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The annual publication for IAHPERD.
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IDAHOJOHPERD Idaho Journal of Health, Physical Education, Recreation, & Dance
Fall, 2013
Welcome to the first Online Version of the
Idaho JOHPERD! P.2
Why Celebrate NGWSD
Teaching Expertise in Physical Education
Educating to Facilitate Positive Body Image
Submit to Idaho
JOHPERD!
The Idaho JOHPERD is an annual
publication from the Idaho
Association of Health, Physical
Education, Recreation, and
Dance (IAHPERD). It is published
with the intent to inspire and
assist HPRD professionals in
Idaho. Topics that cover a host of
issues and subjects related to
HPRD professions are welcome.
Manuscripts should adhere to the
following guidelines:
• Electronic format, double
spaced with 1 inch margins.
• Average document length
should be around 5 pages and
should not exceed 10 pages
including references.
• Content is applicable,
straightforward, and easy to
read.
• Formatted following APA
guidelines (including
references)
• Photographs (encouraged) are
clear and support the
document. Credit for and a
description of the photo should
be included.
• Plagiarism is not acceptable.
Submissions must be sent to
Elaine Foster, [email protected],
journal editor, by October 15,
2014 to be considered for
publication in the December
2014 Idaho JOHPERD. If you have
any questions please contact
Elaine via email.
President Shawnae Somsen, Soda Springs [email protected] Past-President Trudy Weaver, Twin Falls [email protected] President-Elect Heather Bachman, Meridian Bachman.Heather@ meridianschools.org Treasurer Launa Moser, Preston launa.moser@ prestonidahoschools.org Historian Mike Lester, Pocatello [email protected] NASPE Representative KC Lee, Mcall [email protected] Dance Representative Christa Davis, Lewiston [email protected] Idaho SDE Representative Rhonda Heggen, Boise [email protected]
Jump/Hoops for Heart Coordinator Paul Perotto, Boise [email protected] District 1 Representative Kevin Roach, Pinehurst [email protected] District II Representative Katie Ball, Kamiah [email protected] District III Representatives Michael Cummings, Meridian cummings.michael@ meridianschools.org Shawn Patterson, Kuna [email protected] District IV Representative Zach Dong, Filer [email protected] District V Representative John Batacan, Pocatello [email protected] District VI Representative Jennifer Christenson, Rexburg [email protected]
Idaho Association of Health, Physical Education, Recreation, & Dance 1
IAHPERD BOARD
Join us on Facebook! Facebook group: https://www.facebook.com/groups/518303788247077/
Facebook page: https://www.facebook.com/idaho.ahperd?ref=ts&fref=ts
IDAHO JOHPERD Fall, 2013
ASSOCIATION NEWS Letter from IAHPERD Presidents…………………………..……………………….…………………………………………… 2013 Awards……………………………….……………………….….…………………….…………………………………………… 2013 Conference Snapshots and Recap..……………………..……………………………….………………………………. Updates ………………………………………………………….…….…….………………………………………….………………..
ARTICLES Why Celebrate National Girls and Women in Sports Day? Karen Appleby & Heather VanMullen…………………………….….…………………………….……………….
ING Run for Something Better x2 Jessica Shawley………………………………………………………………….……………………………………….…….
Reach for the Optimum Gerard G. Lyons………………………………………………….…………………………………………………………..
The Lunch Bunch Brian Reathaford & Terry Mack…………………………………………………………………………………………
Teaching Expertise in Physical Education: From Novice to Expert April Iverson, Gabriel Strube, & Bradford Strand……….………………………………………………………
CrossFit Nation Andrea Lyons……………………………………………………….…………………………………………………………
A Win-Win Partnership Shawnae Somsen & Molly Kate Stein………………….……………………………………………………………..
Life Enriching Experiences Through Disability Yana Levdanskiy………………………………………………………………………………………………………………
Educating to Facilitate Positive Body Image Janette Olsen………………………………………………………..…………………………………………………………
The Life of Type 1 Diabetes Dylan White……………………………………………………………………………………………………………………..
A Story of Collaboration Success between Students, Parents, and Educators Carol Kirkpatrick & Kelly Wathne…………..………………………………………..………………………………
Just Dance Jessica Shawley…………………………..……………………..…………….…………………...………………….
http://www.idahoahperd.org
Idaho JOHPERD Online Welcome to the first online version of the Idaho JOHPERD! We are excited to bring you the journal with all of the bells and whistles that an online version allows such as links to important websites. Additionally, by making the journal online, we have been able to substantially reduce our costs for this publication. In return, this will allow us to offer more resources to our members by way of the annual conference, available grants, and prestigious awards. We understand that there are times when having a print version of a journal such as this would be beneficial. To accommodate these situations, this online journal allows you, the reader, to print the journal (or pieces of the journal). If these circumstances do not meet your needs and you would prefer to have IAHPERD send you a hard copy of this journal, all you need to do is send your request with your contact information to Elaine Foster ([email protected]), journal editor, by January 15, 2014. We hope you enjoy!
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Before my current position I taught middle school P.E. in Houston, Texas. I was fortunate to be awarded the Educational Disc Golf/ Professional Disc Golf Association Educator of the Year in 2008, the Idaho High School P.E. Teacher of the Year in 2009, the Northwest District High School Teacher of the Year in 2010, and represented the Northwest District at the National level in 2011. Additionally, I received the Distinguished Leader award from the College of Education at Idaho State University in 2013. I have done a few other jobs in my life such as real estate, car salesman, ski bum (maid), and whatever else brought in money so that I could “play”. I am a wife, a mother of two girls, a full time teacher, active in my church, and I like to play. Students ask me every Monday “What did you guys (my family) go and do this weekend?” They ask because they know we do something almost every weekend! I am a strong advocate for play. I truly believe if we would all play more, we would be healthier people as a whole. However, somewhere the term play took on a reputation of being irresponsible, lazy, immature, and not useful. These are descriptions that we view as negative and are nothing with which we want to be associated. When obesity, diabetes, and heart disease hit, our lifestyles are the cause. Our poor diets, lack of exercise, and workaholism are the top reasons to blame. The play in our day is gone. So what do we do to get our play back? The answer is to have FUN! We have it naturally instilled in us as youth, but it somehow diminishes as we get older. We have to remember that fun is a natural motivator. When asked “Why do you play basketball, hike, ride bikes, roller skate, swing, play catch, jump rope,
hopscotch, etc.?” The answer is, generally, “Because it is fun!” I like to get out and play. I enjoy almost every outdoor activity that I can get my body to do. As a family we raft, kayak, swim, hike, snowshoe, ski, camp, geocache, fish, play disc golf, bike, ride motorcycles, side by sides, snowmobiles, and play, play, play! Some play is organized, some just happens. What we as humans learn through play is critical to our development socially, physically, and mentally. It encourages balance in our lives. As I embark on this adventure of serving Idaho-AHPERD, I often think about the professionals that make up our organization. What a fun group to be a part of. We have the opportunity of bringing fun and play to our students daily. We have the chance to show them how to keep playing and having fun for their entire lives! A truly active lifestyle must be our goal. I am excited to see the work that is going forward at the state level in advocating for physical education. The road is long, but we have a great journey with incredible rewards ahead. I encourage you to become a voice for our profession. The energy being put forth in laying the groundwork for this initiative is unprecedented. Soon we will all be called to action to help drive the message home that the health of our kids must be a priority. A student that is physically, socially, and mentally healthy will learn better and will score higher on any given academic test. So let the kids play. Encourage play, model play, and take every opportunity to play. We have the best job ever. Keep the enthusiasm alive that brought you into this profession. Share your passions with your students, your colleagues, your administration, your legislators, and your own family. Find a physical activity that you haven’t mastered and learn it with your students. Remember the natural motivator? Laugh, play, and have FUN! Shawnae Somsen [email protected]
I am Shawnae Somsen, Health and Physical Education teacher at Soda Springs High School, in Soda Springs, ID where I have taught for 11 years.
Letter From the President
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your President Elect. I am truly thrilled to start my journey with all of you. I have been very fortunate to serve on the Executive Board with committed and dedicated professionals. I’d like to take this occasion to introduce myself to all of you. I have been a physical education teacher in the Meridian School District for 10 years, teaching elementary PE and health. My job has been truly rewarding. I love the fact that my students get excited coming to my class. I couldn’t ask for anything better. As IAHPERD members we have a lot of work to do. We need to continue our mission by focusing on quality physical education and wellness for our children across Idaho. One thing we can do is to be strong advocates for our profession. We need to help our principals, administrators, school boards, legislators, parents and our students understand what constitutes a high quality physical and health education program and why that is so critical to educating the whole child. I would love to see our membership increase. We can all do our part to reach our non-members by sharing the ongoing projects, accomplishments and offerings that we have for our members like yourself who continually support the profession. Thank you for sharing the journey of professionalism together, for without you, our students would not benefit in all you have to give.
Have a great year.
Sincerely Heather Bachman [email protected]
Message From the President Elect
amazing year Idaho-AHPERD had! I want to thank you all for your time and dedication to move our association forward with so many great changes. Moving forward I ask for your continued support in our continued efforts in our legislation project and our possible board and by-law restructuring. Idaho has had great local and national level success stories over the past years! I am so proud that I got the opportunity to lead such a wonderful group of educators. We must continue to be proud of who we are-what we do-how we do it. It continues to be our time as Physical Educators to speak out about the positive impact fitness, wellness, and movement has in the learning process. WE DO MAKE THE DIFFERENCE! Thank you so very much! Please mark your calendars now!!!! We are changing our conference from the past Oct date to Aug. Destination FITNESS! Date: August 4 & 5 Location: O’Leary Middle School Twin Falls Idaho Highlights: Outdoor Education, Classroom Brain Breaks, Coaching sessions, A LOT OF SUMMER FUN!!! Trudy Weaver [email protected]
Message From the Past President
Thank you to all the IAHPERD members for letting me be
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WOW another year has almost past and what an
2013 IAHPERD AWARDS
Elementary Teacher of the Year: Lisa Carscallen A.B. McDonald Elementary School
High School PE Teacher of the Year: Lisa Stout Pennington, Middleton High School
Athletic Director of the Year: Wade Schvaneveldt, Soda Springs High School
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Student of the Year: Jennifer Barker
University of Idaho
Distinguished Service Award: Grace Goc Karp
University of Idaho
Collegiate Educator of the Year: Caroline Faure
Idaho State University
Award nominations for 2014 can be completed online at http://www.idaho ahperd. org/awards-grants/awards/award-nomination-form/. The deadline for nominations is January 15, 2014.
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CONFERENCE
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SNAPSHOTS
Elaine Fo
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IAHPERD’s 65th Annual convention: The Move It Movement was hosted by the Moscow School District October 3rd & 4th at Moscow Middle School. This year’s conference was a great success thanks to the support from our incredible IAHPERD board and the tireless efforts of a region 2 planning committee. GOPHER sponsored our kick-off with Dr. Bob Pangrazi’s keynote “It Takes a Village: Creating Healthy Active Kids.” His message was very timely. In a world where physical education and health are being marginalized and taking “THE test” reigns supreme, we sometime think our fight is too large. However, we mustn’t give up; we must fight the good fight. Our cause is very worthy and the data and research overwhelmingly proves it. So, the message should be: It takes a VILLAGE. Each of us has an important role (teacher, paraprofessional, physical education teacher, administrator, etc.) and if we each just did a little bit to help support the overall health and physical wellbeing of our students then our goal will be one step closer to becoming a reality. *If you missed either keynote or had a hard time deciding between two sessions, check out the conference handouts on our webpage for conference handouts. It’s a great resource! The conference line-up included some of the very top National Speakers & Presenters you will find when you go to National Conferences. As I traveled the country this last year as Idaho’s National Teacher of the Year I was able to connect with folks who had not yet been to Idaho and were interested in coming our way to expand their outreach. Over 24 vendors packed the exhibit hall. Attendees could fill in a game card to win BIG prizes and several smaller giveaways provided some fun throughout the two-day experience. New National vendors to Idaho that I can highlight if you haven’t heard of them before were: Skillastics, Interactive Health Technologies, SPARK, Flaghouse, Brax Fundraising, Omnikin, HOPSports, Action Based Learning and Just Dance. I would highly recommend looking at our vendor list on the
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website conference page and checking any of these companies out as they have many valuable resources. The Just Dance booth was a big hit with Just Dance 2014 and folks having a blast dancing in the exhibit hall. Just Dance also sponsored our evening awards banquet. Dr. Deborah Tannehill was sponsored by the University of Idaho and gave a keynote at this event. We enjoyed dinner with the ability to visit, honor our award winners, and then dance the night away!
Ellie Cantrell wins a Wii from Just Dance
The Idaho Dairy Council had an important presence this year. They sponsored Friday’s keynote from Dr. Kate Lambourne (Kansas University) regarding the science behind exercise’s impact on the brain (emphasizing youth). Thursday afternoon the Idaho Dairy Council brought in the Seattle Seahawks Mascot, Blitz, and their game day entertainment announcer Ken Carson for a student centered
Fuel Up to Play 60 “LIVE” event. Over 100 Moscow children and parents attended the event and enjoyed an entertaining time of “minute to win it” competitions and a
message on being healthy and active. Each conference attendee also received a Classroom Activity Break Ball that provides a great activity break for teachers and is a great icebreaker tool for kids. I really appreciate the support of the Idaho Dairy Council. Each year they donate the milk, cheese and yogurt for our snacks on top of everything else they do. If you haven’t checked out Fuel Up to Play 60 you need to right
away. Go to www.fueluptoplay 60.com or contact the Idaho Dairy Council directly as they have education representatives who work specifically with schools. This program has made a positive impact in my own school. The $8,000 in grant funding over the last two years has helped to buy brain breaks training and materials, playground equipment for activity stations and healthy snack samples, and blender for smoothies and more. It’s an exciting program that aligns with our vision as physical education and health professionals that helps to get the message into the entire school and not just a secret we keep in the gym.
