North Central College - Community Unit School District 200 · PHYSICAL EDUCATION SOPHOMORE WELLNESS PROGRAM Wheaton Warrenville South High School Wheaton North High School 1993 Tiger

PHYSICAL EDUCATION

SOPHOMORE WELLNESS PROGRAM

Wheaton Warrenville South High School Wheaton North High School

1993 Tiger Trail 701 W. Thomas

Wheaton, IL 60189 Wheaton, IL 60187

www.wwshs.org www.wnhs.org

http://www.wwshs.org/

http://www.wnhs.org/

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Community Unit School District 200

Department of Physical Development and Health

Theme: Personal Wellness

Freshmen Year

Healthful Living Skills Health & Fitness Skills

Physical Development Skills Wellness Profiles & Technologies

Sophomore Year

Driver's Safety

Course Classroom Simulation

Behind the Wheel Licensure

Critical Issues In Health

Mental Health Substance Misuse and Abuse

Lifecycle

Fitness Concepts

Health & Fitness Skills Physical Development Skills

Wellness Profiles & Technologies

Junior Year

Responding To Emergencies

Community CPR & First Aid Personal, Home & Environmental Safety

Wellness/Fitness Plan

Research, Design & Implementation of a Personal Wellness Plan

Senior Year

Health & Safety

Seminars

Cholesterol Screenings Cancer Screenings Acquaintance Rape

HIV/AIDS Prom Safety

Active Lifestyle &

Fitness

Team Sports Lifetime Activities

Dance & Creative Movements Self Defense

Fitness & Nutrition

Courses

Personal Fitness Training Personal Fitness & Nutrition

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Fall Semester Syllabus

Health Fitness Chapter

Physical Development Activity

Chapter Student Activity

Unit 1 Getting Started In the Fitness Game….Your Health Depends On It! Fitnessgram Pre- Testing Team Building Activities Goal Setting Worksheet Fitness Assessment Setting Goals for Your Personal Fitness 3

Unit 2 Fitness For All Health vs. Skill Related Fitness Racquet Activity 1 Reading Worksheet 1 Analyzing Your Health 1 Video Worksheet

Unit 3 Making Good Choices Consumer Issues Football 12 Video Worksheet 12 Reading Worksheet 12 Researching Consumer Issues

Unit 4 Body Composition and Weight Control Body Types Basketball 10 Reading Worksheet Weight Management

10 Video Worksheet

Unit 5 Eating Disorders and Body Dysmorphia Eating Disorders Volleyball 18 Reading Strategy 18 Video Worksheet

Local Assessment Appendix

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Spring Semester Syllabus

Health Fitness Chapter

Physical Development Activity

Chapter Student Activity

Unit 1 Wellness for Everyone Health vs. Skill Related Fitness Volleyball 1 Reading Worksheet 1 Analyzing Your Health 1 Video Worksheet

Unit 2 Understanding Your Nutritional Choices and Its Effect on Body Composition Consumer Issues Basketball 12 Reading Worksheet 12 Analyzing Your Health 12 Reading Worksheet

Unit 3 Making Good Choices

Body Types Football 10 Reading Worksheet Weight Management

10 Video Worksheet

Unit 4 Fitness Gram Post-Testing

Fitness Assessment Fitness 3 Goal Setting Worksheet

Setting Goals for Your Personal Fitness

Unit 5 Putting It All Together

Eating Disorders Racquet Activity 18 Reading Strategy 18 Video Worksheet

Local Assessment Appendix

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Community School District 200

Physical Development and Health Curriculum

District 200 Fitness Assessments

Illinois State Learning Goal 20

Achieve and maintain a health-enhancing level of physical

fitness based upon continual self-assessment.

Students will:

A. Know and apply the principles and components of health-related fitness. 20.A.2b. Regularly participate in physical activity for the purpose of sustaining or improving individual levels of health-related fitness.

B. Assess individual fitness levels. 20.B.2b. Compare individual health-related fitness results to the

standards for meeting “Healthy Fitness Zones” as established in Fitnessgram’s criterion-referenced norms.

All high school students will be assessed bi-annually in health-related fitness components of aerobic capacity, muscular strength, muscular strength, muscular endurance, flexibility and body composition or body mass index. The Fitnessgram testing protocols are:

1. Assessment: Aerobic Capacity Test Protocol: Mile Run and Pacer Test

Measures: Your fitness level of cardio-respiratory health and the ability of your heart and lungs to function.

2. Assessment: Abdominal Muscle Strength/Endurance Test Protocol: 60 Second Sit Up Test

Measures: Your fitness level of musculoskeletal health in the pelvic core area of the human body.

3. Assessment: Upper Body Muscle Strength/Endurance Test Protocol: Push Up Test

Measures: Your fitness level of musculoskeletal health in the upper body.

4. Assessment: Flexibility Test Protocol: Back Saver Sit & Reach Test

Measures: Your fitness level in low-back and hip/girdle range of motion for functional health.

5. Assessment: Body Composition Test Protocol: Skin Fold or Body Mass Index

Measures: Your fitness level of health body composition between body fat to body lean mass.

