Archive for the ‘Uncategorized’ Category

Field Day

Friday, April 26th, 2013

Field Day is a great time for fast, athletic students – often not so fun for those who do not meet these qualifications.  Make Field Day fun for everyone.  Go ahead, keep the competitive activities.  It’s okay to honor those who do have athletic ability.  (We honor those with math or reading ability.)

However, include some fun games where athletic prowess is not required.  To keep it fun, always add an unusual element to the event.

  • Basketball – make it a team competition of free throw shooting using underhand (so called granny) shots.
  • Relays
    • Use sponges to fill a small bucket with water
    • Roll a tire (in pairs of students)
    • Math relay
  • Bowling – fill soda bottles to knock over with bocce or basketballs
  • Horseshoes – use bean bags and hoops

Avoid too much down time by placing the students in teams, and use stations.  Teams simply move from station to station to participate in the various activities.  This is much better than having everyone watch as just a few students compete.  When done, honor each winning team at each station with a special award.  Most of all, have fun.

Testing in Physical Education

Thursday, April 25th, 2013
Testing in Physical Education
Many parents and teachers ask us: Should there be testing in physical education? Or, which tests are best for physical education?

Unfortunately, most people, when they think of testing in physical education, center on fitness testing, such as the President’s Council’s Physical Fitness Test. It is our opinion that emphasizing physical fitness is too narrow an assessment. In reality, there are four main domains of physical education. These four are: acquisition of motor skills, physical fitness, knowledge (strategies and rules of the game; plus benefits of physical activity, how to learn motor skills and mechanical analysis of movement, to name a few) and physical activity-related personal-social skills (such as best effort, sportsmanship, cooperation and others). A quality assessment of physical education is to include evaluation of each of these four main content areas (motor skills, physical fitness, knowledge and personal-social). Missing one of these evaluation areas in physical education would be tantamount to skipping the evaluation of division in math, verb usage in language arts, the Constitution of the U.S. in social studies or biology in science.

Why test?
Many teachers use testing only to see if their students are making satisfactory progress. Student evaluation is just a small part of the equation, however. In fact, testing primarily concerns you and your curriculum, not only your students.

For starters, testing allows the teacher to tailor-make the curriculum. Simply put, if your students do well in the mile run/walk, but perform motor skills poorly, the instructor should increase the emphasis on teaching a variety of fundamental, object control and rhythm skills. Testing also allows the teacher to design a special program for a student not progressing as desired.

Testing also helps an instructor measure curriculum effectiveness. If the emphasis has been on throwing and catching yet the students do poorly on a throwing and catching test, something is wrong. This tells the instructor that the teaching strategies did not work or that the school does not schedule adequate time for physical education class.

Testing also justifies the curriculum.  Let’s say the next year the  curriculum changes and student motor skill scores improve. Testing provides concrete evidence that the instruction, and the changes in the curriculum, made an impact on children’s learning and acquisition of skills.

Finally, testing gives motivated students incentive to become physically active. For example, testing allows Motivated Mary to see that she needs to acquire more knowledge, fitness, motor skills, etc. As a result, she may begin running after school and improve not only her school mile run/walk time, but also her aerobic fitness level.

The above reasons are much more educationally sound than testing only for grades. Viewing testing as an evaluation of teaching, learning, the curriculum and school environment is a much healthier and more holistic approach to assessment.

Cardiovascular Testing in Schools
One of the most popular assessments in physical education is aerobic, or cardiorespiratory, fitness. Aerobic fitness refers to the ability of the body to pick up oxygen, transport it through the body and have the body use it. Currently, several cardiorespiratory tests are used to measure the aerobic fitness levels of youth in America’s schools. Here is an evaluation of five of the more popular aerobic tests.