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Though you may read our IAHPERD numbers were low, have no fear, a NEW track helped get our overall attendance to over 210! With the national research behind promoting activity before, during and after schools and programs such as Fuel Up to Play 60 and GOHPER’s Active & Healthy Schools program I felt it was time for IAHPERD to expand its outreach and bring in the rest of the “village”. A separate track for classroom teachers on “Integrating Movement into the Classroom to Improve Academic Achievement and Environment” was promoted in the local Moscow area and was a huge success. Over 80 Moscow and surrounding region teachers attended IAHEPRD this year and enjoyed the movement track as well as regular IAHPERD sessions. I’m still receiving emails from teachers with positive feedback on how much of a positive impact the classroom activity breaks they learned are making in their classrooms. This is music to my ears, as I know the importance of active learning and getting students those activity breaks throughout the day so they are not just sitting in a desk all day. I would strongly encourage IAHPERD to consider keeping this track each year and promoting it to regional teachers. Our profession has a lot to offer the rest of the school. With the research and national programs and now grant money, the time is now to expand our outreach and presence in our schools. Overall, the conference was a huge success. It’s hard to put it all into words. As conference manager, my goal was to bring what I have experienced at the national level to Idaho smaller scale and that’s exactly what was done. I’m proud to be from Idaho and to have served on the IAHPERD board. I look forward to next year’s conference in Twin Falls. I believe the board’s decision to move to a summertime date will help allow for more professionals to attend...so PLAN NOW TO BE THERE!
Overall, our numbers were down in compared to last year’s Boise conference (160 IAHPERD
attendees-both professional and student vs. 200 in Boise 2012) but this is typical of a non-Boise region conference and is also due in part to many school districts not releasing teachers for the October Work Days and a regional HEAL conference in Boise that may have pulled other members away who did not want to travel. Though anyone who came to the conference would probably say that it would have been worth taking the personal days for. We even had professionals from Washington and Montana come to IAHPERD this year because of the national lineup we were offering. Hopefully the success and excitement behind this year’s conference can be a catalyst for those of you who attended to spread the word about what a great professional experience our conferences really are each year. It is a special time for professionals to get together, strengthen their support system, to get new ideas and get re-charged for the rest of the year. The annual IAHPERD conference is just a part of “WHAT YOU DO”. It’s what you do. You go see your professional family. It’s your yearly professional pilgrimage.
Elaine Fo
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On Friday November 1, the State Board of Education passed our proposal requiring 60 minutes of physical education per week for elementary students and 225 minutes ever two weeks for middle school students. They also passed the CPR provision! However, the State Board of Education took out the high school PE requirement, but left in the substitution mandate. This means that school districts will not be required to have PE for graduation, but will be required to substitute one credit of athletics for a PE credit. We knew this would be a hard and long process from the beginning, and we are certainly not giving up on High School PE! We are in the process of circling the wagons to come up with another strategy. If you have any questions at all, please don’t hesitate to give me a call on my cell at 208.406.9188. Good policy passes when good people don’t give up on it! I think we still have a shot, but it will take all of us digging in again. Best, Adrean Cavener [email protected]
Physical Education Legislation Moving Forward!
Healthy Eating Active Living (HEAL) Idaho
UPDATES
Healthy Eating, Active Living (HEAL) Idaho recently held their first annual summit. Over 150 statewide key figures participated in the day’s events from a variety of sectors including city leaders, mayors, city council members and the like. Motivating information sessions were conducted by entities such as Parks and Recreation, Department of Agriculture, County Health, and Adrean Cavener presenting updated information of the Physical Education Legislative Proposal. Blue Cross presented their High Five grant awards. The HEAL Framework, which had been recently updated was presented to include the latest data revealing an accurate picture of the obesity epidemic in Idaho. Figures shared cover the following areas:
•BMI •Weight status of Idaho Adults •Weight status of Idaho Adults by race •BMI of Hispanic Adults •BMI of Idaho Children an Teens •Nutrition (% of ID. H.S. students who consume fruits and vegetables) •Heart Attach •Stroke
•Physical Activity (% of ID. H.S. students and adults who did not engage in the recommended level of weekly physical activity) •TV Screen Time among ID. H.S. students •Obesity and Cancer •Obesity and Chronic Diseases •Diabetes
•High Blood Pressure •High Blood Cholesterol •Heart Disease/Angina •Depression •Arthritis •Asthma •Food Insecurity •Economic Costs
The goal of the HEAL Framework is to create an environment where all Idahoans value and have access to healthy food options as well as places and work opportunities to be physically active to improve their health and well-being. The Framework focuses on policy and environmental change that will enable all Idaho citizens to make the healthy choice the easy choice. It is broken down into priority areas of focus, each with goals and recommended actions. Areas include: Infrastructure/Capacity Building; Nutrition; and Physical Activity.
For more information about HEAL, visit the Idaho Physical Activity and Nutrition (IPAN) Program website at: www.HEAL.dhw.idaho.gov or contact Angie Gribble at [email protected], 208.334.5788 or contact Corinne Morgan at [email protected], 208.854.5300.
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These benefits include, but are not limited to, increased motivation, confidence, self-esteem, and academic performance as well as a decreased likelihood of unwanted pregnancies (Stevens, To, Stevenson, & Lauchbaum, 2008; Women’s Sport Foundation, 1998; Women’s Sport Foundation, n.d. a). Unfortunately, despite these affirmative benefits, researchers have found that physical activity subsides for girls after high school (Han, et al., 2008). Further a number of barriers, both social and physical, exist that may discourage girls and women from participating in sport and physical activity. Barriers such as social evaluation and comparison issues, challenges with negotiating major life events and transitions such as employment, marriage, and motherhood, as well as perceptions of safety can all negatively impact a girl’s or woman’s decision to continue sport and physical activity involvement (Appleby & Fisher, 2009; Arikawa, O’Dougherty, & Schmitz, 2011; Coleman, Cox, & Roker, 2008; Lee et al., 2011; Salvator & Maracek, 2010).
WHY CELEBRATE NGWSD?
Go to http://www.aahperd.org/gws/prodev/ngwsd.com for more information on NGWSD.
Karen Appleby, PhD & Heather Van Mullem, PhD
Researchers have also documented the dearth of support and opportunities provided for girls (WSF, n.d.). In order to address this access issue, events such as National Girls and Women in Sports Day (NGWSD) have been created. NGWSD is a nationally celebrated and proclaimed event that began in 1987 to commemorate Olympic and professional Volleyball player Flora Hymen, an advocate for athletics for girls and women. This day is jointly organized by AAHPERD, the Women’s Sports Foundation, Girl Scouts USA, Girls Inc., and the National Women’s Law Center. There are many styles and models of NGWSD events such as mother/daughter fitness activities, sports banquets that highlight the achievements of female athletes, and sport clinic models in which girls get to sample different sports and activities. While these events are all very different in nature, they all have one common theme: they help celebrate, recognize, and accelerate the progress of females in sport, fitness, and physical activity settings.
Playing sport and engaging in physical activity has many positive
benefits especially for young girls.
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conclude with an autograph signing for all children by the ISU female athletes. This celebration is a wonderful way to connect young children with positive female athlete mentors and to distinguish the current and historical accomplishments of girls and women in sport.
The Lewis-Clark State College (LCSC) NGWSD event follows a multi-sport clinic design. Approximately 100 girls converge on the LCSC campus in the spring for a half-day of sport and physical activity clinics. Clinic participants rotate between three 45-minute sessions during the half-day event and can choose to participate in activities including competitive sports like volleyball, basketball, and softball, and/or fitness activities like yoga, dance, and kickboxing. All sessions are taught by female volunteers (either LCSC students, LCSC student athletes, local coaches, and/or teachers) to provide positive female role modeling in a sport and/or physical activity setting. In addition to celebrating the national event, the intent of the LCSC event is to create a fun learning environment for young girls to learn new skills and engage in physical activity safely and meaningfully.
One way of celebrating an NGWSD event on a college or university campus is to host a campus-wide model that includes a week of celebratory activities that culminate in attending a women’s athletic event. This year, for the first time, the NGWSD planning committee at Idaho State University will host a week of on-campus events that recognize the accomplishments of girls and women in sport while also helping educate about Title IX. There will be a number of different activities such as: (a) an educational movie and discussion about Title IX for the ISU athletes and student community, (b) activities to honor female athletes on campus by having female faculty and staff exhibit their letter jackets, medals, and other memorabilia from their sport/athletic achievements throughout their lives, and (c) a celebration at an ISU Women’s Basketball game. This celebration will provide free admission for all children to the game as well as a goodie bag. Further, each child will be given information on sport and activities in the community in which they can get involved. There will be fun activities hosted throughout the game that will recognize and celebrate the accomplishments of girls and women in sport. The game will
Elaine Fo
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It is our hope that you will join us in creating your own, unique event that celebrates and recognizes the achievement of girls and women in sport. Through advocacy, education, and participation we can help continue the positive trend of “Passing the Torch, Blazing the Trail” (WSF, n.d.b) for our future generations!
References Appleby, K. M., & Fisher, L. A. (2009). "Running in and out of pregnancy": Elite distance runners' experiences of returning to competition after pregnancy. Women in Sport and Physical Activity Journal, 18(1), 3-17. Arikawa, A. Y., O’Dougherty, M., & Schmitz, K. H. (2011). Adherence to a strength training intervention in adult women. Journal of Physical Activity and Health, 8, 111-118. Coleman, L., Cox, L., & Roker, D. (2008). Girls and young women’s participation in physical activity: Psychological and social influences. Health Education Research, 23(4), 633-647. Han, J. L., Dinger, M. K, Hull, H. R., Randall, N. B., Heesch, K. C., & Fields, D. A. (2008). Changes in women’s physical activity during the transition to college. American Journal of Health Education, 39(4), 194-199. Lee, R. E., Scherezade, K. M., McAlexander, K. P., Admus, H., & Medina, A. V. (2011). Neighborhood and PA: Neighborhood factors and physical activity in African American public housing residents. Journal of Physical Activity and Health, B(Suppl 1), S83-S90 Salvatore, J., & Marecek, J. (2010). Gender in the gym: Evaluation concerns as barriers to women’s weight lifting. Sex Roles, 63, 556-567. doi:10.1007/s11199-0109800-8 Stevens, T. A., To, Y., Stevenson, S. J., & Lochbaum, M. R. (2008). The importance of physical activity and physical education in the prediction of academic achievement. Journal of Sport Behavior, 31(4), 368-388. Women’s Sports Foundation (n.d.a). Benefits: Why sport participation for girls and women? Retrieved from http://www.womenssportsfoundation.org/home/advocate/foundationpositions/mentaland-physical-health/benefits_ why_sports_participation_for_girls_and_women Women’s Sports Foundation (n.d.b). NGWSD 2014. Retrieved from http://www.womenssportsfoundation.org /en/home/advocate/ngwsd Women’s Sports Foundation (1998). Sport and teen pregnancy. Retrieved from http://www.womenssportsfound ation.org/sitecore/content/home/research/articles-andreports/mental-and-physical-health/sport-and-teen- pregnancy.aspx
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Dr. Karen Appleby is an Associate Professor in the Sport Science and Physical Education department at Idaho State University. She has served on the planning committee for NGWSD at ISU since 2005.
Dr. Heather Van Mullem is the Chair for the Division of Education at Lewis-Clark State College. She directed NGWSD at LCSC from 2008-2012.
This fall, Moscow Middle School was awarded an ‘ING Run For Something Better’ School Running Program Award for the second time. This $2,500 grant will support the school’s running program, fun run, and P.E. equipment needs.
This year students chose a personal “marathon” goal: half (13.1 miles), three-quarter (19 miles) or full (26.2 miles). They then had a running program progression they followed on the running days that helped them build up their laps towards their goal. Students completed ING running journals, logs, and a reflection throughout the program. Moscow Middle School students wear pedometers each day and download them into the GOPHER FitStep Pro pedometer program. The pedometers gave more meaning to the program and better accountability for students as they were able to self-assess their effort each day and work to their ability level. Students spent 20 minutes on the track, twice a week, and completed their laps. They had to complete their laps, accumulate 20 minutes of activity time AND then also reach a standard MVPA goal (we started at 10 minutes of MVPA and then worked it up depending on ability levels). This helped keep the students focused on a goal of completing laps at their own pace (MVPA vs. PA). If a student got in their MVPA time quickly they could then slow their pace to just get in PA time or they could try to challenge themselves more to get in as much MVPA as they desired. It kept the pace realistic and achievable for each kid and also gave a challenge. Many times students met or exceeded the lap count goal. At the end of the 8-week program, the students participated in a school wide Fun-Run on November 4th. The company, Road ID, donated 700 running bib numbers for the
students and extras for parents. A special assembly schedule allowed students to come down to the gym at the end of the day, put on their running numbers and then head out to the starting line (we walked students through the course in PE earlier that day so they knew where they were going). We started each grade level about one minute apart and they completed a one mile course. Originally it was a 1.2 mile course but the first 3” of snow the night before kept us off the grass of the fields. The kids rose to the challenge and did awesome! After the race, 6th grade students received their water bottle they can use in PE and other classes throughout middle school (7th and 8th graders got theirs in previous years). In the gym the awards ceremony honored the top 10 male and top 10 female runners for each grade level where those students received the special ING Orange shoelaces and got a group pictures. All students put their running bib number ticket in a grade level bucket and we had several giveaway drawings for students and parents. Students were positive and cheering each other on throughout the event and overall everyone had a blast. We had several parents come run with their kid and volunteers and teachers helped run the event. A teacher even got the school to do the Cupid Shuffle in the bleachers to some music. This is the third year of the MMS running program within the framework of using the ING program materials and it is now an annual tradition that is a part of the school. It is well supported by the administration, community and our parents. I highly encourage others to look into the ING running program to see what it can do for your program. Questions? Jessica Shawley, [email protected]
ING Run For Something Better x2
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Reach for the Optimum
Gerard G. Lyons, Ed.D Idaho State University
The concept of the Optimum was initially formulated during the period of 1977-78 in a therapeutic environment. Years of work and experiential development saw the realization and practical implementation of the Optimum in the first Wheelchair Workout Program at Texas A&M University in the early 1980s. The concept was first published in August of 1985 in the Journal of Physical Education, Recreation and Dance. The concept was again published in 1987 to aid those who experienced disability in the achievement of their goals in the psychomotor domain. The Concept of the Optimum has also appeared in other publications since the bound version in 1987. The concept of the Optimum was developed based upon sound psychological and physical education theory. The theoretical foundations included concepts of locus of control, attribution theory, visualization, imagery, overload, frontloading, progressive development, and goal setting, to name a few. The concept of the Optimum was an effort to develop a protocol to engage in physical activity for those who experience disability. Since the early days of the development of the Optimum, the concept has been refined to incorporate technological advances; a sort of modernization process. Over the years, the Optimum has enjoyed application to general as well as very specific goal-setting, and it has found applicability in a wide variety of settings. The Optimum is a straight forward and easily understood concept which is individualized, achievement/success oriented, practical, and based upon principles focused on the development of a wellness lifestyle.