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Community School District 200

Physical Development and Health Curriculum

District 200 Skill Assessments

Illinois State Learning Goal 19

The student will acquire movement skills and understand concepts needed to engage in health enhancing physical activity.

Students will:

A. Know and apply the principles and components of health-related fitness. 19.A.4. Perform skills efficiently in a variety of leisure activities, sports, creative movement and work-related activities.

B. Analyze various movement concepts and applications. 19.B.4. Understand the basic elements of movement skills and

forms associated with exercise, sports, and dance activities.

C. Demonstrate knowledge of rules, safety and strategies during physical activities. 19.C.Aa. Develop respect for correct rules and safety standards in classroom, fitness and sport activities. 19.C.Ab. Select and apply offensive, defensive and cooperative strategies in selected activities, games and sports.

PE Activities SKILL RUBRICS

Exceeds Meets Does not meet

Skill 5 4 3 0

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Pass Demonstrates proper techniques to bump and set in a game situation.

Skill accomplished but unable to utilize in game situation

Understands concept of the volleyball pass

No attempt

Serve Demonstrates proper techniques to serve overhand and underhand in a game situation.


Understands concept of the volleyball serve

No attempt

Team Play Demonstrates proper passing techniques to teammates in a game situation.


Understands concept of volleyball team play

No attempt

Strategies Demonstrates proper offensive and defensive strategies during game play


Understands concept of volleyball game strategies

No attempt

Ten

nis

/Pic

kle

ba

ll

Serve

In a game situation, demonstrates the proper grip, stance, ball toss, point of contact, and follow through.


Understands concept of the tennis/pickleball serve

No attempt

Volley

In a game situation, demonstrates the proper body-foot position, a firm wrist, contact of ball made in front of body, and follow through. (forehand and backhand)


Understands concept of the tennis/pickleball volley

No attempt

Ground Strokes

Demonstrates proper technique with the racket back, body sideways to the net, Ball contact and follow through.


Understands concept of the tennis/pickleball ground Stroke

No attempt

Strategies Demonstrates proper game strategies for both single and double game play.


Understands concept of tennis/pickleball game strategies

No attempt

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PE Activities SKILL RUBRICS

Exceeds Meets Does not meet

Skill 5 4 3 0

Ba

sk

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all

Pass

Demonstrates the ability in a game situation to perform the chest pass, bounce pass and overhead pass


Understands concept of basketball passing

No attempt

Dribble

Demonstrates the ability in a game situation to perform dribbling with proper hand position (finger-tips), head position (head up), and ball controlled below waist.


Understands concept of basketball dribbling

No attempt

Shooting

Demonstrates the ability to shoot the set shot, jump shot, lay up (R/L), the free through, and the bank shot.


Understands concept of basketball shooting

No attempt

Strategies Demonstrates proper ball both offensive & defensive movement in a game situation.


Understands concepts of basketball offensive & defensive strategies

No attempt

Fo

otb

all

Receiving

In a game situation, demonstrates proper position with regards to the hands being in front of the body and the eyes being on the object.


Understands concept of football catching

No attempt

Throwing

In a game situation, demonstrates proper ball grip, body position and arm follow through.


Understands concept of the football throwing

No attempt

Patterns

In a game situation, demonstrates various pass routes or patterns: hook, fly, down & out, down & in, curl


Understands the pass routes No attempt

Offensive/ Defensive Strategies

In a game situation, demonstrates man-to-man and zone defenses and proper offensive pass routes


Understands concept of the football offensive and defensive strategies

No attempt

Fri

sb

ee

Receiving

In a game situation, demonstrates proper position with regards to the hands being in front of the body and the eyes being on the object.


Understands concept of ultimate frisbee catching

No attempt

Throwing

In a game situation, demonstrates proper ball grip, body position and arm follow through.


Understands concept of the ultimate frisbee throwing

No attempt

Scoring Shows ability to utilize the basic rules in game competition


Understands concept of the ultimate frisbee scoring

No attempt

Offensive/Defensive Strategies

In a game situation, demonstrates man-to-man and zone defenses and proper offensive pass routes


Understands concept of the ultimate frisbee offensive and defensive strategies

No attempt

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Football Study Guide

Explanation of Activity:

Each team consists of 11 players. The goal is to score more points than the other team by completing touchdowns, field goals, extra points, and/or safeties. After a team has possession of the ball, it has four downs to advance the ball 10 yards. If they gain the ten yards, they keep the ball and continue to have an opportunity to score. If they fail to gain ten yards, the ball goes to the opposing team. The offensive team may also choose to punt the ball to the opponents or attempt a place kick. Length of Game:

Each game consists of 4 quarters of varying lengths depending on the level of play.

Players:

Quarterback - advances the ball by throwing to a receiver, handing off to a RB or running the ball themselves.

Offensive Line - includes the center (snaps the ball), tackles and guards. They work to open lanes for the running back and stop their quarterback from getting sacked.

