually appealing. What better way to talk about a motor skill than to have a picture of those motor skills? You can get a picture into the text from a digital picture you’ve taken on your camera, a scanned picture, or from the internet (by downloading the picture). All of these can be created by going to the insert menu and clicking on picture. If you have a picture on your computer already (digital picture of internet download) you can click on find file.  Then you will be asked to locate the file you are looking for. If you want to look for a piece of clip art you would simply click on clip art from the picture menu.

insertingpictures

After you insert the picture you can make lots of changes to the pictures. First, double click on the picture to highlight the picture. I find that the layout is one of the most important menu items. This is where I can tell the document how I want the picture to be used. Do I want the picture in front of the text? Do I want it in line with the text? Personally, I usually pick the tight function and it allows me to move the picture wherever I want. The picture menu allows me to change the color content of the picture. Since I typically print my handouts in black and white I change the color of the picture to either black and white or grayscale. I always check to see which way looks a little nicer.

After moving the picture to its intended location I can resize the picture. By clicking on the picture one time I will see little circles around the picture. I can click on any circle and resize the picture. The circles in the corner allow me to resize both height and width in proportion to each other. This is usually my top option. The green circle at the top allows me to rotate the picture on the page so that it isn’t vertical or horizontal but diagonal.

resizepictureIf you right click on the picture and click on the show picture toolbar you will find a lot of new tools to work on your pictures. Here you will find buttons to change the colors, change the contrast, change the brightness of the picturepicturetoolbar, crop the picture, rotate the picture and place lines around the picture. The key is to keep making changes until the picture looks like you want it to.

#3: Create a table
inserttablemenuCreating a table can be a great way to organize a lot of information for your students. Instead of writing in a paragraph format, you can divide the information into cells. From the table menu, click insert, and then click table. The table menu pops up for you to develop the table. Change the number of columns that you need by typing in the new number of columns. Remember, columns are the part of the table that goes up and down. Then change the number or rows, the part of the table that goes side to side. Click OK when you have finished inserting the correct number of rows and columns. The new table should appear in your word document.

To change the column (up and down) width, click on one of the vertical lines in the document. When your cursor changes from the arrow to a line with two different arrows (pointing away from each other), then you can click and drag the line to the desired location. You can make the table bigger or smaller or make one column bigger or smaller. If you have two columns that you want to make the same size, just highlight the columns by clicking your mouse and dragging the mouse across the affected columns. Then right click on the highlighted area before clicking on distribute columns evenly. If you find that you’ve forgotten a column or need to add a row, you can highlight either a row or column and right click. You will find the add column or add row button in the menu.

With a little work and practice you can be making some wonderful handouts for your students. I’ve used handouts for general information about motor skills, fitness skills, fitness concepts and peer evaluation forms. Adding in some style can help take a boring handout into a visually appealing handout. Be creative while working with your handouts. You can always sketch one out on a blank piece of paper before starting your word version. Remember, when you get into trouble and you’re not sure what you just did, control-V (undelete) is your friend! Until next time!

Part Two: Teaching Class Expectations

Tuesday, August 25th, 2009

By Matthew Bassett

Part 2 of a 2 part series.

scavenger hunt mapm Option #2 (Movement Oriented Activity)
A second way to cover your expectations has a movement focus.  Students are given the expectations handout at the start of class (with lots of blank lines on the handout) and told that they will be completing a scavenger hunt for class. I divide the students into groups of two or three students.  Each group is given a scavenger hunt map before starting.  My biggest rule for the scavenger hunt is to stay together.  Students can run, walk or jog but they have to stay with their partner/group. I also have listed a well defined boundary for the activity since I cannot allow the students to wander across the whole campus.  I typically keep them on our athletic field for this activity. I make sure to tell the students where I am going to stand (in the middle of the activity area) so they can come to ask questions if they need help.  It is important to also make sure you cover how you are going to stop the class at the end of the period before you dismiss the students since they have not learned dismissal procedures this early in the year.

This method of presenting the expectations has been enjoyable to watch. Students would rather learn the information while moving.  The students also enjoy the social aspect of the activity.  The competitive students run the whole time and the non-competitive students walk.  My students do not have to change for PE so this works well even if your kids are not required to dress out already.

Closure
Both of these methods have proven effective for teaching my students about my expectations.  The greatest part of getting students moving is that after a long summer my voice doesn’t take a beating the first week of school. Students are able to learn the materials just as effectively as through lecture and they enjoy the method of learning way more than if I was lecturing. Maybe it’s time I try and develop more lessons from information I thought could only be learned by lecturing.

A New Approach to Teaching Class Expectations

Monday, August 24th, 2009

By Matthew Bassett

Part 1 of a 2 part series.

The start of the year is right around the corner or has already started for some of us.  Its the yearly trek down expectation lane for every teacher.  In the first week of class we always cover our rules/expectations, grading, absence procedures, dress code, non-participation rules and a host of other important things.  This information takes time to get across and the most common way to present this information is by lecture.Expectation #1 poster

I’ve always felt that specific types of content are more effectively taught through lecture, while the students are sitting at a desk.  The first week of school is a very boring week for students.  Every teacher tells their students all about their expectations.  I have some students who have fallen asleep during the first week because everyone is lecturing about expectations.  A few years ago I decided to try a change based on a professional challenge to find ways to get kids moving.  This was a very difficult proposition for me because I was worried that students wouldn’t understand the information as well if I didn’t give them a lecture.  As a result, I created two different types of activities for my students to cover expectations.

Option #1: (Team Building Focus)
I take my expectations and create small (paper sized) posters.  Each poster lists one of the expectations for class and I also create one poster for each of my grading criteria.  Lastly, I count the number of students in my class and cut all of the posters up to match the class size.  For myself, I have 34 students in my fifth and sixth grade classes.  I take my 8 posters and divide up the posters to have 34 pieces.  I make sure that I place the poster pieces in a plastic bag to keep them all in the same location.

Upon entering class and introducing myself on the first day, I give a little story for my students.  I tell them that I have made these great looking posters about my expectations, but during the weekend someone came into school and decided to cut the posters up into little pieces.  I need help from my students to put them back together.  I promptly hand out the puzzle pieces–one for each student.  Students then use a classroom to walk around and find where their puzzle piece belong. When all of the puzzles are assembled we stop the activity.

Expectation #4 posterThere is another way to use the posters, as well.  Students can use them to write down the expectations on a worksheet.  They can continue to walk around the room and find the information needed on each puzzle.  This option makes the activity an individual activity for each student.  To continue to work on the team building/group focus, you can also have students become experts in their “field” (or experts on their poster). You can perform a jigsaw teaching program by having one person at each poster match up with someone from all the other posters.  The students use their expertise to teach their new teams their piece of the information.  Students learn from each other.  The key is that students are learning the materials, but you don’t have to lecture them about the process.

I’ve done this activity with first graders through seventh graders.  I’ve modified the activity for the younger students by printing each poster on a different color of paper.  This allows them to find their poster quickly and not walk around aimlessly for the whole period.  For the older students, I have printed the posters on the same color paper.  This makes the activity a lot harder and more complicated.  They really have to focus on the poster and match up words and pictures.  I typically try to use a different cutting pattern for each poster.  One poster I will make round cuts while another poster will be straight.  I might also use more square pieces in one poster and diamonds in another, the difference being the direction of the text and pictures compared to the cuts.  I usually spend a little time before letting students start by asking the students how they could tell the differences in the posters. This gives some clues on how to find your poster among the numerous pieces.

Check back tomorrow for Part 2 of the series.