The basic tenets of the Optimum reside around three pivotal focal points, (a) Ident-ification of a baseline, (b) Establishment of the optimum performance in any chosen area, and (c) Development of a progressive plan of success. It is helpful to think of the Optimum as a strategy for psychomotor problem solving. However, it should also be recognized that the Optimum may be applied to a wide variety of challenges and situations in life. Identification of a Baseline The identification of a baseline has a statistical or laboratory sound. In fact the baseline may actually be the result of testing and/or measuring. When it was first posited, the establishment of a baseline actually referred to individuals who were experiencing disability. The purpose of establishing a baseline is really an effort to gather all information available which could educate an individual about their present status with regard to the overall wellness picture. Additionally, medical facts including contraindications, restr-ictions, orthotic and prosthetic recom-mendations, medicinal constraints and repercussions, cognitive and emotional considerations, social ramifications, assi-stive and supervisory recommendations as well as any knowledge which leads to a complete understanding of the individuals present condition, should be assessed and evaluated. Safety and the preservation of wellness should always be preeminent concerns. The process of baseline ident-ification affords an individual with the opportunity to learn about their present
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state of wellness and ability. Establishing a baseline in this manner gives an individual a thorough understanding of their entire body and mind. It provides an honest clarification of the state of wellness and also allows for honest and forthright evaluation. Care must be given to safeguard the individual’s rights to privacy or confidentiality and the care and suggestions of the individual’s physician should always be respected and followed. Additionally, permission from guardians, parents, and/or the individual must be obtained and a well-developed waiver allows all to be fully informed about any risks associated with all activities prior to participation. When an individual under-stands their current status, they are then asked to freely choose an area of their interest to engage in activity. The emphasis is on freely choosing the activity in which to be engaged. Suggestions are helpful, but steering into an activity or a specific skill area is usually the result of limited resources and facilities, or for convenience sake. Whenever possible, this steering should be avoided and the individual should be encouraged to choose something which they have a passion for, or have always wanted to learn. Establishment of the Optimum Performance When the Optimum was first employed, the establishment of the optimum performance was best accomplished through the demonstration method. Typically, this meant that a person with exceptional skills was recruited to give an actual demonstration of the highest level of performance. One of the first experiences was developed by inviting a national champion archer to demonstrate the highest level of archery skills to those interested in archery. Today, the demon-stration of the optimal performance in practically any activity can be given on a huge flat screen or a computer with connection to on-line videos free and available to the public
At the touch of a finger. Additionally, such demonstrations can be reviewed repeatedly and enhanced for the pleasure of the viewer. Technology has afforded us with amazing opportunities to demonstrate the optimal performance in practically any skill or activity desired. The purpose of demonstrating the optimum is to identify and clarify what is the highest level of achievement in any particular skill or area of interest. In the early development of the concept, a participant who had no vision afforded an opportunity to be very creative in the manner with which the optimum was demonstrated. Descriptions along with touching equipment and experiencing pressure, force, and associated sounds helped the participant understand features of the optimum. Identification of the optimum performance allows the individual to gain an understanding of the demands of the highest level of performance. Once that understanding is achieved, an individual is armed with two critical features of the Concept of the Optimum; a crystal clear understanding of their baseline, and a clear demonstration of the best performance in any chosen area. There is a lot of value in having a clear understanding of a starting point (baseline) as well as the highest level of performance possible (optimum). One participant remarked after this process that both of these steps afforded the individual with a “slice of life” or a “dose of reality.” With this powerful information as a basis, the individual is now ready for the third step.
Development of a Progressive Plan for Success The development of a progressive plan (a progression) starts with the individual participant freely choosing the level of 18
achievement to set as a goal. At this point, careful attention should be given to guide the participant with information which will seek to establish risks and benefits. Once again, the preeminent concern should be safety and avoiding injury of any type. Individuals should reflect upon their present status and consider whether their choice is reasonably prudent. Setting a goal too high or too low provides the professional with an opportunity to make suggestions so that the participant may maximize the pleasure of the activity and also to ensure an appropriate level of risk as well as opportunity for success. The development of the progressive plan should include a series of goals and objectives set for appropriate time intervals in order to maximize success. This provides an opportunity to “teach success.” Goals and associated objectives chosen correctly will afford the participant with an opportunity to experience success, yet be challenged when the time is right. Perhaps one of the most critical concepts is “time.” Too often people want results faster than practicality allows. The individual
who has a fitness goal, yet has not been active for an extended period of time, will benefit by devoting an extended period of time to conditioning. Flexibility will not improve overnight. Strength development takes some time and so does cardiovascular endurance. Individuals will truly enjoy their experiences if proper conditioning is practiced over the appropriate amount of time. Practice is also important. When participants learn how much time in practice that the best performers of any given skill devote, they will be more likely to choose an appropriate level of involvement. The concept of the Optimum has been used in activity program for many years. The success of the concept truly depends upon educating participants about their baseline and the optimal in performance. In addition, careful attention to safety and concepts of practice as well as legal and professional practice will aid in the development of a safe and successful activity for all.
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The Lunch Bunch: An Informal Study of the Effects of Running During a Daily 25-minute Recess Period on the Behavior, Academics, and Body Mass Index in Third and Fourth Graders Brian Reathaford & Terry Mack
The question
In September 2012, Mrs. Knapp, the
third grade teacher at the Coeur
d’Alene Tribal School faced a
challenge. Her newly transitioned
students already had a reputation.
Habitual inappropriate behaviors
resulted in 156 written-referrals in the
2011 school year. Mr. R, the PE
teacher, and Mr. Mack, the counselor
and cross-country coach, divided the
documents into four categories: Non-
compliance, Harassment, Physical
Contact, and Disorderly Conduct
events. Looking for an alternative
solution to In-School Suspension
(ISS), they asked themselves: If
students routinely ran during their 25-
minute lunch recess, would health
and emotional issues, related to the
high incidence of obesity among our
children be reduced, thus improving
social behavior, academic
performance, and body mass index
(BMI)?
What was done?
Mr. R, Mr. Mack, and Mrs. Knapp
planned to use group counseling,
teambuilding, and a structured recess.
They felt that the “biggest bang for the
buck” in behavior and physical
change was more MOVEMENT, not
more ISS—particularly for those who
especially needed activity. Pipig
(2013) asserts, among the benefits of
running “are physical fitness,
confidence, and stronger self-esteem,
more energy, better memory....” Dr.
Wendt (2013) also demonstrated the
impact of running and exercise on the
behavior of ADHD children. Third and
fourth grade students became the
focus. At recess, Mr. Mack
periodically timed students running.
Teachers noticed that the plan, with
the short timed runs, curbed the
students’ misbehaviors. The
instructors agreed that, “Extensive
scientific evidence demonstrates that
regular physical activity promotes
growth and development in youth and
has multiple benefits for physical,
mental, and cognitive health” (IOM,
2013).When the gym closed,
February 1, Mr. Mack asked the lunch
group, “Anyone want to run a mile?”
The Lunch Bunch, a strictly voluntary
structured recess based on the idea
that “Regular physical activity helps
children build… lean muscle and
reduce fat; reduces feelings of
depression and anxiety; and may,
through its effect on mental health,
increase students’ capacity for
learning” (Elliott & Sanders, 2002),
was born. Teachers encouraged
students, celebrating the individuals
who didn’t stop and keeping a
monthly log with the students’ names,
miles, and the dates they participated.
Once the students reached the 13-
mile mark the Skyline Marathon Relay
was conceived as a way to promote a
healthy routine. All seventeen
students reached 26-miles to
participate in the relay. Collectively,
students ran a total of 778 miles in
three months. Each received a shirt
emblazoned with: “LUNCH BUNCH”
Skyline Marathon Relay— 26.2 Miles
& Beyond. At a school assembly,
participants received a certificate of
completion and personal pedometer
and running socks from the Benewah
Medical Center.
What was found?
By the end of the second week,
arguing diminished, normal social
interactions and the use of vocabulary
from the teambuilding and group
counseling sessions appeared. One
fourth-grade girl and two of her Lunch
Bunch friends helped organize a
community clean up. Third grade
Discipline referrals dropped from last
year’s 156 to 48 and from 33 to 11in
fourth grade. Combined, they had
69% fewer referrals. Behaviorally,
teachers reported: Students quickly
got on-task after running. . . less
disruption, bickering, and improved
self-control. . . more enthusiasm as
they talk about miles … it brought
them together and gave them a
common interest… making our class
a more cohesive group. . . an overall
benefit to the participating students…
more positive social interactions, ...
improvement behaviorally and
academically over the first semester.
Students’ GPAs averaged a gain of
.51 points. Our third grade class had a
95% proficiency rate on the ISAT in
Reading and Math. The fourth grade
increased their Math by 9 RIT points
and Reading by 7 RIT points from the
previous year. Body Mass Index
changed considerably, mostly in the
five girls who went from 85% to 40%
obese.
What does this mean?
The Lunch Bunch began as an
informal experiment including
teamwork and individual physical
challenge along with constructive
counseling to improve the behavior,
academics, and health of the third and
fourth grade classes. Negative
behaviors and BMIs went down, and
enthusiasm about the program, as
well as academics, went up.
Participating staff discovered that a
structured and physically demanding
recess period yielded remarkable
results. One student stated, “I feel
smarter.” When asked, “Why do you
feel smart?” She stated, “Because my
brain is working again… Thank you
20
for being there and letting me run.”
This last comment summarizes not
only the student’s success, but
defines our purpose.
References
American Fact Finder. (2013). U.S.
Census Bureau. Retrieved from http://
finder2.census.gov/faces/nav/jsf/
page s/index.xhtml
Bradbury & Reason. (2001). Action
Research. Thousand Oakes
California: SAGE, 2001. London.
Census Records. (2011). Retrieved from
www.My Herita ge.com/Census_
Records
Elliot, E. & Sanders, S. (2002)."The
Importance of Movement and
Physical Activity." PBS Teachers at
PBS.com. Retrieved from http://
www.childrenbehaviorproblems.
com
IOM. Institute of Medicine. (2013).
Educating the Student Body.
http://www.iom.edu/Reports/2013/
Educating-the-Student-Body-Taking-
Physical-Activity-and-Physical-
Education-to-School.
Kaliseji, V. (2010). Native Americans and
Diabetes: The Facts, Retrieved from
http://vltakaliseji.tripod.com/
Vtlakaliseji/id2.html
Louv, R. (2006). Last Child in the Woods.
NC, Algonquin: Od Chapel Hill,
Markham, L. (2013). Structure: Why Kids
Need Routines. Parenting Tips Family,
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Mertlier, C.A., & Charles, C.M. (2008).
Introduction to educational research:
What is action research? Boston,
MA: p.308
Mertlier, C.A. (2012). Action Research:
Improving Schools and Empowering
Educators. Sage Publication, Retrieved
from http://www.sagepub .com/upm-
data/38974_2.pdfNASPE.
National Association for Sport and
Physical Education. (2013). Physical
Education is Critical to a Complete
Education. Retrieved from
www.childrensbehaviorproblems.
com/exercise/
Pippig, U. (2013). Benefits of Exercise
for Children. Get-Up and Go, Take
The Magic Step®. Retrieved from
http://www.takethemagicstep.com/
coaching/ families/training-
exercise/benefits-of-exercise-for-
children.
Schreiner, E. (2013). Team-Building in
Education. www.ehow.com/info783
2383teambuilding_education.html
Turnbull, B. (2002). Teacher
Participation and Buy-in: Implications
for School Reform Initiatives,
Retrieved from http://\link.springer.
com/article/10.1023%2FA%3A10219
81622041
Vogel, M. (2008). Native AIR (Asthma
Intervention and Reduction) MSU
Extension Family & Consumer
Science, Partner with the Montana
Department of Health and Human
Services [email protected] p.1
Funding partnership with U.S.
Housing and Urban Development and
the U.S. Environmental Protection
Agency www.nativeasthma.org
Wahlig, H. (2013). Team-building
Activities for Physical Education
Retrieved from www.ehow.com/
team-building-education.html
Weinstein, N., Przybylski, A. K., & Ryan,
R. M. (2009). “Can nature make us
more caring? Effects of immersion in
nature on intrinsic aspirations and
generosity.” Personality and Social
Psychology Bulletin, 35, 1315-1329.
Wendt, M. Ed.D (2001). How Running and
Exercise can Impact the Behavior of
ADHD Children, Retrieved from http://
www.kidsrunning.com/news/krnews
0131adhd.html.
The Lunch Bunch on Skyline Relay 21
Some might say that expert teachers are just born with an innate ability to be great.
One cannot dismiss the fact that heredity and innate ability play a part (Tan, 1997); however, a teacher never begins as an expert. No matter what skills an individual is born with, each teacher must go through different stages before becoming an expert. Manross and Templeton (1997) offered that, “Expertise represents a level beyond effective teaching. To be an expert, a teacher must couple superior teaching skills with an extensive understanding of the subject matter” (p. 29). They further suggested that teaching expertise is a global construct that refers to the ease with which teachers perform their work to maximize student learning. Expert teachers model certain types of characteristics that set them apart from other teachers. The importance of understanding these characteristics will help one with becoming an expert teacher as well as guiding others on their path towards expertise (Bell, 1997). Expert teachers have the ability to focus more on students’ performance and how they develop than on the other mechanics of teaching. It is said that when a novice teacher observes an expert teacher, the novice would say that he or she (the expert) seems to be operating on autopilot (Manross & Templeton, 1997). Novice teachers, compared to expert teachers, focus on routines and overlook lesson progression and student assessment; whereas, expert teachers have the ability to recall knowledge of a subject both short- and long-term. An expert teacher is someone who has obtained expertise in his or her field of study from the extensive knowledge he or she has amassed over multiple years of experience (Tan, 1997). With that as a brief overview, the remainder of this paper will present a dis-cussion of four developmental stages of teaching and the impact of expert teaching on student learning.