Running back - generally carries the ball from the backfield on running plays. Wide receiver - catches the ball when thrown by the quarterback. Tight ends - vary between catching the ball and blocking on running plays. Safety - various duties including tackling and defending running backs or wide

receiver’s with the ball. Cornerbacks - defend the wide receivers from catching the ball. Linebackers - are the primary tacklers on the field. Defensive Line - includes ends and tackles working to prevent the offensive line from

opening ‘lanes’ for running backs. They also work to sack the other teams quarterback.

Basic Rules:

A. Defense must stay behind the line of scrimmage until the ball is centered. B. Ball must be centered through the legs, not sideways. C. The ball is dead following a touchdown, when the person in possession of the ball

goes out of bounds, or on an incomplete forward pass. D. No unsportsmanlike conduct. E. No pass interference.

Scoring:

A. Touchdown-6 points B. Extra point-1 point if kicked or 2 points if run or passed C. Field goal-3 points D. Safety-2 points

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Skills: A. Passing- The ball is gripped on the rear half of the fingers spread and the fingertips

on the laces. When preparing to throw, the ball should be brought back with both arms into an L shape over the throwing shoulder. During the release make sure to lead with the elbow through with the hand.

B. Catching- Make sure to catch with your hands and give with your arms as the ball

is caught. For passes above the waist, make a diamond with your hands in which the tip of the ball fits through. For passes below the waist, pinkies are brought together and the fingers are spread out to receive the ball.

C. Centering- Sit on yours heels in a pyramid type base. Extend your hips and knees

and bring the ball back through your legs.

D. Carrying the ball- Tuck the ball into the four pressure points: rib cage, elbow, eagle claw, and forearm.

E. Blocking- Sit on your heels and have your arms in front of your body ready for

contact. When contact is made, push with the upper body without holding the opposing player and keep the opponent away from the ball carrier.

Terminology:

Huddle - Meeting between the offensive or defensive players to talk over

strategy. Teams have only 30 seconds in-between plays. Blitz - An attempt to sack the quarterback before he can pass or

handoff the ball. Down - Each play from when the ball is centered until the play is actually

over. Fumble - When possession of the ball is lost during play. Holding - Using the hands or arms illegally to stop or slow an opposing player

whom does not have the ball. Interception - When the opposition catches a forward pass intended for the other

team. Line of scrimmage - The imaginary line where the ball is put into play. Offsides - Crossing the line of scrimmage before the ball is centered. Safety - Being tackled in your own end zone. Touchdown - When the ball is carried or successfully passed and caught over the

opponent’s goal line.

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Tennis Study Guide

Choice of Sides and Service:

The choice of sides and the right to be Server or Receiver in the first game shall be decided by a toss. The player winning the toss may choose or require his opponents to choose: The right to be Server or Receiver, in which case the other player shall choose the side or… The side, in which case the opposition shall choose the right to be Server or Receiver. Serving:

A. The Server shall stand with both feet behind the baseline and within the imaginary continuations of the centerline and the sideline.

B. The Server shall then project the ball by hand into the air in any direction and before it hits the ground, strike it with the racket.

C. The Server shall stand alternately behind the right and left courts, beginning from the right in every game.

D. The ball served shall pass over the net and hit the ground within the service court, which is diagonally opposite, or upon any line bounding that service court.

E. The Server is allowed two (2) attempts to hit the ball into the correct service court. F. A player serves the entire game, the next game being served entirely by the

opponent. Serving Faults:

In the case where the following faults occur, the serve counts as one of the two serves allotted. If a fault occurs on the second attempt, the Receiver wins the point. The second service after a fault is delivered from behind the same half court. A. Let Service - A ball is legally served and hits the top of the net and drops into the

correct service court is a Let Service. This service is replayed. B. A Let (Due To Interference) - The entire point is replayed. Two services are again

entitled. C. Receiver must be ready - The server shall not serve until the Receiver is ready. If

the Receiver attempts to hit the ball, they are considered ready.

Doubles

Left Right Singles

Service Service

Court Court

Right Left

Service Service

Court Court Singles

Doubles

B

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Alley

Alley

Alley

AlleyS

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B

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When the Receiver Becomes Server:

At the end of the first game, the Receiver shall become Server and the Server the Receiver. They alternate in all subsequent games of the match. Ball in Play until Point Decided:

A ball is in play from the moment at which it is delivered in service. Unless a fault or a let is called, it remains in play until the point is decided. A ball other than the serve may be hit on a fly (volley). If the ball touches any part of the line it is considered in bounds. A Player Loses the Point If:

A. The ball bounces more than once (1) before it is returned. B. The ball goes into the net or is returned out of bounds. C. The ball is touched or hit more than once before returning it. D. The ball is volleyed before it passes over the net. E. A player touches the net, cable, or post with their racket or body. Server Wins Point:

A. If the Receiver commits any of the above faults. B. If the Receiver hits a served ball before it touches the ground. A serve must bounce

before being returned by the Receiver.