As you read these evaluations, keep these key definitions in mind:

  1. Validity: The extent to which a test measures what it is supposed to measure.
  2. Reliability: Dependability of scores, their relative freedom from error.
Mile Run/Walk:
Tests cardiorespiratory fitness levels by having students run (jog or walk if necessary) one mile as fast as possible.
Equipment: A one-mile course, one stopwatch and a score card and pencil for each student.
Pros
  • Very simple to give.
  • Distance long enough to determine aerobic power rather than speed.
  • Reliability rather high.
Cons
  • Could be a bit longer. Students can often “gut” it out, making it a test of motivation rather than fitness.
  • Kids can see where they finished, causing poorly performing students embarrassment.
  • Often hard to motivate students to perform to their ability level.
600-Yard Run/Walk:
Supposedly tests cardiorespiratory fitness levels by having students cover 600 yards as fast as possible. It is one of the weakest cardiovascular tests summarized here.
Equipment: A 600-yard course, one stopwatch and a score card and pencil for each student.
Pros
  • Short.
  • Simple to deliver after the course is laid out.
  • High reliability.
Cons
  • Tests speed rather than aerobic power.
  • Often difficult to lay out a course which is 600 yards long.
  • Validity questioned.
Pacer (Progressive Aerobic Cardiovascular Run)
Students run for as long as possible between two marked lines set at 20 meters apart. They navigate the distance between two marked lines, keeping pace with a series of beeps. Students can miss two beeps before they are stopped. Score is determined by how many laps a student can do.

Equipment: A tape player, a PACER cassette tape, marker cones, lines measured 20 meters apart and a score card and pencil for each student.
Pros

  • Easily done indoors.
  • Most like the treadmill test with its progressively building tempo.
  • A generally reliable and valid test.
Cons
  • Requires more equipment than most other tests.
  • Often difficult for students to learn.
20-Minute Run:
Tests cardiorespiratory fitness levels by having students run as far as possible in 20 minutes.
Equipment: A running course, one stopwatch and a score card and pencil for each student.
Pros
  • Very simple.
  • Students not compared to others to the same extent as in the mile run/walk and the 600-yard run/walk.
  • Long enough to test aerobic power rather than speed.
  • A generally reliable and valid test.
Cons
  • The length of the test often scares students.
  • Determining normative data for the test often proves difficult.
Step Test:
Tests cardiorespiratory fitness by having the student take 24 steps per minute for three minutes in an “up, up, down, down” pattern and then count his or her heart rate for one minute. Along with the 600-yard run/walk, it is one of the weakest cardiovascular tests.
Equipment: A bench 12 inches in height, metronome set at 96 beats per minute, a stopwatch, a stethoscope (carotid pulse can also be used).
Pros
  • Pulse recovery rather than a performance test.
  • Shorter.
  • Students not visually compared to anyone else (usually).
Cons
  • Very low validity and reliability.
  • Depends too heavily on people’s pulse rates. Natural differences can change results.

Beans. Who Knew?

Friday, March 22nd, 2013

Mileage Club History

Beans are a wonderful food. But would you believe they were involved in the first Mileage Club program?

In the early 80’s, Frost Elementary in Jackson, Michigan started a walking program for their students. For each lap a student covered, a bean was awarded. That’s right, a bean. The beans for each student were then counted and recorded as they entered the building. This method was very economical and worked okay until….the students starting bringing their own beans.

Beans or Mileage Marker Cards?

A new method of awarding laps was then instituted – red, round plastic chips. These worked great until … you guessed it, the kids found similar red plastic chips in their board games at home.

At that time, Frost Elementary requested the assistance of Fitness Finders, Inc. to help them create a new means of counting laps. Trial and error helped us come up with one of the best ways to count laps – the Mileage Marker Card.

Using the Mileage Marker Card –

  • Eliminated having to count and record laps each day
  • Helped kids visualize the total number of laps they had completed
  • Simplified tallying of miles
  • Was very economical

We also created a new award for the program – the Toe Token®. We now sell over 5 million Toe Tokens a year in 10 different varieties.*

So save the beans for supper and try a Mileage Marker Card instead.

Breast Cancer (Body Count – Part II)

Friday, November 2nd, 2012

As explained previously, different governments use the expression Body Count to update the public on the number of violent deaths that occurred because of war or military action. These reports may be given daily, weekly, monthly or yearly. Since a number of deaths occur in North America because of unhealthy habits we want to remind the public how many people die daily, weekly, etc. due to engaging in these potentially dangerous risk factors (sedentary behavior, poor diet, smoking, etc.).