April Iverson and Gabriel Strube teach Physical Education and Health at South Elementary in West Fargo, ND. Bradford Strand ([email protected]) is a professor at North Dakota State University
TEACHING EXPERTISE
IN PHYSICAL EDUCATION
From Novice to Expert
April Iverson Gabriel Strube
Bradford Strand
PJ Jarvis, instructs during the October 2013 IAHPERD Conference
Elaine Fo
ster
22
Four Developmental Stages There are four developmental stages one must move through on the path to becoming an expert teacher. These stages include the beginning teacher, the competent teacher, the proficient teacher, and finally the expert teacher. There is not a direct path one can take to reach the final level of expert, but there are many suggestions as to what one can do to achieve this goal. Beginning Teachers. Beginning (novice) teachers are placed in new environments forming new relationships. As a result, they typically have difficulty being able to sense the overall task and relationships between events. Novice teachers are also very rule oriented. When things go wrong they lack a sense of responsibility for their own actions and often attribute this to outside forces. This may include blaming the students for misbehavior and even their lack of achievement. To novice teachers, real world application is the tool they rely on the most (Bell, 1997). Instead of seeking verbal or written information, beginning teachers depend on trial and error as they navigate the classroom. They will combine what they have observed from expert teachers, recall their days as a student, and combine this with their own trial and error. Competent Teachers. After a period of time (perhaps a couple of years), beginning teachers transition into competent teachers. Competent teachers are still rule oriented but can now also base their decisions on a combination of their past experiences and the formal training they have received. While gaining experience, they have recorded repeated events in their memory, allowing them to draw from these memories and use them to form strategies. They begin to recognize similarities in their experiences and can select from a variety of outcomes, and continue to learn from each new experience. Teachers in the competent developmental stage take more responsibility for the events and actions of their classroom, yet are still inclined to blame someone or something else when things go wrong (Bell, 1997). Proficient Teachers. Proficient teachers can distinguish the important from the unimportant in
the learning environment (Manross & Templeton, 1997). At this stage they rely less on the rules and draw more from their experiences. Proficient teachers are able to determine if an activity is working or not working and have the ability to change the activity when it is not working as designed. They can recognize and predict potential outcomes with a high degree of accuracy and precision (Manross & Templeton) and are much more conscious that their decisions affect the behavior and achievement of their students. Proficient teachers are able to set realistic and rational goals and assemble plans to meet these goals (Bell, 1997). Although they assume greater instructional responsibility, they still question and deliberate in their decision-making. Expert Teachers. Through experience, experts make decisions that represent superior solutions to professional problems (Bell, 1997), are able to understand and analyze situations quickly, and their actions start to become second nature. Experts can recognize patterns during class that others may not be able to recognize and quickly change the environment to help move towards their intended goal. This is done by identifying critical cues, matching those cues to the expert’s catalog of experiences, recognizing the pattern, and applying their actions to the situation. These teaching skills make their teaching seem fast, fluid, and natural. Baker, Horton, Robertson-Wilson and Wall (2003) stated that experts are able to store and access information more effectively than non-experts. This is certainly possible as expert teachers have gathered much information over the years and are able to catalog the information in their memories and draw from it when necessary. Their knowledge is structured and sophisticated and helps them recall meaningful information quickly and efficiently (Tan, 1997). Sir Francis Bacon once said ‘knowledge is power’. Teachers who have an extensive amount of knowledge have the power to affect students in ways the others cannot. Experts not
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Expert teachers have a tremendous impact on students. When one has achieved expertise in his or her field, one is able to plan and develop strategic lessons or practices to help with students’ development. Experts will invest time in problem solving and analyzing for the best solution. With this type of planning students receive more time in content directed activities and face less aimless management time (Tan, 1997). Experts are also said to be able to draw from a variety of feedback from prior experience to give to students about their (student) performance. Experts tend to step away from the generic responses of feedback and dig deeper to find more creative and meaningful feedback options for students (Manross & Templeton, 1997).
Implications for Teaching
As beginning teachers enter the profession they are often expected to perform like their more experienced colleagues. Understanding the development of expertise will help novice teachers become expert teachers. Along with the understanding of development towards expertise, novice teachers will be able to smoothly transition between the stages of development (Bell. 1997). Experts continually strive to improve their teaching skills to achieve one’s professional potential. They search out professional development and learn from teachers excelling in their field. These excelling teachers may not be limited to one’s building or district but could be nationally known authors who are writing in professional journals (Bell, 1997). Becoming an expert does not happen without hard work and commitment. A teacher can get stuck at the competent or proficient phase and never improve past that phase. There are many things that someone can do if they desire to become an expert teacher. One of the biggest differences between novice and the expert teachers is their ability to focus on and impact individual student learning. Expert are constantly aware of student learning and performance and their teaching is a dynamic, living process that has students actively engaged in meaningful movement (Manross & Templeton, 1997). Teachers must find a balance between keeping
only have content knowledge but are also able to apply this knowledge to their profession (Gilbert & Trudel, 2012). They continuously seek out ways to increase their knowledge through educational opportunities, workshops, professional development, and/or observation of other experts in their field. Understanding the characteristics of expert teachers is one of the keys towards developing expertise. The path towards expertise is personal and experiential (Bell, 1997). Teachers have the ability to achieve expertise by relating to multiple years of experiences and recalling certain aspects that heighten students’ performance. Over time, expert teachers have had enough repetition going over procedures and expectations that these activities become second nature. Experts no longer have to spend large amounts of time dealing with attendance and other procedures because their mind and body have been programmed to complete these tasks with ease. Managing these day-to-day tasks with ease allows expert teachers to focus more attention on the content and helping students achieve mastery. Expertise in the field of study allows the adaptation of lessons and anticipation of challenges. Expert teachers are aware of what is happening during their lessons and why it is happening (Manross & Templeton, 1997). Expertise also allows for decision-making skills to be made more rapidly and more appropriately (Baker, Horton, Robertson-Wilson & Wall, 2003). It is important for teachers to achieve expertise in order to enhance their students’ success in their class. Expertise allows teachers to construct and organize meaningful activities that strengthen students’ performance (Tan, 1997). Expertise is context dependent which means that the development of teaching can reach a limit and hence the need for teachers to seek further educational opportunities and professional development (Gilbert & Trudel, 2012).
Experts continually strive to improve their
teaching skills to achieve one's professional potential.
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an entire class engaged and making sure that individual students are reaching an adequate level of success. Novice teachers struggle to attend to each individual student and need to start smaller by focusing on one or two students and analyze their performance and success. They can gradually increase this to more individuals and eventually attend to the entire class of students on an individual basis. Expert teachers tend to have set routines that enable their classrooms to operate more smoothly than those of non-experts. Their students know what is expected of them, what to do, and when to do it. This allows teachers to focus their attention on other more important things, such as individualized instruction (Manross & Templeton, 1997). Novice teachers use the trial and error process as they develop their skills and move toward an expertise. They may get ideas from observing other teachers, reading literature about classroom procedures, and critically thinking (reflection) about what works best for their environment. Reflection is an extremely important aspect of becoming not only an expert teacher, but being able to better one’s self as an educator. Reflection must be intentional (Manross & Templeton, 1997) and can be done by discussing one’s teaching with other teachers and being open to the feedback they provide. Creating a journal where one
records what went well and what failed with each lesson, recording oneself teaching and analyzing the video, or working with a mentor who can provide constructive feedback that will help improve one’s lessons are helpful tools in fostering teacher expertise.
References Baker, J., Horton, S., Robertson-Wilson, J., & Wall, M. (2003). Nurturing sport expertise: Factors influencing the development of elite athlete. Journal of Sport Science and Medicine, 2, 1- 9. Bell, M. (1997). The development of expertise. Journal of Physical Education, Recreation & Dance, 68(2), 34-38. Gilbert, W., & Trudel, P. (2012). The role of deliberate practice in becoming an expert coach: Part 1 – defining coaching expertise. Olympic Coach Magazine, 23(3), 19-27. Manross, D., & Templeton, C. L. (1997). Expertise in teaching physical education. Journal of Physical Education, Recreation & Dance, 68(3), 29-35. Tan, S. K. S. (1997). The elements of expertise. Journal of Physical Education, Recreation & Dance, 68(2), 30-33. Wiman, M., Salmoni, A. W., & Hall, C. R. (2010). An examination of the definition and development of expert coaching. International Journal of Coaching Science, 4(2), 37-60.
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CrossFit has been the new buzz word in the fitness world and everyone seems to be either participating in this new trend, or inquiring about it. CrossFit has many training components that are valuable in the process of developing strength and increasing cardiovascular conditioning. However, there has been a recent allegation that CrossFit has the propensity for causing rhabdomyolysis, where damage to skeletal muscle is so significant the bi-products of the impaired muscle cells leaches into the blood stream, potentially causing kidney failure (El-Abdellati et al., 2013). These discrepancies necessitate a thorough examination that examines CrossFit’s online resource, mechanical issues, weight training principles, Olympic lifts (specifically cleans and snatches), and the coaching culture of Crossfit.
Andrea Lyons,
Ph.D Student,
University of Idaho
The CrossFit Journal CrossFit has its own online resource journal, journal.crossfit.com which contains numerous articles available to those who wish to increase their educational foundation regarding CrossFit. However, these articles are not true research articles as defined by three means. One, these articles do not include sources, including a diversity in sources, to support the claims made by the author(s). This is imperative in any true research article. Two, these articles have not been peer-reviewed nor featured in any reputable research journals which is essential in the world of reputable research. Lastly, no research methods were employed: no interventions were conducted, no data was collected, and no statistical analyses were employed. All of these factors combined demonstrate these are opinion papers instead of authentic research articles, which may lead to confusion on behalf of the reader (Creswell, 2014). Gymnastics Mechanics Gymnastics is a very useful component to
add to any fitness program, and overall this may be the contributing factor that sets CrossFit apart from other training fads. But with this being said, there may be an issue with how a few of the gymnastics mechanics are being taught. The method of teaching “rocking” movements, or “breaking the line,” during handstand push-ups can be very problematic as it compromises the integrity of the shoulder joint. Proper joint alignment, commonly known as stacking, is crucial during weight bearing activities particularly when the shoulder joint is in play (Cornelius, 1998). Also, there are CrossFit coaches who rush individuals into the gymnastics component before the individual has properly developed the strength to engage in the activity, subsequently increasing the chance of injury. Gymnasts spend months and years of conditioning and strength development before performing many of the drills that CrossFit participants are immediately performing without proper strength and skill development (Cornelius, 1998).
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Weight Training Principles Although the addition of free weights can be crucial to a well-balanced fitness routine, the principles behind CrossFit free-weight modalities are flawed. One, the repetition ranges are too high of numbers, the tempo of the lifts are too fast, and full range of motion during the lifts is encouraged. Combine these three factors together and you have sloppy form and compromised results (Faigenbaum & Meyer, 2010; Lavallee & Balam, 2010). Rep Ranges High rep ranges tends to lead to sloppy form as the focus becomes about reaching that magic number instead of on the quality of the lift (Faigenbaum & Meyer, 2010; Lavallee & Balam, 2010; Proske & Morgan, 2001). If the individual is using an adequate amount of weight then he/she should be reaching failure within six to ten reps, making the high number of reps virtually impossible (Faigenbaum & Meyer, 2010). High rep ranges can place repetitive stress on the muscle tissue potentially causing overuse/chronic injuries. Overuse injuries consist of approximately 30% of injuries associated with strength training (Lavallee & Balam, 2010). Tempo of the Lift Fast tempos create sloppy form and potential injuries, particularly if a large load (weight) is being utilized in the lift (Lavalee & Balam, 2010). Fast tempos also neglect the negative
phase of the contraction (the eccentric contraction), which again, compromises results. The eccentric contraction tends to develop strength and muscle hypertrophy at a faster rate than the concentric contraction (the positive contraction), as well as providing a protective/training effect against eccentric based damage that often occurs in high level competitive sports such as football, basketball, and track and field (Proske & Morgan, 2001). The Accentuation Principle From a practical standpoint, the utilization of full range of motion during free weight training may be problematic in the sense that it may cause joint pain, and it has the potential to hinder results (Clark, Humphries, Hohmann, Bryant, 2011; Massey, Vincent, Maneval, Johnson, 2005; Zatsiorsky, 1995). Zatsiorsky, a well-known biomechanics professor at Penn State who also worked with elite Russian athletes, developed the Accentuation Principle (Zatsiorsky, 1995). The theory behind the accentuation principle is the notion that limited range of motion during a lift produces maximum force production (>100% of 1RM) compared to using a full range of motion where force production is significantly reduced as full range of motion has an enormous deceleration phase subsequently compromising force production (Clark, Humphries, Hohmann, Bryant, 2011; Massey, Vincent, Maneval, Johnson, 2005). Zatsiorsky’s accentuation principle was also grounded in the theory that most sports, and athletic activities, are generally not performed with a full range of motion. Therefore utilizing a limited, or partial, range of motion would be more ideal for sports performance (Zatsiorsky, 1995). Modifying the range to keep the exercise within its working contraction salvages the joint, and accelerates the results process. Combine this with working the negative contraction, and using enough weight to fail within six to eight reps, and you will have beautifully sculpted, chiseled muscle (Faigenbaum & Meyer, 2010; Lavallee & Balam, 2010; Proske & Morgan, 2001).
Elaine Fo
ster
27
O-Lifts Another concern with CrossFit is the employment of large numbers of cleans and snatches. Cleans and snatches are multi-joint exercises that are intended to promote strength development, but these two modalities often tend to fall flat in this regard (Brzycki, 2006; Faigenbaum & Myer, 2010; Lavallee & Balam, 2010; Risser, 1990). The first issue with cleans and snatches is the neglect of the negative contraction. As previously stated, negative contractions produce strength gains faster, and have a protective effect. If neglected, strength gains will more than likely be compromised. The second issue with these two exercises is in regard to the Principle of Specificity. Yes, cleans and snatches will make you faster and stronger, but only when it comes to performing cleans and snatches. The strength gains will not carry over, or transfer, to other activities requiring strength, power, and explosiveness (Brzycki, 2006; Young, 2006). No other sport requires you to suddenly lift a high amount of weight, bring it to chest level, throw yourself under the weight of the object, and then suddenly throw the weight back down to the ground. So unless you are training to do faster, stronger power cleans and/or snatches, you are probably wasting your time. Remember it is the Principle of Specificity, not the Principle of Similarity, so no matter how “similar” these exercises are to a certain sport related movement; it needs to be exact (Brzycki, 2006; Young, 2006). The third area of concern is the fact that cleans and snatches require momentum. As previously mentioned momentum promotes sloppy form, and places the workload off the muscles and onto the joints, subsequently causing increased wear and tear on the joints and not truly developing strength and power. The momentum and inertia that is necessary to manipulate the weight up off of the floor to the end position of the Olympic lift can lead to velocity-associated injuries (Lavallee & Balam, 2010). Explosive type movements tend to place
an enormous amount of stress on joint structures such as the shoulder joint and wrist joint. Due to the fact that these exercises require a great deal of jerking and joint rotation injuries such as joint dislocation, bone fractures, and tendon ruptures are relatively common. The aggressiveness of the lifts has the potential to cause lower back injuries and the overhead part of the lift has a tendency to produce shoulder injury (Hensley & Sum, 2011; Lavallee & Balam, 2010; Risser, 1990). It is important to note that these types of lifts can be responsible for long-term, accumulative damage that may potentially cause lifelong “nagging” injuries (Brzycki, 2006). The Culture Of CrossFit Coaching CrossFit coaches tend to be uneducated and inexperienced, as many CrossFit participants are becoming level 1 CrossFit coaches and opening their own CrossFit gyms. This is problematic as inexperienced strength coaches can be the largest risk factor when it comes to injury. Inexperienced coaches often teach poor lifting mechanics, select training loads that are too heavy for the individual(s) being coached, and encourage high repetition ranges that are not conducive to the amount of weight being utilized (Faigenbaum & Myer, 2010).