Receiver Wins Point:

A. If the Server serves two consecutive faults. B. If the Server commits any of the above listed faults. C. A ball, other than a serve, which touches the net and goes into the opponent’s

court, is a good return. Scoring:

Server announces score and service before each serve Example: Love – 15; first service 0 Points – “Love” 1 Point – 15 2 Points – 30 3 Points - 40 4 Points - Game

Deuce:

A. If both players have won 3 points, the score is called DEUCE. B. The next point won by a player is scored ADVANTAGE for that player.

1. ADVANTAGE IN is scored for the server. 2. ADVANTAGE OUT is scored for the receiver.

C. The game is over when one player wins two points consecutively immediately following the score of DEUCE.

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Set:

A. A set is won when a player wins six games, while the opponent has not won more than four (4) games.

B. The first player to have won six games and leading by two games is the winner of the SET.

C. When necessary, a set shall be extended until the margin of two games is achieved. For example, any of the following would mean that a player won the set: 6-0, 6-1, 6-2, 6-3, or 6-4. However, it could be 5-5 then going on to win 7-5, 8-6, 9-7, etc.

Match:

In women’s tennis the best of three sets constitute a match. In men’s tennis the best of five sets constitute a match. Players Change Sides: The players shall change sides at the end of the first, third, and every odd numbered game following.

Doubles Games The above rules apply to both the Singles and Doubles Game with the following exceptions for doubles: Dimension of Court:

A. The outer sidelines are used in doubles as boundaries. Order of service and receiving: A. The order of service and receiving shall be decided at the beginning of each set

and must be followed throughout the set. B. Partners receive the serve alternately throughout each game. As in singles, a

server serves for the entire game. C. The partner of the player who served in the first game shall serve in the third game. The

partner of the player who served in the second game shall serve in the fourth game.

Etiquette:

A. Wear respectable tennis clothes. Most women players wear tennis skirts. B. Control your temper. Win or lose pleasantly and without excuses. C. Accept decisions of your opponent and officials graciously. D. Always shake hands after a match. E. After a point has been played, return the ball directly to the server; not carelessly. F. If your ball goes into the adjoining court, wait until the players on that court finish

their point before calling for the ball. G. Do not walk across a court while people are playing on it. H. If a ball from an adjoining court comes into your court return it to the owners as

soon as possible. If it interferes with your point, play a let.

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Basketball Study Guide

Explanation of Activity:

Basketball is played by two teams, consisting of five players each. A team scores points by making a basket at their opponents’ goal. The team with the most points after 4 quarters wins. Scoring: A. A field goal is worth 2 points. B. A field goal from behind the three-point line is worth 3 points. C. A free throw is worth 1 point.

1. After the seventh team foul, a free throw is awarded to the other team. If the player makes it, they get another.

2. After the tenth team foul, 2 free throws are awarded to the opposing team. Length of Game: The game consists of four eight-minute quarters with a two-minute break between the quarters and ten minutes between the 1st and 2nd half. If there is a tie game, one or more overtime periods are used to break the tie. The game is started with a jump ball at the center-restraining circle. Players:

Point Guard - Generally is responsible for bringing the ball up the court and distributing

the ball to teammates to score. This is why a point guard usually has a high number of assists.

Shooting Guard - Generally is responsible for scoring though they also handle the basketball. Center - Generally is the tallest player. They tend to play close to the basket for

scoring and rebounding and also guard the basket as a defensive player. Small Forward - Is a versatile player and tends to do all jobs on the court. Power Forward - Is like the center because s/he also rebounds and ‘posts up’ for scoring.

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Fouls: are infractions of the game with bodily contact.

A. Blocking: Opponent enters the path of moving player without giving him time to

change directions. B. Charging: The player with the ball moves his body into an opponent whose position

has been established. C. Hacking, tripping or holding opponent or player with possession of the ball. D. Simultaneous fouls: If two opposing players foul each other at the same time, then

each receives a free throw and play resumes. Violations: are infractions of the game without bodily contact. A. Jump ball violations:

1. Tapping the ball more than once. 2. Tapping the ball before it reaches its highest point. 3. Playing the ball before another player touches it or before it hits the floor.

B. Handling ball violations: 1. Kicking the ball. 2. Holding the ball for more than 5 seconds when out-of-bounds. 3. Holding the ball for more than 5 seconds when closely guarded or taking more

than 10 seconds for a free throw. 4. Double dribble 5. Traveling 6. Palming the ball

C. Three second lane/key violation: 1. Player without the ball in the key for more than 3 seconds when his team has

possession of the ball. 2. Area for key violation extends from the free throw line to the end line.

D. Tie ball: 1. Two players place one or two hands on the ball. 2. Must be made without personal contact. 3. The hands are considered part of the ball. 4. Results in alternate possession.

E. Out-of-bounds violation: 1. Causing ball to go out of bounds. 2. Touching boundary line when in possession of the ball.

F. Free throw violation: 1. Not touching the rim on a free throw. 2. Stepping over the free throw line. 3. Any player stepping in before the ball touches the rim.

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Terminology Dribbling - A player giving impetus to the ball one or more times, causing it

to rebound from floor. This is one method of taking the ball down court.