The Numbers
Lack of physical activity (or lack of exercise, if you prefer) is a major risk factor in breast cancer. Currently in North America (U.S. & Canada) lack of physical activity may cause as many as 1 in 4 breast cancer deaths.* Let’s translate that information to real Body Count deaths:

  • Annually, breast cancer claims 44,665 lives. Of these deaths, 12,417 are due to a lack of exercise.
  • Each month, breast cancer claims 3,722 lives. Of these deaths, 1,034 are due to a lack of exercise.
  • Every week, breast cancer claims 859 live. Of these deaths, 239 are due to a lack of exercise.
  • Every day, breast cancer claims 122 lives. Of these deaths, 34 are due to a lack of exercise.

Let’s Look At This Another Way**
Breast cancer claims a life every 42 minutes due to physical inactivity.

What’s the Connection?
I’m glad you asked. Above I cited that 12,000 people die annually from breast cancer in North America because they do not get enough exercise. The role of exercise in reducing breast cancer risk is based currently on two possible factors. The first is that physical activity helps reduce the amount of undesirable weight and/or body fat. Higher levels of obesity are associated with breast cancer risk. The second factor may be a hormonal connection. Regular physical activity is known to reduce levels of estrogen, testosterone and insulin. Higher levels of these hormones predispose a person to increased breast cancer risk. Using insulin as an example, Dr. Celia Byrne and her associates at Harvard University discovered that increased C-peptide (an insulin production marker) levels are higher in women with breast cancer. Interestingly, however, women who exercise on a regular basis have lower levels of C-peptide suggesting that physical activity decreases insulin levels and therefore breast cancer.

An Easy Fix
Lack of physical activity is an easy fix. To reduce the risk of breast cancer through physical activity, 150 minutes of moderate-intensity aerobic physical activity during the week (50 minutes 3 times a week or ~37 minutes 4 times a week—that’s 1-1/2% of your 24 hour day) does the trick. Even if you can’t squeeze in the 150 minutes/week learn to build physical activity into your life. Never lie down when you can sit. Never sit when you can stand. Never stand when you can walk. Never walk when you can run, bike, swim, jog, jump……..

*Lee, I, Shiroma, EJ, Lobelo F. et al. The Lancet, Published online 7/18/12

**© 2012, Fitness Finders, Inc. Permission granted to use provided recognition is given to Fitness Finders, Inc (1007 Hurst Rd, Jackson MI, 49201)

Tuesday, July 31st, 2012

Why "Shaping America's Future"?Why does a company with the name of Fitness Finders provide reading, anti-bullying, nutrition, character development programs, accompanying incentives and a wide variety of practical youth incentives? The answer follows:

We started (in 1969) as a fitness company, providing group exercise classes in communities near the eastern US seaboard in the late 60s and early 70s. In the early 1970s to the mid 80s we also did extensive workshops and seminars for YMCAs across the US, Canada and Australia. Our success attracted the attention of Fortune 500 companies, hospitals, communities, universities, foundations, military groups, fitness centers, plus federal and state agencies.

With the rise in youth issues (1980 to the present) we directed our skills and focus to program and curriculum development regarding several pressing youth concerns that were emerging among American children.  These included obesity, physical inactivity, poor nutrition, an erosion of shared values, a decline in reading and academic achievement, an increase in bullying and a lack of clarity in goal setting. Hence, we created a vision for Shaping America’s Future®.

Our staff has more than 150 years of experience in the fields of health, education and physical therapy.  Each of these areas requires expertise and skills related to changing behavior which are shared in our programs. We have conducted more than 500 workshops, authored  80+ books, delivered almost 3,000 lectures, written over 200 articles and developed (or helped develop) more than a dozen programs for implementation by youth-serving organizations and agencies.

We are an American company focused on American children. More than 96 per cent of our products and programs are American made. Additionally, we are a sole source provider for almost all of our Shaping America’s Future products.