Elaine Fo
ster
28
collegiate strength and conditioning coaches. Journal of Strength and Conditioning Research, 17(2), 368- 373. Ebben, W. P., Hintz, M. J. & Simenz, C. J. (2005). Strength and conditioning practices of Major League Baseball strength and conditioning coaches. Journal of Strength and Conditioning Research, 19(3), 538-546. El-Abdellati, E., Eyselbergs, M., Sirimsi, H., Van Hoof, V., Wouters, K., Verbrugghe, W., & Jorens, P. G. (2013). An observational study on rhabdomyolysis in the intensive care unit. Exploring its risk factors and main complication: Acute kidney injury. Annals of Intensive Care, 3(8). Faigenbaum, A. D. & Myer, G. D. (2010). Pediatric resistance training: Benefits, concerns, and program design considerations. Current Sports Medicine Reports, 9(3). 161-168. Faigenbaum, A. D. & Myer, G. D. (2010). Resistance training among young athletes: Safety, efficacy and injury prevention effects. British Journal of Sports Medicine, 44, 56-63. Hensley, C. P. & Sum, J. (2011). Physical therapy intervention for a former power lifter after Arthroscopic Microfracture procedure for Grade IV Glenohumeral Chondral defects. International Journal of Sports Physical Therapy, 6(1), 10-26. Lavalee, M. E. & Balam, T. (2010). AN overview of strength training injuries: Acute and chronic. Current Sports Medicine Reports, 9(5), 307-313. Massey, C. D., Vincent, J., Maneval, M. & Johnson, J. T. (2005). Influence of range of motion in resistance training in women: Early phase adaptations. Journal of Strength and Conditioning Research, 19(2), 409-411. Proske, U. & Morgan, D. L. (2001). Muscle damage from eccentric exercise: Mechanism, mechanical signs, adaptation and clinical applications. Journal of Physiology, 537(2), 333-345. Risser, W. L (1990). Musculoskeletal injuries: Caused by weight training guidelines for prevention. Clinical Pediatrics, 29(6), 305-310. Simenz, C. J., Dugan, C. A. & Ebben, W. P. (2005). Strength and conditioning practices of National Basketball Association Strength and Conditioning Coaches. Journal of Strength and Conditioning Research, 19(3), 495-504. Smith, M. M., Sommer, A. J., Starkoff, B. E. & Devor, S. T. (2013). Crossfit-based high intensity power training improves maximal aerobic fitness and body composition. Journal of Strength and Conditioning Research, Feb 22. Young, W. B. (2006). Transfer of strength and power training to sports performance. International Journal of Sports Physiology and Performance, 1, 74-83. Zatsiorsky, V. (1995). Science and Practice of Strength Training. Champaign, IL: Human Kinetics.
Perhaps the most telling is the recent research study of CrossFit and its effects on body composition and cardiovascular endurance (Smith, Sommer, Starkoff, Devor, 2013). Although significant improvements were found in aerobic fitness and body fat percentage, a high majority of participants (16%) dropped out of the study due to injury. Considering the intervention was only 10 weeks in length, losing 16% of the sample population is a huge forfeiture (Smith, Sommer, Starkoff, Devor, 2013). Even though it is a virtual impossibility to eliminate all sports-related injuries, sensible and functional programming combined with quality systematic conditioning and purposeful lifting mechanics/principles will reduce the likelihood of an injury (Faigenbaum & Myer, 2010). At this time, CrossFit can be considered another die hard fad. However, the founder of CrossFit, and former gymnast Greg Glassman, had the best of intentions and implemented a well-rounded program that addresses several different facets of strength and conditioning. CrossFit gyms are also much more affordable than regular gym memberships and CrossFit Coaches are far more inexpensive compared to personal trainers. CrossFit gyms are well known for functioning like a community where everyone supports and motivates each other to perform at their best. This is very commendable. With some improvements in programming and principles, CrossFit could be the future of fitness and health, not just another die hard fad.
References Brzycki, M. (2006). Weight training for wrestlers: The case against the power clean. Wrestling U.S.A. Magazine, 12-14. Clark, R. A., Humphries, B., Hohmann, E. & Bryant, A. L. (2011). The influence of variable range of motion training on neuromuscular performance and control of external loads. Journal of Strength and Conditioning Research, 25(3), 704-711. Cornelius, W. (1998). Biomechanical relationships within the shoulder joint. Technique, 18(5), 1-4. Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Method Approaches (Fourth Edition). Thousand Oaks, CA: SAGE Publications, Inc. Durell, D. L., Pujol, T. J. & Barnes, J. T. (2003). A survey of the scientific data and training methods utilized by 29
A Win-Win Partnership By Shawnae Somsen (Teacher at SSHS) and Molly Kate Stein (Senior at SSHS)
After obtaining a grant from the Soda Springs Community Education Foundation to purchase 30 pairs of youth sized snowshoes, teachers from Thirkill Elementary and Soda Springs High School combined forces. The Soda Springs High School Outdoor Recreation class teamed up with the fourth graders from Thirkill Elementary in Soda Springs, Idaho for a spectacular day of snowshoeing in February. It was an exceptional learning opportunity for both groups. In preparation of the day, the students from SSHS learned how to use snowshoes themselves by playing games, designing obstacle courses, and running races. The students quickly became familiar with the snowshoes and the snow, and soon prepared a slate of games to teach the elementary students. Split into teams of two, each pair designed a game to share with a group of 12-13 younger kids. The games were designed to be 20 minutes in length.
Based on their own learning experience, the teens taught the younger students how to adjust and fit the snowshoes, to walk, and to run, getting used to the feeling of their new feet. “It was wonderful to see so much life in their eyes when they first got started,” said Anndee, a junior at SSHS. Daisy, a fourth grade participant wrote, “When I was all buckled up I started to snowshoe for the first time! To be honest it just felt like another pair of snow boots on my feet.” Then the games began! There were a variety of games: Disc Golf, Bowling, Kick Ball, Ultimate Frisbee, Five Alike, and Soccer. Riely, a senior from SSHS said “The kids seemed to have so much fun.” The kids were in small sided teams and groups which kept them moving and involved at all times. Traditional games with modified rules can make any day in the snow terrific!
30
write a newspaper article about the big day. One of the English teachers gave simple guidelines to compose a good article. At the fourth grade level, the classes read Marven of the Great North Woods, written by Kathryn Lasky, in which the only way to travel is to snowshoe or ski. They also wrote a short summary on the day. Art found its’ way in too, with an artistic rendition of what they experienced. Fourth grade teachers at Thirkill Elementary included Sue Mason, Kirstin Schvaneveldt, and Mary Gambles. “I enjoy watching our fourth graders build relationships with older students; making new friends as they learn new things” wrote Schvaneveldt. “The partnership that has developed between Thirkill Fouth Grade and Mrs. Somsen’s Outdoor Recreation class is unique.”
Taylor, a junior from Soda Springs stated “I had a lot more fun doing this than I expected.” The time went by quickly. Each pair of high school students taught their game to two groups of elementary kids. The variety was given to help teachers with ideas of what to do with the snowshoes in addition to walking. “We enjoyed learning games and activities,” wrote Carter, a fourth grade student. “They were fun, and I can’t wait to see them again. They taught us a lot of new stuff about snowshoeing.” High school student Molly Kate summed it up well stating “It was a great experience just to put my shoes on as a teacher.” To tie in a little common core, a writing assignment was given to the Outdoor Recreation class. The assignment was to
31
Life Enriching Experiences
Yana Levdanskiy Idaho State University Physical Education Major, Emphasizing in Exercise Science
THROUGH Disability
Disability is defined as “Any restriction or lack of ability to perform an activity in the manner or within the range considered normal for a human being” (Thomas & Smith, 2009, p. 7). Throughout history disability has been looked upon negatively, but fortunately there have been changes and accommodations provided for the disabled community. When disability is viewed through a lens of opportunity instead of inconvenience the outlook is entirely positive. According to Auxter, Pyfer, Zittel, & Roth (2010), advancements in medicine, rehabilitation, and education of individuals with disabilities are strongly tied with both World War I and World War II. Auxter et al. (2010), additionally stated that it wasn’t until numerous amounts of veterans returning home with various disabilities did a significant need for medical and rehabilitation services appear. Auxter et al. (2010), further suggested that the issue and concern for the need of better quality adapted physical education, and the rights of disabled children in school began to be addressed. Sadly we are still continuing to fight this war of needing improvements in adapted physical education. Auxter et al. (2010) offered the following: In 1952, the Committee on Adapted Physical Education of the American Association of Health, Physical Education, Recreation and Dance adopted a resolution to accommodate children with disabilities in physical
education programs of diversified developmental activities designed specifically to meet their individual needs. (p. 12) The adapted physical education programs were a step toward the right direction yet, they needed guidelines, so standards for these programs where established to start helping improve the education of individuals with disability. “In 1994, The National Consortium for Physical Education and Recreation for Individuals with Disabilities published national standards for adapted physical education” (Auxter et al., 2010, p. 12). At one point or another every person will experience some kind of disability whether it be a major life altering, or a lesser, temporary disability. With or without a disability every single person needs to understand that disability is nothing more than a challenge waiting to be overcome. Research by Auxter et al. (2010) provides statistics that muscular dystrophy is a particular disease that over 200,000 Americans suffer from. Additionally, Auxter et al. (2010) supports that muscular dystrophy is an inherited and progressive muscle disorder that results in the deterioration of muscle strength, power, and endurance. Auxter et al. (2010) continued to state that the age of onset of more than half the known cases in the United States ranges between the ages of three to thirteen years. Disability had not been an issue I had personally given much consideration up until
32
last spring when I took an Adapted Physical Education course at Idaho State University. It wasn’t until I took the class did I realize how often the simplest things in life are taken for granted. My eyes became opened to a whole new world of understanding disability and the difficulty that some individuals experience due to the lack of awareness about disability. Trivial things like curb cuts, ramps, and easy building accessibility are often not given a second thought if they are not a necessity being used by the majority of the population. It was brought to my attention that many times the essential accommodations needed for individuals with disability to get around the community comfortably were considered too much trouble to provide by some. I was brought up being taught that all people are equal regardless of their color, race, culture, status, or capabilities. Although I was not very familiar with someone with a disability, at first I had trouble understanding how people can act toward other individuals in such a degrading way, and quite frankly I was shocked, and quite concerned at how poorly the way people with disability were being treated by society. I instantly felt the need to stand up for, help, and protect individuals with disabilities from such negative demeanor. I felt that something needed to be done to insure the rights and equal opportunity of people with a disability. During the course we had the opportunity to volunteer 10 hours of our time with someone with a disability. I had the privilege of going skiing with several students in the Cooperative Wilderness Handicapped Outdoor Group program at Idaho State University. The experience I had during the 10 volunteer hours on the local slopes of Pebble Creek changed my perspective on disability in a way that has left my life overwhelmingly full of gratitude and optimism concerning individuals with disability. I was astonished and blessed at the same time by the incredibly positive attitude that every single person had. They
helped me realize that life is too short to allow obstacles in life to restrain someone from fully enjoying their life. Thankfully to this opportunity of working with disability my understanding of disability began to grow and my life was enriched by each time I had an opportunity to interact with someone with a disability. Another life changing experience I had was this last summer that I will never forget. I had an incredible privilege to work with children ages 9-12 in a kid’s summer fitness camp. The camp was absolutely free to the children in the community and the majority of the children attending the camp were from less fortunate families. I was excited to help these kids learn more about themselves, nutrition, and exercise. The first day of camp I quickly took notice of one particular child who had to use a walker to assist her to move around. I was happy to learn that girl was put in my group of about 15. I soon learned the reason for her disability was muscle dystrophy and I began to watch and notice how she and the other girls in my group interacted with each other. At first some of the kids seemed unsure how to behave or play with her and I felt a bit nervous myself with the challenges I knew I would face to try and make sure she would be included the best
Summer fitness camp attendees.
33
she could in all the activities. Although, her happy spirit and cheery personality ensured me that it wouldn’t be too difficult. I thought back to the adapted physical education class I had just recently finished and was eager to put the things I learned to use. The first thing I remembered was that individuals with a disability want to be treated as if their disability didn’t exist and that they were just like the rest of their peers. I had to remind myself to treat every person in my group the same and not to let the disability limit her from participating with everyone around her. Every day was an adventure to try and modify some activity and accommodate her to make the activity possible to participate in. The last hour of camp each day was reserved for swimming and was most of the kid’s, as well as my favorite part of the day. Early in the first week I was touched while I was helping the girl into the pool. She looked up at me and smiled, saying that swimming was her favorite activity because her legs worked in water and that made her feel normal. I couldn’t help but to smile as my heart filled with a desire to help this girl feel normal and for at least that last hour of the day let her disability disappear. I vividly remember her first attempt to pass the swimming test to be able to go into the deep end and being very disappointed when she did not pass. From that moment I made a goal to help her practice her swimming skills until she could pass the test. After a few weeks and seeing a definite improvement in swimming skills I suggested she try the test again. Fear of not being able to pass she hesitated to attempt the test so we continued to practice alongside the other children as they attempted the test of swimming across the length of the pool. She had a best friend in camp that was always by her side encouraging her the whole time and helped her build confidence in herself until she was ready to take the test again. When she finally felt confident enough to retake the test and passed, it was such a moment of
accomplishment for her, that you could just see the success ignite her confidence in herself. I knew that achieving small goals would help her continue reaching other bigger goals she would set for herself in the future. It felt so rewarding to be part of her success and that drove me to continue helping her with whatever challenge came her way. Her friend was a great example of the type of advocate that every person needs to be. Seeing the way that she socialized with her exactly the same way she did with her other friends ensured me, and I believe the other kids in the camp, see that she was much more alike with her peers than different. This experience, through the privilege of working with an individual with muscular dystrophy, not only greatly enriched my life, but also helped shape my life long philosophy on disability. I recognized how small successes can help an individual realize what they are capable of achieving and will motivate them to continue reaching for more difficult goals as their confidence builds. The satisfaction after completing a difficult task or goal will erase any doubt of success and will drive a person to continue to chase after what they want. People with any type of disability want to be accepted and included in activities with others to feel normal and a part of their surrounding environment. Inclusion can make a huge positive impact and will help individuals with a disability become successful. Including every individual and giving them an equal and fair opportunity to participate and be part of activities alongside individuals without disabilities allows their disability to disappear and gives them the confidence and strength to accomplish goals and feel involved. People with disabilities accomplish amazing things that people without disabilities don’t even consider a possibility. Individuals with disabilities who go beyond the limits of their disability are heroes. They are a model to the society and have the biggest influence on people mentally, emotionally, and
34
motivationally than anyone. Disability should not be considered a limitation but instead an opportunity and a tool to achieve great things and motivate others to do the same and to go beyond their normal limits and comfort to reach success in ways never before achieved. Understanding that people with disabilities are no less valuable than anyone and being an advocate is a mindset every person needs to acquire. The greatest teachers in this world are people who have overcome their disability. Everyone at some point will experience disability and will have the option to give up and have the disability control them or to overcome their challenge and be an inspiration to everyone
around them. Disability is a challenge that is meant to be chased, conquered, and used to attain the unimaginable. Challenge yourself to allow your ability to help someone with a disability to be an enrichment and motivation to both their and your lives.