Lay-Up - This is considered the most basic shot in basketball. A player

jumps or leaps, laying the ball near the basket. A lay-up will often bounce off the backboard into the basket.

Assist - This is a pass to a teammate that leads directly to that player scoring. Free Throw - An unguarded shot while attempting to make a basket.

Defensive players alternate with offensive players for position beginning on the inside of the key.

Alternate possession - A rule used to settle jump ball situations after the initial tip-off by

switching which team has possession.

Zone - A defensive system in which players are assigned a specific area to guard. Examples are 2-1-2 and 1-2-2 systems.

Person to Person - A defensive system in which each player guards an assigned

individual. Full Court Press - A defensive strategy in which a team guards closely in the back

court as well as the front court. Half Court Press - A defensive strategy in which a team guards closely in the front

court. Passing - Moving the ball by bouncing, throwing, batting, handling or rolling

it to another player. High Post - An offensive player who is stationed at the top of the key area

awaiting a pass from a team member. Screen - An offensive strategy designed to block a defensive player by

standing beside or behind him/her in order to free a teammate to shoot, receive a pass, or drive in to score.

Pick and Roll – is an offensive strategy in which a player sets a screen (pick) for

a teammate handling the ball. This separates the defender from the ball handler. The screener can then slip behind the defender (roll) to accept a pass.

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Volleyball Study Guide

Explanation of Activity: Volleyball is played by two teams, consisting of six players-three front row and three back row. The object of the game is to keep the ball from hitting the floor on your side of the net and to return the ball so it hits the floor on your opponents’ side of the net. The ball is put into play from behind the rear boundary line. The ball is then volleyed back and forth until one team fails to return the ball in 3 hits or less. A team scores a point by grounding the volleyball on the opposing teams’ court or when the opposing team commits a fault. Scoring: A. The offense scores on a defensive miss or out of bounds hit. The defense scores

on an offensive miss, out of bounds hit, or a serve into the net. This is rally scoring. B. A game is played to 25 points but a team must win by 2 points. A high school

match consists of the best two out of three games. Teams switch sides after each game.

Players: Setter - Generally gets the ball on the 2nd contact and positions the ball for

an attack on the opposition. Outside Hitter - Left side players that hit the ball with an approach from the

outside of the court. Opposite Hitter - Hits the ball with an approach from the right sideline of the court. Libero - Generally the middle back player in high school responsible for

serve receive passing, digging and free ball passing. Middle Hitter - A player located in the middle front position responsible for hitting

and blocking from that position. Defensive Specialist - A back row player that specializes in defense.

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Basic Rules: A. A returned ball that hits the net, including the serve is in play. B. While serving, the server may not step on or over the rear boundary line. C. A player may not block or attack a serve. D. A team must serve in the correct order (rotation). A team rotates in a clockwise

manner each time they win the serve. E. A ball may be played off the net during a volley and on a serve. G. The ball may be played by any part of body above and including the waist. H. The net may not be touched while the ball is in play. H. A player may not cross over the centerline while the ball is in play. I. The ball may not be held or ‘carried’. J. A player touching the ball while blocking may take the next hit of the ball if it

remains on his/her side of the net. K. If two or more players contact the ball simultaneously, it is considered one play and

the players involved may not participate in the next play. L. Blocking with hands over the net is permissible as long as the ball has broken the

plane of the net and the block does not interfere with the opponent’s attempt to make a play off the net.

M. Once the ball is in play, players may move to any position on the court. N. Back row players may not spike the ball unless they take off from behind the 10-foot

line. O. A ball touching a boundary line is in play. Terminology: Block- A defensive play by a player in the front row who places his/her hands

and arms above the net so that the spiked ball rebounds into the opponents’ court.

Dink- A soft shot off the fingertips used instead of the spike to get the ball

over the blocker’s head. Overhead Pass - A pass executed with both hands open, controlled by the fingers and

thumbs, played just above the forehead. Forearm Pass – A pass executed by joining arms from the elbows to the wrists to strike

the ball with the fleshy part of your forearms in an underhand motion. Free ball- The return of a ball by the opponent that is easily in play. Kill - A spike that cannot be returned. Ace - When the ball is served to the other team and no one touches it. Dig - When a player makes a save from a very difficult spike. Sideout - When the team that served the ball makes a mistake, causing service to

go to the other team.

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Introduction to Wellness

WHAT IS PHYSICAL FITNESS?

Physical Fitness is the ability of your body’s systems to work together efficiently. Being efficient involves being able to do daily activities with the least amount of effort. A fit person is one who can carry out daily activities and still have enough energy and vigor to respond to emergency situations and enjoy leisure activities. The Surgeon General of the U.S. states that being physically active provides many benefits to health while inactivity is a major risk for many diseases.

HEALTH & WELLNESS

Health refers to good fitness or the state of optimal physical, mental, and social well-being. In recent years, health has been expanded to include wellness, a state that enables you to reach your fullest potential, having purpose and goals in life.