When we say Shaping America’s Future we mean it. We work hard to encourage all people who work with today’s youth—teachers, youth leaders in various service organizations (Ys, Boy’s and Girl’s Clubs, scouting, coaching, recreation centers, 4-H, etc.), people involved in faith-based groups and parents who home school their children.  Presently, more than 30,000 shapers of youth purchase our programs and products.

Our program materials, incentives and products are designed and inspired by teachers and youth leaders.  These endeavors are developmentally appropriate, field tested and carefully designed to motivate children to learn, change behavior and move toward achieving their potential.

There are many challenges facing youth leaders and teachers.  Our goal is to help them as they encourage youth, provide positive educational experiences and create an environment that is safe, exciting and enjoyable.  We are very much interested in collaborating with leaders who are committed to be:

  • enthusiastic about those under their care,
  • committed to focus on all aspects of child development—physical, mental, social, moral/spiritual,
  • driven to make sure the children under their care will enhance their personal attributes and assets, and
  • appreciate the beauty of our world.

We live in an era of uncertainty, yet there is also much opportunity.  It is our mission to encourage every child to grow, explore, study, think, collaborate, become fully functioning citizens and move into a future none of us can imagine.

Walking – What Does It Say About You?

Tuesday, April 3rd, 2012

I have always been fascinated by how people walk – young, old and those in between.  Since we run (excuse me!), have developed and encourage schools and youth groups to get kids moving via the Mileage Club I am doubly interested in watching people walk.  My wife told me to check on an article that recently appeared online entitled “15 Thing Your Walk Reveals About Your Health”.  As Paula Spencer Scott notes “There really is something int the way she moves (him too).”  Please read Paula’s article here for a treat.  Let me know what you think.  Do you agree or disagree with the author?

Use of Great Tools by Teacher of the Year

Thursday, October 27th, 2011

The staff at Fitness Finders would like to congratulate Amy Nieuwenhuis, Michigan Physical Education Teacher of the Year.

A big thanks to Amy and all of the teachers who strive for a better future for their students.

Measuring Youths’ Body Mass Index (BMI) Score

Friday, September 3rd, 2010

I used to tell my students if they wanted to find out if they were too fat they should run in place in front of a full length without clothing. If something jiggled, and it wasn’t supposed to they could conclude that what was moving was fat.

It brought laughs from the students, since they all understood—fat in excess is noticeable, no matter how effective one is in denying reality. As teachers/youth leaders this technique is not recommended for obvious reasons.

A few weeks ago I summarized, in dictionary format, the many ways in which fat can be measured. Here and in subsequent blogs I will flesh (excuse the pun) out several more common techniques.

Body Mass Index (BMI) – BMI is a number calculated from a person’s height and weight. Advocates say it provides a reliable indicator of body fatness for most people. Additionally, the BMI helps screen for weight categories that lead to health problems such as Metabolic Disease Syndrome (Obesity, Type 2 Diabetes and Vascular Disease).

Detractors, however, facetiously call it the “baloney mass index” since it under reports the number of people who are obese (Baverman, E. et. al. American Association of Clinical Endocrinologists Meeting AACE, 2010; Abstract 609).

On the other hand, epidemiologists and classroom teachers like the BMI because it provides a rough estimate of what is going on in the population being examined (classroom or community). But care must be exercised since it misses people who seem to be overweight or obese because of a high BMI score yet they are carry a great deal muscle and bone (lean body) tissue.

A good example is a football player who may be 5’7” tall and weigh 208 pounds. His BMI will be well over 30 (way beyond the recommended level) but he has a 32” waist, 46” chest, muscular arms and legs. By the same token you can have an average sedentary man weigh the same, at the same height and his waist is 46” and his chest 38”. His arms and legs tend to be flabby. In other words he is carrying more of his weight as fat and the football player is not.

The Centers for Disease Control and Prevention have a site to help you calculate adult and youth BMIs. Just go to:
http://apps.nccd.cdc.gov/dnpabmi/

If you prefer, you may estimate a child’s BMI by using this formula:
Child’s Weight (in lbs.) x 704.5 divided by Height (in inches) x Height (in inches)
Example (100 lbs) x (704.5) divided by (50 inches) x (50 inches) is:

(100) x (704.5) = 70,450
(50) X (50) = 2,500
70,450 divided by 2,500 = 28.18

If you don’t like doing the math, look at the Table below
1. Find height in inches on the far left, let’s say 50 inches.
2. Find weight inside the box, let’s say 100 pounds.
3. Where the weight and height intersect, use your forefinger and move to the top of the Table.
4. There you will find your BMI Score. In this instance 28.