References Auxter, D., Pyfer, J., Zittel, L., Roth, K. (2010). Principles and Methods of Adapted Physical Education and Recreation. New York: McGraw-Hill. Thomas, N., Smith, A. (2009). Disability, Sport and Society: An Introduction. New York: Routledge.
35
Educating to Facilitate
Positive
Body Image
Janette Olsen, Ph.D,
Idaho State University
Currently within the United States
there is emphasis on the health of
children – specifically, a focus on
reducing obesity in all age
brackets. This leads practitioners
and educators to create programs
to help children or teenagers reach
and maintain a healthy weight.
One challenge with this process is
that well intentioned professionals
may actually influence the
development of a negative body
image within those they are trying
to help. A negative body image can
lead to poor nutrition and physical
activity choices. This article is to
help educators focus on facilitating
a positive body image.
What is Body Image?
Body image is a complex interaction of at least three constructs. The first
construct is how you perceive yourself in the mirror. When looking in the
mirror an individual may focus on specific structures or body parts. The
second construct is how an individual perceives that others view them. This
is especially damaging within many school settings because students may
hear the unkind remarks of others and internalize those thoughts. The
third construct is how a person feels inside their own body. This is a
kinesthetic awareness of what it feels like to be in your own skin. This
awareness is influenced by changes in body physiology and body
composition.
Influencing Factors
When trying to facilitate a positive body image it is important to recognize
that there are many factors that influence these three main personal
perceptions. Personal or individual factors include age, gender,
ethnicity\race, athlete versus non-athlete, injury, and many others. Each of
these is intrinsic to the individual. Societal factors that influence body
image include the media, social structures, and family structures. The
media targets individuals of all ages with advertisements associated with
toys, food, and specific clothing. The goal is to convince individuals and
society that health and happiness are only achieved through an
unattainable physical ideal and unattainable crafted image. Social 36
structures influence an indiv-
idual's perception of an acceptable
and ultimately an ideal body. The
social structures could include
participation within groups, for
example: athletic teams, different
types of athletic teams, dance
groups, a religious group/
affiliation, or involvement in a
specific fitness facility. Family
structures, such as marital status,
parental expectations, and sibling
relationships can influence body
perceptions. Finally, is it possible
for health professionals, including
health and physical educators, to
cause and/or facilitate a negative
body image.
Dysfunction
Historically, various health
professions identified and focused
on the body dissatisfaction asso-
ciated with a clinical diagnosis, but
there are many other forms of
dysfunction related to negative
body image. With the recent
revision of the Diagnostic and
Statistical Manual of Mental
Disorders, Fifth Edition (DSM V)
there are relevant revisions to the
types and diagnostic criteria of
eating disorders. Eating disorders
historically included anorexia
nervosa, bulimia nervosa, and
eating disorders not otherwise
specified (EDNOS). Binge eating
disorder has been added to
decrease the use of the somewhat
ambiguous EDNOS diagnosis.
These are clinical conditions that
need to be treated by trained
professionals.
Other body image related dysfun-
ctions have been studied in
relation to personal and societal
factors. These other dysfun-
ctions, which result in negative
body image, are exercise
dependence, body dysmorphic
disorder, social physique anxiety,
body dissatisfaction, and body
objectification. Current literature
indicates the dysfunction of
exercise dependence. Exercise
dependence occurs when indiv-
iduals become so addicted to
exercise that the individual
cannot stop exercising, even
when injured or when the
activity is harmful to the
individual’s health. A health
professional can inadvertently
facilitate dysfunction by pushing
individuals to exercise at all cost.
Body dysmorphic disorder is
related to an individual’s
perception of a lack of muscle.
These individuals will perceive
themselves smaller than they
actually are. This can lead to
negative use of supplements and
steroids. Social physique anxiety
occurs when individuals exper-
ience a high level of social
anxiety due to an extreme
concern about how personal
physique is perceived in social
environments. Social physique
anxiety can be created by well-
meaning health professionals
who perform fitness testing in a
public place. This public testing
process can trigger a level of
social physique anxiety. Body
dissatisfaction occurs when an
37
individual focuses on a specific
body part. In a stereotypical way
many women want specific body
parts smaller and many men want
specific body parts bigger. Body
objectification is the process where
the body is viewed as an object to
be sexualized, controlled and
manipulated. The media frequently
illustrates women as only a body.
All of the described dysfunctions
have similarities: a level of
obsession related to perfection and
possibly health. The obsession and
focus involve rituals associated
with food, exercise, and dieting.
While good nutrition and exercise
are necessary for a healthy
lifestyle, incorrect nutrition, obses-
sive or deficient exercise, and
dieting should not be a lifestyle. In
some ways these dysfunctions
illustrate the concept that the end
justifies the means. The means
matter when trying to help
individuals build a healthy body
and a positive body image.
Prevention Programs
All of these dysfunctions can
initiate or magnify negative health
behaviors. Individuals feel driven
to utilize yo-yo dieting and extreme
exercise protocols. Some health
and education professionals create
programs to purposefully influence
an individual to be self-dissatisfied
in order facilitate an increase in
health related behaviors. This type
of behavior change motivation does
not result in a change of behavior
towards positive health. Research
indicates that with an increase in
negativity towards one's physical
frame there is an increase in
negative health behaviors, which
include poor nutrition, lack of
exercise or sedentary lifestyle,
and other behaviors that can
lead to obesity. The purpose of
this article is to provide
teaching/programming strategies
and skills essential to facilitating
positive body image.
Teaching/Programming –
strategies
What is a positive body image? It
is level of self acceptance.
Because of the body dissatisfa-
ction, body objectification, and
normative discontent that are
taught within our social struc-
tures, it is difficult to facilitate
the positive. Normative discon-
tent occurs when there is a
societal pressure or norm that
being accepting of one's physical
self is not appropriate. Children
learn that it is appropriate
conversation to make derogatory
comments about themselves and
others. As discussed above,
many within the health
education field try to create
normative discontent within an
individual
Children learn that it is
appropriate conversation to
make derogatory comments
about themselves and
others.
38
with the intention of motivating
an individual to adopt healthy
behaviors. This does NOT work.
So, what does an educator do?
Instead of creating a focus on
the negative, facilitate the
positive. When creating presen-
tations or discussions, pay
attention to the following:
1. Avoid triggers. When
creating programs many indiv-
iduals try to use emaciated or
strong images to scare a
student. The problem is that
these images can glamorize the
look, trigger body dissatisf-
action and a clinical eating
disorder. Also, some educators
inadvertently teach a student
how to have an eating disorder.
Triggers may include pictures,
magazines, social situations,
social media, and music, to
name a few. When educating a
student, care must be taken to
avoid triggering that which is
trying to be prevented.
2. Focus on do’s versus
don'ts. Within health educa-
tion we frequently tell people
what not to do. Teaching peop-
le what to do helps the indiv-
idual focus on a target behavior
and goal. The focus needs to be
on the positive. It is not ben-
eficial to tell a child to not be
obese, but it is more effective to
show the child how to lead a
healthy lifestyle. Rem-ember,
dieting is not a lifestyle and
weight loss is not a behavior.
3. Multiple sessions. Multiple
sessions or multiple intera-
ctions may be more effective at
facilitating a positive body
image. Within educational cur-
riculums, it is difficult or
impossible to teach a topic rep-
eatedly throughout a school
year. This suggests that as an
educator we must be diligent in
facilitating the positive throu-
ghout all of our body related
discussions.
4. Targeted interventions.
Programs that are directed
specifically at a specific age or
gender are more effective. This
is specifically true when trying
to use a program built for
adults with those who are
younger. There may be limited
application to teenagers and
children. A program should be
specifically targeted to an age
group and to specific genders
concerns.
5. Interactive program.
Interactive programs are more
effective at helping facilitate a
positive body image. Living a
healthy lifestyle is a process
that is personal and involves
continual change. Teaching
individuals how to engage in
the process is an example of
helping them learn how to
negotiate creating a personal
lifestyle that is healthy, mean-
ingful, attainable, and realistic.
This has a greater potential for
becoming a sustainable life-
style.
39
Recommendations – 4 needed skills
Self talk. Within classrooms it is
imperative that body related weight
talk or ‘fat talk’ is not tolerated.
Snide remarks and things that are
said, even in jest, can be hurtful.
Normative discontent should be
banned. This concept must first be
illustrated by how teachers talk
about themselves, other adults,
and children. The focus must
always be on the positive. The
positive about appearance and
even the positive about weight.
Would you tolerate your friend
saying the things you tell yourself
when you look in the mirror? If
not, then do not allow yourself or
others to talk this way about
themselves or others.
The media. Students must be
taught how to challenge the “thin
ideal” and the process of body
objectification. Teach students how
to combat or negate the process of
body objectification. Teach stud-
ents how to evaluate marketing
and to determine what is actually
being sold – a product, an ideal
and an illusion. The new lipstick,
handbag, or the perfect abdominal
‘six-pack’ will not facilitate
meaningful relationships or a
healthy lifestyle. This type of
education does not promote living
a life without some luxuries;
however, teach how to analyze
what the marketers are selling and
that it is a product. Teach that the
media will sell that, in order to be
happy and healthy, a person must
straight hair on Monday but by
Wednesday a person must have
short, curly hair. Marketers find it
important to make an individual
uneasy and lacking compared to
the ‘ideal person’. This may lead
to purchases, but this does not
lead to behavior change assoc-
iated with health, appropriate
nutrition and physical activity.
Nutrition. Teach individuals how
to have a healthy relationship
with food. Many social events
include food as part of a
celebration or commiseration.
However, some suggest that the
sole purpose of food has to do
with weight or weight manag-
ement. Some media vilifies eating
as a negative experience and yet
markets restaurants. It is well
documented that people have an
unhealthy relationship with food
by using food as a coping strategy
to deal with boredom, anger,
loneliness, guilt, and countless
other emotions.
An important construct is the
concept of why we eat. To truly be
able to eat when we are hungry
and stop when we are full is a
priceless skill. However, this must
be taught with an awareness of
each student’s home envir-
onment. It is important to
recognize that many within the
scope of our reach are indeed
hungry. Thus, it is possible that
when teaching about obesity, the
class may include one or more
children who might not know
when they will eat again. We must
be careful of unintended cons-
equences.
40
Physical activity. Teach individ-
uals how to have a healthy
relationship with physical activity.
Many individuals are inadvertently
taught that the only reason to be
physically active is to lose,
maintain, or regulate weight. When
the individual does not lose weight
or maintain weight, it is possible
that the individual will give up on
physical activity altogether. Move-
ment is part of a healthy lifestyle.
The challenge is to teach individual
to enjoy movement for the sake of
movement. The ability to play and
interact with others is a profound
skill. This can happen in the world
of sports, games, or even something
as simple as walking.
How do we teach individuals to
enjoy movement for the sake of
movement? Teach them how to
enjoy how they feel in their own
skin. This often does not occur
when focusing on weight loss,
because there is always a focus on
being inadequate and on being
something else. Athletes often
define themselves, solely, by
physical activity. Some athletes
inadvertently become addicted to
exercise and exercise overdepen-
dence. Thus when an injury
occurs, the athlete may lose their
identity (i.e. football player, basket-
ball player, or swimmer) and then
choose not to be physically active.
Teach the love of movement in any
healthy activity.
Conclusion
In summary it is important to
remember that focusing on body
dissatisfaction or facilitating body
dissatisfaction does not lead to
positive health behaviors. The
dangers of a negative body image
are more extensive than the clinical
diagnosed eating disorders. Many
individuals create negative eating
and activity patterns in response to
emotions and perceptions related to
a negative body image. It is
important to always mitigate the
possible unintended consequences
of what we teach, when we teach,
and how we teach it. Weight loss is
not a lifestyle and it is not a
behavior. Weight loss and weight
management are the result of
lifestyle or behavioral choices. An
important focus is on facilitating
positive self talk, limiting negative
fat talk, evaluating the media for
what they are really selling, and
facilitating healthy relationships
with nutrition and physical activity.
References
American Psychiatric Association,
American Psychiatric Publishing.
(2013). Feeding and Eating Disorders.
Retrieved from www.dsm5.org/
Documents/Eating%20Disorders%20
Fact%20Sheet.pdf
Cash, T.F., & Pruzinsky, T. (2002). Body
image: A handbook of theory, research,
& clinical practice. New York, NY: The
Guilford Press.
Choate, L.H. (2007). Counseling
Adolescent girls for body image
resilience: Strategies for school
counselors. Professional Counseling,
10(3), 317-324.
Neumark-Sztainer, D. (2009). Preventing
obesity and eating disorders in
adolescents: What can health care
providers do? Journal of Adolescent
41
References cont.
Health, 44, 206-213. doi:10.1016/j.jadohealth.2008.11.005
Neumark-Sztainer, D., Paxton, S.J. Hannan, P.J., Haines, J., & Story, M., (2006).
Does body satisfaction matter? Five-year longitudinal associations between body
satisfaction and health behaviors in adolescent females and males. Journal of
Adolescent Health, 39, 245-251. doi: 10.1016/j.jadohealth.2005.12.001
Reel, J.J., & Halowich, J (2010). “Do’s and don’ts” for eating disorder and obesity
prevention in community settings. Utah’s Health: An Annual Review, 58-61.
van den Berg, P., & Neumark-Sztainer, D. (2007). Fat ‘n happy 5 years later: Is it
bad for overweight girls to like their bodies? Journal of Adolescent Health, 41,
415-417. doi: 10.1016/j.jadohealth. 2007.06.001
Wood-Barcalow, N.L., Tylka, T.L., & Augustus-Horvath, C.L. (2010). “But I like my
body”: Positive body image characteristics and a holistic model for young-adult
women. Body Image, 7, 106-116. doi: 10.1016/j.bodim.2010.01.001.