HEALTH & WELLNESS BENEFITS

Looking Good: People are often concerned over personal appearance. Regular physical activity, proper nutrition, good posture, and body mechanics will help develop a good physical appearance. Feeling Good: When you are active and physically fit, you are capable of working more efficiently, have the ability to resist fatigue, and are less likely to be injured. National surveys indicate that active people sleep better, do better on academic work and are less depressed than people who are less active. Enjoying Life: Being fit allows you to do more of the things that you want to do. Meeting Emergencies: Being fit allows you to meet the demands of an emergency should one arise. Being Physically Fit: Being fit rewards each of us with many health and wellness benefits.

HEALTH RELATED FITNESS

Cardiovascular Fitness: is the ability to exercise your body for long periods of time. Cardiovascular fitness requires a strong heart, healthy lungs and clear blood vessels to supply the cells with oxygen. Strength: is the amount of force your muscles can produce or how much weight you can lift.

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Muscular Endurance: is the ability to use your muscles many times without tiring. People with good endurance are less likely to have back problems and are more likely to have better posture. Flexibility: is the ability to use your joints through a full range of motion. People with good flexibility have fewer sore or injured muscles. Body Fatness: is the percent of body weight that is made up of fat when compared to other body tissue such as bone and muscle. People who are in a healthy range of body fatness are far more likely to avoid illness and even have lower death rates than those outside the healthy range. Too little body fat can also cause health problems.

SKILL RELATED FITNESS

Agility: is the ability to change the position of your body quickly and to control your body’s movements. Balance: is the ability to keep an upright posture while standing still or moving. Coordination: is the ability to use your senses together with your body parts, or to use two or more body parts together. Power: is the ability to use strength quickly. It involves both speed and strength. Reaction: is the amount of time it takes to move once you realize the need to act. Speed: the ability to perform a movement or cover a distance in a short period of time.

STAIRWAY TO LIFETIME FITNESS

Doing Physical Fitness – Think about the activities you are involved in during the year. Currently they exist in community efforts or school. Eventually school programs will no longer serve as your means of exercise and opportunities for physical activity will decrease. Getting Fit – You are responsible for your own fitness. This stage begins by making your own decisions on how to become fit. Self Assessment – Before you can make decisions about your own personal fitness you need to know your fitness level. You must use tools of assessment to determine planning for lifetime fitness and activity. Self Planning – After learning the level of fitness, the next step is self planning. Use the fitness results to plan a program. Lifetime Activity – Here you begin problem solving to the level of lifetime activity. Lifetime Fitness – Throughout your life you will use the skills you learn to reevaluate your fitness needs to adjust your physical activity program as needed to maintain fitness.

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CHAPTER 3: Goal Setting Taking Control of Your Health A. Body image has a direct effect on how you feel about yourself. B. Make proper decisions about your own health and fitness. C. Set Goals

1. Goals help you do your best. 2. Goals help you achieve what you want.

What is Goal Setting? A. A process that can help you improve and feel good about yourself. B. A method of getting people motivated about their own self-improvement and

lifestyles. C. Long-term goals

1. These take a long time to reach and are very general. 2. These are achievable with a series of short-term goals.

D. Short-term goals 1. These are established to help either a long-term goal, or to help you accomplish

something in a short period of time. 2. These are reached quickly – few days or weeks. 3. These are very specific

Goal Setting is like a Ladder A. Think of the top rung as your long-term goals and rungs leading to it are short-term. B. Each short term goal puts you in better position to reach the long-term goal. Goal Setting Steps A. Desire

1. This is the most important factor. 2. Goals are personal, but other people can help too.

B. Belief 1. If you believe you can do something, your chances are better that you will be able

to do it. 2. Our beliefs can be a “self-fulfilling prophecy”.

C. Analyze where you are now – Know your starting point on each component of fitness

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D. Set realistic goals 1. Keep them reachable and challenging. 2. Goals that are too hard can discourage you and cause you to give up. 3. Goals that are too easy may cause you to lose interest. 4. Set goals that will stretch you and move you out of the comfort zone. 5. Realistic goal setting is based on your current level of fitness.

E. Write your goals down in detail – Recording goals helps clarify what you want to do. F. Benefits received

1. Helps make your desire stronger. 2. Make your belief in yourself stronger.

G. Identify obstacles 1. There is very little you can’t achieve in the areas of health and fitness if you have

the will power and the belief in yourself. 2. You are in the driver’s seat in your own life and have the power to shape your

lifestyle.

H. Identify the knowledge you will need – Know how to reduce stress before it happens.

I. Make a plan of action – Outline step-by-step strategy for accomplishing your goals.

J. Develop time-lines 1. These are times when short goals will be completed that lead up to a larger goal. 2. Time lines offer a sense of control, organization and direction. 3. They promote a greater commitment to your goal. 4. Time lines help relieve worry. 5. They help pace your effort. 6. Time lines create a sense of urgency to reach goals.

K. Monitor your progress 1. Make sure your goals are still reasonable. 2. You may have to alter your goals over time. 3. Never give up – be determined to take control of your lifestyle.