Rich: Maybe show this illustration with a pen mark

TABLE – Body Mass Index Table for children http://ow.ly/2z8Mk

Once the BMI score is determined go to the chart below to see if your youth is in the healthy range or not.

CHART – Healthy BMI Scores

AGE Boys Girls
5 20-15 21-16
6 20-15 21-16
7 20-15 22-16
8 20-15 22-16
9 20-14 23-14
10 21-14 23-14
11 21-14 24-14
12 22-15 24-14

Charlie Kuntzleman on Obesity

Monday, August 2nd, 2010

Last March a dear friend of mine from California called me and asked me to write to the first lady about my getting involved in her childhood obesity campaign. He said he had someone who would deliver my ideas to her. I was flattered. After two months of thinking about it, talking to colleagues and writing drafts I bagged the idea. The reasons:

Childhood obesity is exceedingly complex, and bureaucracies tend not to do well with complex issues, even if part of the solution is obvious. Just look at these complexities.
1) Our culture is so advanced that it screams sedentary behavior for youth. There’s excessive screen time, few physical family chores, minimal outdoor free play and erosion of daily physical education. According to a study I did almost 30 years ago with the Kellogg Foundation, the average child gets lets than 15 minutes of vigorous activity a day. And most of us suspect that activity levels of youth have decreased even more so in the past three decades.
2) Recreational activities have either been abandoned in some communities or so structured that either only the best get to play or kids (who are still kids) are turned off by all the competition. In Detroit, one would expect about 50,000 children playing softball in recreation leagues, in reality less than 2,000 do.
3) The amount of food readily available to young people is astounding. There’s fast food, candy bars, healthy food, school lunch/breakfast programs and the ever present soda pop. The average child drinks at least 20 ounces a day.
4) Parents are overly protective of their children. Here is an “over the top” example. I heard a parent say on “talk radio” that she felt her children should not be required to walk with their Halloween costumes from class to a class. The reason: it was too demanding for her kindergarten and first grader.
There are many more reasons including kids preparing their own food because both parents are working, government programs which are at cross purposes with one another and kids no longer walking to and from school. There are also health promotion professionals who argue about classifying youth as overweight or obese since some fear that calling a child obese/overweight might affect their self esteem.

What frustrates me is that we already have a system with facilities and personnel in place able to help solve the problem without any government intrusion. It is called, are you ready for this? Daily physical education! Not just the stand around kind, but programs designed to get kids moving now and, most importantly, in the future. When people say we don’t have time in the school day to add an hour a day for physical education demonstrates my point of why I did not send the proposal to Michele Obama.

Foundations for Changing the Future of America’s Youth

Monday, May 17th, 2010

It is easy in this day and age, as we work our way through a struggling economy, political upheaval and advancing technology, to lose the forest for the trees.  Why did we start in the business of teaching, coaching or directing youth?  The clear answer is “to make a difference”, but be more specific.  What kind of a difference did you want to make?

We come from a health and fitness background, so we want to see young people obtain all of the benefits of physical activity.   We know that physical activity alone, while continuing to eat like the average American teenager, is setting up future failure.  We need to advocate for proper nutrition and eating.

What else affects the future of our youth?  Regardless of your ultimate academic goals, reading will get you farther in life than not reading.  This is a particular challenge in the highly technological world we live in.

And all of this thinking leads to character.  Character determines choices and choices determine behavior.  Behavior is not a direct line to outcomes, but it certainly trends in that direction.  The future leaders of our communities, of our businesses, and our nation need a foundation that they can build on.  We all know what happens to the house built on the sand.  We need to be building on rock.

As we continue to think along this path, we direct our efforts to help make a difference in all of the areas we see as crucial to success in life.  What do you think?  Do you agree that these are foundational?  What would you add?  And how do you lay the foundation where you work?