42
The Life of Type 1 Diabetes Dylan White
Idaho State University Student
The beginning of my sophomore year in high school, I noticed strange symptoms: vomiting,
unquenchable thirst, constantly urination and dozing off in the middle of a discussion. This is not the true Dylan J. White. This boy is healthy, hydrated, pays attention in class, and shows up for every important detail.
During my sophomore year of high school, I walked fluently down the hallway with confidence; my face was alive with color. This soon slipped away within a matter of months. The walk turned into a slump; my back was humped from exhaustion. My face lost its color and turned pale white.
Day by day, life became hard to control. I did not want to talk to anybody. My vision started to get blurry. I could not see the HDTV in my living room. While sitting in front of the classroom, I was unable to read the handwriting on the white board. Sports seemed impossible to conquer. Energy drained from my body like a battery from a cell phone. I was sick, but why? I had never felt this way in my entire life. I would ask myself, "What is up with my body? Do I have a disease?" I had a gut feeling and decided to search for the sickness myself on the Internet.
"Google must have the answer," I thought. I typed in symptoms on the keyboard and the computer answered all of my problems. When an answer appeared, I was shocked. The description told me I had Diabetes Insipidus. Now I could understand why I was thirsty all the time and kept going to the bathroom every 20 minutes. One word confused me: Diabetes.
Feb. 26, 2010 was probably the hardest day of my life. I went to the hospital in Jackson Hole, Wyoming to find out if I really did have Diabetes Insipidus. I told the doctor all the symptoms affecting my body. The doctor went into the back and discussed the information with my pediatrician. The pediatrician walked in with a long face and told me the worst news in the world. "Dylan, there is only one way to say this, you have Type 1 Diabetes." Ha! No way! Did I really just have a premonition? Then it hit me hard like a lightning bolt striking a tree. Oh my God! I have Type 1 Diabetes. My heart sank to the bottom of my stomach; tears flooded my face. I was shocked and speechless. This could, quite possibly, be the most overwhelming battle in my life. The doctors explained to me what the pancreas was and how important it
43
is in the body: “The pancreas is an exocrine and endocrine gland. Exocrine means that the pancreas secretes hormones into a duct. However, more importantly, the endocrine gland secretes hormones directly into the blood stream. This is important to note.”
Twenty minutes after finding out the horrible news, I began my journey into the giant doors of the emergency room to start my new life with Type 1 Diabetes. I learned how to count carbohydrates, take insulin, and watch my blood sugar carefully. Research shows that well-managed blood glucose levels not only can help young people stave off the long-term complications of diabetes but also help them feel better, happier, and more productive at school. Diabetes must be taken care of 24 hours a day; seven days a week. Diabetes is one of the most common chronic diseases in school-aged children, affecting about 200,000 young people in the United States. According to recent estimates, about 19,000 youths are diagnosed with type 1 and type 2 diabetes each year (NDEP, 2010, p. 5-7).
According to National Diabetes Information Clearinghouse, Type 1 is an autoimmune disease in which the body's immune system attacks and destroys the insulin producing beta cells of the pancreas. This condition can be life-threatening if people do not take care of their diabetes. I've learned that if I take care of my diabetes, I can control not only my blood sugar, but also my life.
In transition, I have become even more aware of diabetes and the effects of sugar levels. I received an insulin pump on October 18, 2011. What a great machine! An insulin pump has changed my life already. I can imagine the opportunities awaiting me. I can eat whatever I want now. I can do any activity! This is such an exciting experience. People ask, what is the difference between a pump and a regular shot of insulin? My response, “It is like an artificial pancreas. I can control my blood glucose levels
sufficiently and easily. It is a personal preference, but I recommend a pump to any type 1 diabetes patient.”
Here is how it works. First, always test before eating a meal. That must be done. Knowing your blood glucose level shows a high or low reading. According the American Diabetes Association, a glucose reading of 70mg/dL to about 130mg/dL is where it should be before a meal. Second, calculate how many carbohydrates in the meal is given. (At an average count, I eat around 80 to 95 carbohydrates per meal.) After a meal, food is broken down into a sugar called glucose, which is carried by the blood to cells throughout the body Insulin, a hormone made in the pancreas, allows glucose to enter the cells of the body where it is used for energy (NDEP, 2010, p. 17). All that is left to do is put the number of carbohydrates in the pump and bolus for the food intake. The pump automatically feeds insulin into your bloodstream to correct the glucose. Insulin breaks down glucose so it can be stored into fat, muscles, and the liver to covert to energy for long-term use.
To step out and become a leader in the world of Diabetes, I have started a Facebook page called "Diabetes Education." I currently have 12 members on this page. These members all have experiences to share with regard to their diabetes. In fact, one of the members does not have Type 1 Diabetes. She has hypoglycemia - a case where the pancreas throws out too much insulin causing her blood sugar to go low. I enjoy listening to their stories. Whether they are telling a joke or sharing a depressing moment, listening to them makes me want to help them and myself.
Two years ago, to have fun with my diabetes and to enlighten the spirit of my peers, I dressed up as a juice box for Halloween. I took a box, cut two holes out of the sides and
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cut one hole to squeeze my head through the top. I had a giant straw coming out of the top of the box as well. Everyone got the joke immediately. I joke about my diabetes frequently to let people know I have it and to help them know that they can make light of it too. Now, it has become a day-by-day joke. I love demonstrating to my friends how to test your blood sugar, how to give a shot of insulin and even drink a juice box from time to time. Some of them find it extremely interesting; others find it too gross to handle. I think it helps them have an understanding of what so many diabetics go through and, maybe someday, they too will be able to help someone else since I have been so forthcoming with my diabetes.
There are plenty of myths in the world concerning type 1 diabetes. The American Diabetes Association has a myth: people with diabetes cannot perform certain jobs. Stereotypes about diabetes are horrible. No one should judge an individual because of diabetes. Here is another myth about diabetes: diabetics cannot exercise as hard as non-diabetics can. This is not true. In fact, exercising is a fantastic way to keep weight down as it helps insulin work better to lower blood glucose, it is good for heart and lungs, and it gives you more energy (NDEP, 2010). If a coach has type 1 diabetic on a team/club, do not assume he/she cannot perform. Exhaustion, fatigue, and shaking can indicate low blood sugar while working out. Be sure to let him/her take a break to raise the glucose level. Drinking 8 fluid ounces of orange juice and a protein bar can do this. Diabetes does not stop exercise or the ability to train. It is a pain, but staying healthy is key for a fit body.
I have a wish; a wish that I hope will come true in the future. I wish every diabetic would educate himself or herself and take their diabetes seriously. It is very simple: Test, Bolus, Eat (TBE). Testing blood glucose levels before and after a meal is a serious precaution to take.
Making sure to bolus (count carbohydrates and take insulin) must be involved to lower high blood sugar and for sugar to be stored for energy. Eating healthy: high in fiber, whole-grain foods, fruits, and vegetables will stabilize glucose levels longer and more proficiently. When people do not take care of their diabetes, their health risks intensify drastically. The long-term damage of having high blood sugar is not worth taking the chance. Kidney failure, blindness, and cancer are just three problems that could possible happen. Millions of people are out there with Type 1 and Type 2 Diabetes (NPED, 2010). By taking the proper steps, people can manage their diabetes, live a healthy and happy lifestyle, and keep their medical costs from skyrocketing.
References American Diabetes Association. (2013). Checking your blood glucose. Retrieved from http://www.diabetes.org/living-with- diabetes/treatment-and-care/blood-glucose- control/checking-your-blood-glucose.html American Diabetes Association. (2013). Diabetes myths. Retrieved from http://www.diabetes.org/diabetes- basics/diabetes-myths/ National Diabetes Education Program (NDEP). (2010). Helping the student with diabetes succeed. Retrieved from http://ndep.nih .gov/media/youth_schoolguide.pdf National Diabetes Information Clearinghouse (NDIC). (2013). Retrieved November 14, 2013, from diabetes.niddk.nih.gov website: http://diabetes.niddk.nih.gov/dm/pubs/t ype1and2/what.aspx If you would like to join Dylan’s Facebook group, simply add him as a friend!
45
A Story of Collaboration Success between Students, Parents, and Educators
Carol Kirkpatrick & Kelly Wathne
I realized one day the [my child] was only required to participate in physical education (P.E.) activities every other week for 30 minutes.
play many roles in my professional life: a health educator, a registered dietitian, a clinical lipid specialist, and a professor. In my personal life, I have found that my role as a parent is influencing me to become an advocate for the health and wellness of my children in the school setting. This is a story about how I was able to use my professional skills and connections while embracing my role as a parent advocating for increasing physical activity at my children’s school. One of the highlights of the story is the collaboration that first occurred between a parent and a principal, and then evolved into a collaboration involving a public school community and university faculty and graduate students.
I
A Gate City student achieves 100 miles!
The story begins when my first child was in second grade at Gate City Elementary School (GCE), and I realized one day that he was only required to participate in physical education (P.E.) activities every other week for 30 minutes. I was involved in the Parent Advisory Committee that meets once a month with the principal, Deanne Dye, M.Ed.
Carol Kirkpatrick, PhD, MPH, RDN, CLS, is the Wellness Center Director and Clinical Assistant Professor in the Health Education & Promotion Program at Idaho State University. You can contact Dr. Kirkpatrick at [email protected] or 208.282.3559 if you have further inquiries. Kelly Wathne is currently a Master of Health Education student in the Health Education & Promotion Program at Idaho State University. Ms. Wathne has been a long-time advocate for promoting the health and wellness of children, including being the co-champion in implementing Girls on the Run, a running program for girls in 3rd – 5th grade, from 2006 through 2008 with the Southeastern Idaho Public Health Department.
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At the January 2013 meeting, I suggested the implementing some type of activity program for the students at GCE to increase their frequency of activity to more than once a week. I presented the importance of having the students be more active to promote their health and wellness, but also because of the impact that daily physical activity has been shown to have on improving the learning ability and behavior of students. The Institute of Medicine (IOM) Committee on Physical Activity and Physical Education in the School Environment released a report on May 23, 2013, after examining students’ access to physical activity and physical education in schools, as well as the effects of the students’ fitness level on a variety of outcomes. The IOM Committee (2013) stated the following in regards to the multiple benefits of physical activity for students:
Extensive scientific evidence demonstrates that regular physical activity promotes growth and development in youth and has multiple benefits for physical, mental, and cognitive health (p. 2). . . . In addition to long-term health benefits, an emerging literature supports acute health benefits of physical activity for children and adolescents. Physical activity in children is related to lower adiposity, higher muscular strength, improved markers of cardiovascular and metabolic health, and higher bone mineral content and density. Physical activity in youth also can improve mental health by decreasing and preventing conditions such as anxiety and depression and enhancing self-esteem and physical self-concept (p. 4). . . . More physically active children demonstrate greater attentional resources, have faster cognitive processing speed, and perform better on standardized academic tests. Of course, academic performance is influe- nced by other factors as well, such as socioeconomic status, and understanding of the dose-response relationship among vigorous- and moderate-intensity phy-sical activity,
academic performance, and classroom behavior is not well developed. Nevertheless, the evidence warrants the expectation that ensuring that children and adolescents achieve at least the recommended amount of vigorous- and moderate-intensity physical activity may improve overall academic performance” (p. 4).
Although Ms. Dye and I both knew about the plethora of benefits for students who are more physically active, we also knew of the budget limitations of GCE and the school district. I suggested that we try to find grant funding to implement an activity program. Ms. Dye encouraged me to investigate funding opportunities, as well as contact other parents who would be interested in helping with a project. Fast-forward a month later: I identified funding opportunities through the SPARK Website, which was shared with me by a colleague in the Health Education & Promotion Program at Idaho State University (ISU). The SPARK organization is a research-based, public heal-th organization of San Diego State University Research Foundation. The SPARK Website has information about several funding opportunities for implementing wellness programs at public schools (http://www.sparkpe. org/grants/grantfunding-resources/). It was a great resource, but I did not find a grant that seemed to resonate with what we wanted to do at GCE. In March 2013, I received an e-mail from Ms. Dye with information about a grant opportunity from the Active Schools Acceleration Project (ASAP) that she had received in an electronic newsletter from the Idaho State Board of Education. The grant was for $1000 from the ASAP to implement one of three physical activity programs at our school: the 100 Mile Club, the BOKS Program, and the Let’s Move Program. Ms. Dye and I spoke about the funding opportunity, discussed which 47
program would be the best fit for GCE, and decided to move forward with writing the grant application. We chose the 100 Mile Club as the activity program we would implement for several reasons: 1) GCE has a walking path available on the playground for the students; 2) the students could participate before, during, and after school, which provided an option for increasing physical activity that both parent volunteers and teachers could support; 3) the program had a goal for the students to work toward: walk, jog, or run 100 miles by the end of the school year, and they could participate even if they did not like running; and 4) it appeared to be a low-cost program that we could easily implement. Additionally, we felt the GCE teachers would support the 100 Mile Club because a teacher created it. Karla Lubin, a special education teacher in California, created the 100 Mile Club during the 1992-1993 school year in an effort to motivate and inspire her special needs students. The program was a success and Lubin discovered that her “students consistently score (sic) higher on physical fitness tests than their non-disabled peers, they also showed improved attendance, academic achievement, and behavior,” (Lubin, n.d.). Ms. Dye and I worked together on completing the electronic grant application and submitted the it, hopeful that we would be awarded the $1000, but knowing it was a long-shot given that only 1000 schools across the nation would receive the award. As I was completing the electronic grant application on the ASAP Website (http:// www.activeschoolsasap.org/), I noticed a link for “Other Funding Opportunities.” I clicked on the link and found information on two other funding opportunities: the Fuel Up to Play 60 initiative (http:// school.fueluptoplay60.com/funds/introduction.php) and the Presidential Youth Fitness Program (PYFP) inaugural funding (http://www.pyfp.org/funding/index.shtml).