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CHAPTER 10: Body Composition & Weight Control

Body Types (somatotypes) due to genetic make up inherited from parents A. Endomorph – large, soft, bulging body and a pear shaped appearance

1. High percentage of body fat 2. Short neck 3. Large abdomen 4. Wide hips 5. Round full buttocks 6. Short, heavy legs

B. Mesomorph – solid, muscular, and large boned physique 1. Large bones 2. Broad shoulders 3. Muscular arms 4. Trim waist 5. Muscular buttocks 6. Powerful legs

C. Ectomorph – slender body and light build 1. Small bones 2. Thin muscles 3. Slender arms and legs 4. Narrow chest 5. Round shoulders 6. Flat abdomen and small buttocks

Body Composition (muscle, bone, fat)

A. Lean body mass: 1. Muscle tissue 2. Bones 3. Tendons 4. Ligaments

B. Body fat: 1. Results from stored calories that have not been burned up yet. 2. To determine the percentage of body fat and lean body mass use the following

formula: EXAMPLE: A person weighing 140 lbs. and has 20% body fat, then 28 lbs. of their weight is fat (140lbs. x 20% = 28lbs) The other 80%, or 112 lbs. is lean body mass.

3. Height and weight charts can be misleading. Muscle weighs more than fat and takes up less space than same amount of fat.

4. Overweight vs. obese a. Overweight – exceeding the desirable body weight by 10% b. Obese – excessive amount of body fat. You can be obese without being

overweight. 5. Ideal body weight

a. What you would weigh if you had an appropriate percentage of body fat. b. Weight at which you look good and feel good. c. Correct or ideal % of body fat varies with age and gender.

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AGE MALES FEMALES Up to 30 9%-15% 14%-21% 30-50 11%-17% 15%-23% 50-up 12%-19% 16%-25%

Methods of Measuring Body Fat

A. Underwater weighing 1. This is the most accurate method. 2. Specialized equipment is used. 3. Involves highly trained individuals to operate.

B. Electrical impedance

1. Utilizes a computer simulated analyzer to determine percentage of body fat. 2. Electrodes placed on right hand and right foot, while a person is lying down. 3. Electrical currents are transmitted from electrode to electrode. 4. Calculations using total body water and lean body mass provide % of body fat.

C. Skinfold measurement 1. Utilizes instrument called calipers to measure skinfold thickness. 2. Measures fold of skin and its underlying layer of fat at key locations of the body. 3. Special computations provide % of body fat based on measurements of skinfold.

D. Measurement of body circumference 1. This is the least accurate method. 2. Measures the circumference of selected body parts plus your weight. 3. Uses measuring tape and scale. 4. Special computations provide body fat %.

Importance of Weight Control

A. Excess fat is unhealthy 1. Obese men have a 20% shorter life expectancy than men of average weight. 2. Obese women have a life expectancy that is 10% shorter than women of

average weight. 3. Health hazards are related to excessive fat.

a. Breathing difficulties b. Diabetes c. Cancer d. High blood pressure e. Stroke f. Social discrimination g. Kidney disorders h. Less resistance to infections i. Surgical risk j. Pregnancy problems k. Shortened life expectancy

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B. Vulnerable stages for fat cell growth 1. Three major times in your life when fat cells are primarily formed:

a. During the last month of fetal development. b. During the first year of life. c. During the growth spurt of adolescence.

2. Total number of fat cells becomes permanently established once you reach adulthood.

3. When adolescents and children grow fatter, both an increase in size of existing fat cells and increase in the number of fat cells occur.

4. When adults grow fatter, only an increase in the size of existing fat cells occurs. 5. Creeping obesity is the slow gaining of fat over a period of years. 6. The average weight gain between ages 25 and 55 is 30lbs.

Weight Loss, Weight Gain, and Weight Maintenance

A. Calorie – a measure of energy the body is able to produce, 1 pound = 3500 cals. B. Weight maintenance - caloric intake should be the same as your caloric output. C. Weight gain or weight loss can be achieved by:

1. Changing caloric intake 2. Changing caloric output 3. Combination of the 2

D. Weight loss – to lose a pound a week 1. Consume 500 calories less each day than daily output 2. Increase exercise each day in an amount that is equal to burning 500 calories 3. Combination of the two, consuming 250 calories less and exercise equal to

burning 250 calories

E. Weight Gain – to gain a pound 1. Consume 500 calories more each day than your daily output. 2. Reduce exercise each day by the amount that is equal to burning 500 calories. 3. Combination of the two, consuming 250 calories more and reducing your

exercise load by the amount that would be equal to burning 250 calories. Caloric Cost of Physical Activities

A. Calories you use during any activity depend on:

1. Intensity at which you perform the activity 2. Length of time you participate 3. Your skill level 4. Your body weight

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Eating Smart A. Increase consumption of fruits, vegetables, pastas, breads, unsweetened cereals,

and grains such as barley, wheat, oats, cornmeal, and rice. B. Reduce consumption of red meats such as beef, pork and lamb. C. Increase the consumption of chicken, turkey and fish. D. Eat foods that are broiled, not fried. E. Reduce consumption of high-fat foods such as eggs, butter, whole milk, ice cream,

all fried foods, and whole milk cheeses. F. Reduce consumption of high cholesterol foods such as bacon, sour cream, hot

dogs, hamburgers, lunch meats and gravies. G. Reduce consumption of foods containing sugar such as pastries, candies,

sweetened drinks, honey, jam, jellies, syrups, most sweet deserts and sweetened cereals.