The Fuel Up to Play 60 program offers up to $4000 to K – 12 schools to implement a nutrition and physical activity program for the students. The purpose of the PYFP funding award “is to provide schools with support to facilitate implementation of and sustained participation in the Presidential Youth Fitness Program. Funds will be used to provide elements previously identified as supplemental to the free Presidential Youth Fitness Program. These elements include FITNESSGRAM® software (web-based version), virtual learning opportunities for professional develop-ment, and Presidential Youth Fitness Awards for students” (Presidential Youth Fitness Program, n.d.). Probably because of my background in academia, I started thinking how great it would be if GCE could receive the PYFP inaugural award in addition to the ASAP grant to implement the 100 Mile Club. Receiving both awards would allow us to assess the students’ fitness level at the beginning of the school year, implement the 100 Mile Club program, and then assess if the students who participated in the 100 Mile Club were more likely to achieve the PYFP fitness award than the students who did not participate. Again, I spoke with Ms. Dye about the PYFP award opportunity and my idea, and, again, she provided support and encouraged me to begin completing the funding application. Similarly to the ASAP opportunity, we were hopeful as we submitted the funding application to the PYFP, but the award would be given to approximately 400 schools across the nation, so we knew it was another long-shot. By April 30, 2013, both funding applications were submitted and we waited to hear whether GCE would be one of the lucky schools across the nation to receive at least one of the awards. On June 3, 2013, I received an e-mail from Jane Wargo, the program director for the PYFP, informing me that GCE had been selected
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to receive the inaugural award to implement the PYFP with our students. I felt both shocked and elated at the same time. GCE was one of three schools in Idaho to receive the PYFP inaugural award. On June 27, 2013, I received an e-mail from the ASAP informing me that GCE was awarded $1000 to implement the 100 Mile Club. Again, I felt both shocked and elated at the same time! GCE was one of six schools in Idaho to receive the ASAP funding in 2013. I was thrilled to have received both funding awards that Ms. Dye and I had submitted and know that we would be able to offer a physical activity program at GGE as well as implement the PYFP with our students. The timing of receiving the awards was perfect: the School District #25 Board voted to eliminate P.E. instructors at elementary schools throughout the District for the 2013-2014 school year. Because of the elimination of the P.E. instructors, the GCE teachers were planning on coordinating the P.E. activities for their students. Being able to implement the 100 Mile Club at CGE would provide the teachers with an option their students could participate in for a P.E. activity. Additionally, the PYFP would provide virtual training on implementing a successful P.E. program for the GCE teacher. The PYFP only offers the award to schools that have a certified P.E. teacher; however, because elementary education teachers in Idaho receive certification in several subjects, including P.E., GCE was still able to qualify despite P.E. instructors being eliminated from School District #25 elementary schools in the 2013-2014 school year. Ms. Dye and the GCE teachers who will participate in the virtual training are excited and grateful to have the opportunity to utilize the PYFP training. Once, we knew had received the funding awards, Ms. Dye and I discussed how we would begin to implement the programs.
Within the funding application for both grants, I had written that GCE would strive to partner with faculty in the Health Education & Promotion Program and the Department of Sport Science and Physical Education (SSPE) at ISU. I felt that the collaboration between GCE and ISU faculty would be a win-win for all parties involved in the 100 Mile Club and the PYFP. While were waiting to find out about receiving the awards, I was offered a position at ISU in the Health Education & Promotion Program, which stren-gthened the collaboration opportunity between GCE and ISU. After we knew GCE received both awards, I contacted the faculty in the Health Education & Promotion Program and SSPE to discuss the 100 Mile Club and the PYFP to garner ideas from them regarding collaboration in implementing the programs. Event-ually, a graduate student in the Master of Health Education (MHE) program and a graduate student from the Department of SSPE was encouraged and assigned to work with me to implement both the 100 Mile Club and the PYFP. In addition to the faculty and graduate students at ISU, I contacted several parents of students attending GCE to ask for their participation in planning and implementing the 100 Mile Club program. Four moms were willing to become the “100 Mile Club Committee” with me and we started the planning process. Every student at GCE can participate in the 100 Mile Club, which can be implemented as a free program or as the “Gold Medal Program.” The “Gold Medal Program” has a $10 enrollment fee, which covers the cost of the incentive package for the students who participate in the program and achieve milestones as they work toward walking, jogging, or running 100 miles by the end of the school year. The milestone incentives are a t-shirt at 25 miles, a gold pencil at 50 miles, a
49
wristband at 75 miles, and a gold medal at 100 miles. We chose to implement the “Gold Medal Program” at GCE with the idea that we could use some of the $1000 award to “scholarship” the students who might have difficulty paying the enrollment fee. The 100 Mile Club Committee did not want money to be a barrier for any student who might want to participate in the program. We also knew the funding award would be available to cover the start-up costs to implement the 100 Mile Club, such as making a sign to have at the walking/running path so students would know when a parent volunteer was available to track laps; purchasing Popsicle sticks to track laps with the students; printing costs for tracking sheets and enrollment forms; and water and a light refreshment to have at the 100 Mile Club Family Nights. The 100 Mile Club was implemented the first week of the 2013-2013 school year. The GCE faculty and Parent Teacher Association held a “Back to School” night two days before school began, and the 100 Mile Club Committee had a table at the event to start promoting the program. We had 14 students enroll in the 100 Mile Club that night. I was excited, even with only 14 enrolled! On Friday of the first week of school, we sent a 100 Mile Club enrollment form (sent to us by the 100 Mile Club for free, except the cost of shipping and handling, or available to download for free once a school registers and decides to participate in the program) home to each of the GCE students. The enrollment form had a space where parents could indicate their interest in volunteering for the 100 Mile Club program. By the end of the first month of program implementation, we had 141 students (there are approximately 460 students at GCE) and two teachers enrolled in the 100 Mile Club, and 10 parents volunteering to track laps before,
during, and after school with the students. The ISU graduate students from the MHE program and SSPE have also helped track laps with the students, as well as assisted in the planning of 100 Mile Club Family Nights to promote families participating in walking/jogging/running laps together at evening events. At the third 100 Mile Club Family Night, parents began asking about enrolling in the program, too. The 100 Mile Club offers an “adult program” for parents who want to participate with their children, and we were able to offer that program to the parents through the GCE 100 Mile Club program. As of the end of mid-November, we have 152 students, 2 teachers, and 8 parents enrolled in the 100 Mile Club working their way to 100 miles and beyond! The milestones that have been achieved so far are amazing. Four students finished 100 miles during October, one teacher and one parent reached 100 miles at the beginning of November, all of whom are still tracking laps; one student reached 75 miles during the second week of November; five students have reached 50 miles; and 33 students and 1 parent have reached 25 miles. The 100 Mile Club allows kindergarten students to work toward “mini-miles”: ½ mile = 1 mile. By mid-November, three kindergarten students had reached 25 “mini-miles,” and one had achieved 75 “mini-miles”! In terms of the PYFP, throughout October 2013, two faculty and a graduate student from the Department of SSPE, the MHE student who is helping implement the 100 Mile Club, and I completed the FITNESSGRAM® fitness assessments with the GCE students. The GCE teachers were extremely supportive in our efforts, and graciously allowed us to take time away from their classes to complete the tests. We are planning on completing the FITNESSGRAM® assessment again in the spring to compare the results pre- and post-implementation of the 100 Mile Club. We have not yet reached the end of this story of collaboration. The GCE teachers,
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parent volunteers, and ISU graduate students will continue to implement the 100 Mile Club throughout the rest of the 2013-2014 school year, and GCE students, teachers, and parents can continue to enroll in the program. The MHE student who has been involved in the implementation of the 100 Mile Club during Fall Semester 2013 is completing an internship during Spring Semester 2014 to continue to implement the program, as well as plan the Gold Medal Ceremony we will have in May 2014. The MHE graduate student will also work with me to complete a 100 Mile Club program evaluation with the students, parents, and GCE teachers. The SSPE faculty, graduate student, MHE student, and I plan on completing the FITNESSGRAM® assessments in the spring to determine if participation in the 100 Mile Club influenced the fitness levels of the students. Principal Dye, the GCE teachers, and the GCE parents and students continue to be supportive of both programs. The moral of this story is that, with willing parties, a beautiful story of collaboration can unfold. As I began this story, I shared that I have many roles in my life: a health educator, a registered dietitian, a clinical lipid specialist, a professor, and a parent. I have had the opportunity to blend all of those roles to serve in one of my most important roles to date: an advocate for the health and wellness of not only my children, but other children in my community. I am grateful that I have people in my life who are willing to be advocates with me: Ms. Dye, principal at Gate City Elementary; the 18 K-5 teachers at Gate City Elementary; the parent volunteers involved with the 100 Mile Club; the parents who encourage their children to participate in the 100 Mile Club; the students achieving amazing milestones in the 100 Mile Club; Elaine Foster, MPE, and Kolby Cordingley, MPE, from the Department of SSPE; Kelly Wathne,
MHE graduate student; and Chio Lopez and Kelsey Huckle, ISU SSPE graduate students. Without everyone involved, this story could not be told. I am looking forward to a happy ending!
References Institute of Medicine. (2013). Educating the student body: Taking physical activity and physical education to school. Washington, DC: The National Academies Press. Retrieved from http://www.iom. edu/Reports/2013/Educating-the- Student-Body-Taking-Physical-Activity and-Physical-Education-to-School.aspx Lubin, K. (n.d.). 100 Mile Club® program guide. Presidential Youth Fitness Program. (n.d.). News release template. Retrieved from http://www.pyfp.org/funded- schools/resources.shtml
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JUST DANCE! It’ll be okay! ...Just Dance!
If you attended the 2013 IAHPERD Conference, then you probably enjoyed the site of several teachers playing Just Dance 2014 in the vendor hall. The Just Dance booth was one of the highlights of the convention as the interactive game showed participants just how much fun and fitness-centered dance and exer-gaming can be. Not to mention the amazing moves of Jen, who is the Just Dance rep who tours the country for the Just Dance team. I loved seeing how IAHPERD participants were ‘moving and grooving’ just like my students do in our physical education program. With that said, I’ve just got to share this call to action: You CAN Dance! And so can your students! In fact, my recent dance unit has been one of the most enjoyable parts of my year thus far. The student response has been incredible and dance has allowed me to bond with my students in a whole new way. Even my most worrisome students I thought would struggle or fight this “different” unit were my biggest fans. A child’s love for music and their need for movement trumps all. And if you keep it simple and build from there you will be successful! Dance was not a part of my formal undergraduate training, thus I only sheepishly studied it off and on and dreamed of the day I would be courageous enough to get in front of my students and lead them in dance versus putting in a video and going along with them. Well, the DAY has come and the experience has been amazing! Why did I wait so long to do this? My school participated in the Just Dance pilot study last year and saw true success. We used Just Dance throughout the year for dance lessons, for rainy days, for assemblies, for circuits, for choice days and even for staff events. Now this year, with a full dance unit on line dances, hip hop dances, movement and shape-shifting “create your own kind of dance fun” where the culminating experience is to learn some of the Just Dance moves (by breaking them down) and then putting all together with the actual game. It has been a great line-up and very motivating for students to move. My students wear downloadable pedometers every day that track MVPA and Activity Time. I set a goal for Activity Time and MVPA based upon the type of dance and amount of movement time available, helping to motivate students to remain active and to use in the lesson closure on rating perceived intensity levels with the data collected in addition to discussing the health benefits of dance. Bottom line: INTEGRATING DANCE into your well-balanced P.E. Program is a must. You won’t regret it! Use exer-gaming through Just Dance to hook the kids into dance and build from there. They will love it. I am happy to answer questions about my dance experience anytime or connect people with resources. The Just Dance Pilot program is still going strong, so if you haven’t emailed Ubisoft yet about your interest then do so today at: [email protected] to see if you can take part. Lastly, I’ve got to thank some important people and point to the excellent resources available to you in Idaho so that you, too, can dance!
Jessica Shawley, Moscow Middle School
Contact: [email protected]
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1. Chad Triolet, 2011 National Elementary Teacher of the Year from Virginia. I’ve hung out with this guy and he is one of the most wonderful, high-energy PE guys you will meet. He knew dance was a weakness and technology was one of this strengths...thus after his national teacher of the year award he challenged himself to step up the dance in his curriculum. He began doing simple dances and then making video tutorials to share with others on YouTube. A lot of dances he put together have fun line dance/fitness move dances with the most popular songs kids would know. His elementary students learn one dance a month and I’ve used them for my middle school students. Check out his site at: www.perocks.com or check him out on YouTube for ALL of his dance videos along with tutorials. They are just awesome. 2. Kimberly Anderson, 2012 National Dance Teacher of the Year from Vancouver, WA. I traveled with Kimberly a ton last year on our National Teacher of the Year road trips and learned a lot about how to approach dance, have fun, get over the “I’m not a dancer so I can’t teach it” mentality, and got great go-to resources from Kimberly that have worked beautifully with my students. My favorite is the ShapeShifters lesson where students experience symmetry, lines, patterns, shapes, and space through movement. They get to be creative and cooperative through fun relays and create your own moves. I take video and pictures of this lesson and then show them the fun they are having at the end of the week on an iPad video. It helps bring it all together for the kids. Kimberly has well-written lesson plans available to you for free on our IAHPERD conference website (since she did THREE fantastic sessions at IAHPERD) or you can go to: http://www.mygym shorts.schoolspecialty.com/kimberleigh-anderson-handouts for ALL her teacher of the year session handouts.
3. Just Dance! This “game” has been one of the most incredible additions. It is well worth the investment and a low cost addition to any program. They developed free lesson plans you can use with the game to help get you started on incorporating it. Email: justdancepilot@ubi soft.com. If my writing hasn’t convinced you enough here’s a story: one of my harder to reach, rough and tumble students told me that “I made the mistake of telling my mom what I did at school...I told her about how much fun Just Dance was. She got really excited and went out that night and bought the game as a surprise. Then in the morning she made my sisters and I up really early before school (the eye rolling added here from a young boy) because she was all excited to show us a surprise...then we saw Just Dance in the living room and we danced before school. I was kind of embarrassed because my mom isn’t very good at the game but we had a lot of fun and I really liked it.” It was the cutest story from a 6th grader whom started to do better in class because of his positive experience in Just Dance. I knew I could count on asking him about how his mom’s dance skills were doing and if they were getting any better. We would have a good joke about it and then I’d ask about how he was enjoying it and still doing it. I was so proud of that mom for finding a connection with her son through physical activity!
4. Dr. Christa Davis, IAHPERD Dance Rep to the IAHPERD Board: She is here to support dance in Idaho. A new professor at LCSC in Lewiston, Christa has traveled the country and our state doing dance workshops and studying the impact of dance in our schools. She can also help connect you with Idaho’s very own National Dance Teachers of the Year: Lauralee Zimmerly and Cynthia Jones
Well that’s it, my quick dance article...hope the information inspires you to pick up your dance shoes and move if you haven’t yet. And for those already dancing...KEEP IT GOING!
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IAHPERD Membership Form
January 1- December 31*
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AAHPERD Member (Yes) (No) IAHPERD Membership Type (circle one) Professional $35 Student $15 Make all checks payable to IAHPERD and mail
this form to: Launa Moser
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