H. Reduce consumption of table salt and foods high in salt such as potato chips,

crackers, condiments and pickles. Planning a Balanced Diet A. Health Goals in America

1. Reduce fat, especially saturated. 2. Increase complex carbohydrates. 3. Increase calcium. 4. Decrease salt. 5. Reduce iron deficiency.

B. Dietary Guidelines for America

1. Eat a variety of foods. 2. Balance food with physical activity. 3. Choose a diet with plenty of grains, vegetables and fruit. 4. Choose a low in fat, saturated fat, and cholesterol. 5. Choose a diet moderate in sugar intake. 6. Choose a diet moderate in salt and sodium.

C. Recommended servings

1. 1600 calories: primarily sedentary women 2. 2200 calories: Most children, teenage girls, active women and sedentary men 3. 2800 calicoes: teenage boys, active men, very active women

D. Hidden Fats and Sugars 1. Fats, oils and sweets are hidden foods. 2. Sauces and toppings are food high in fat. 3. Salad dressings can be high in fat.

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Long Haul Concept

A. Weight loss is usually longer lasting if it is gradual. B. 1-2 lbs. per week at the most, is acceptable. Making Food Choices A. FIT Formula and Nutrition

1. Eat foods with proper amounts of nutrients. 2. Junk food, fad diets and fast foods can be harmful to your health. 3. Eat properly and exercise. 4. A person’s nutrients depend on age, sex, height and weight.

B. Fitness Target Zone and Nutrition

1. Fitness target Zone: Eat 3 meals a day – an occasional snack. 2. Intensity: Calories you consume should fall within the range for gender and age. 3. Time: Eat meals at regular intervals, such as morning, noon, and night.

C. Food Labels

1. Tracks how many calories you consume. 2. Tells you the amount of nutrients. 3. Gives you information about vitamins and minerals. 4. Gives you info on fat, saturated fat, cholesterol and sodium.

D. Eating before Physical Activity 1. Special diets are typically not necessary before athletic competition. 2. High protein and fat foods digest slowly and may interfere with performance. 3. Allow extra time between eating and activity before vigorous events.

4. Drink plenty of fluids, before, during, and after activity. 5. Eat 1-3 hours before competing.

a. Before competition, reduce the size of your meal. b. Small meals are easier to digest. c. Try liquid meals if you get nervous or have an upset stomach.

Weight Control Misconceptions A. Exercise and fat loss – you can not lose a large amount of weight quickly by

exercising 1. exercise regularly 2. minimum 20 minutes

B. Spot reducing – no such thing C. Increased appetite – exercise decreases appetite D. Glandular Issues - only a small % of overweight people are due to thyroid problems.

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CHAPTER 18: Eating Disorders

Eating Disorders are complex conditions that arise from a combination of long-standing behavioral, emotional, psychological, interpersonal and social factors. Scientists and researchers are still learning about the underlying causes of these emotionally and physically damaging conditions. We do know, however, about some of the general issues that can contribute to the development of eating disorders. Eating disorders can create a self-perpetuating cycle of physical and emotional destruction. All eating disorders require professional help. Psychological Factors A. Involves low self esteem.

B. Includes feelings of inadequacy or lack of control in life.

C. Depression, anxiety, anger, loneliness play a role. Interpersonal Factors A. Troubled family or personal relationships. B. Difficulty expressing emotions or feelings. C. History of being teased or ridiculed based on size or weight. D. History of physical or sexual abuse. Social Factors A. Cultural pressures 1. A culture may glorify thinness. 2. There is a value on obtaining perfect body. 3. There is a value on appearance not inner qualities. B. Narrow definitions of beauty 1. There is a specific weight for men or women. 2. There is a specific shape. Other Factors A. There may be potential biochemical or biological causes. B. Some people show certain chemicals that control hunger/digestion are unbalanced.

Duplication and reprinted courtesy of the National Eating Disorders Association

For more information contact National Eating Disorders at 603 Stewart St., Suite 803, Seattle, WA 98101

Information and Referral Helpline: 800-931-2237 or www.National EatingDisorders.com

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Anorexia Nervosa – A. Characterized by self starvation and weight loss B. Symptoms include 1. Refusal to maintain body weight at or above minimally normal weight. 2. Intense fear of weight gain or “being fat”. 3. Feeling fat or overweight despite dramatic weight loss. 4. Loss of menstrual periods. 5. Extreme concern with body weight and shape. C. Can be life threatening Bulimia Nervosa – A. Characterized by a secretive cycle of binge eating followed by purging. B. Symptoms include 1. Repeated episodes of bingeing and purging. 2. Feeling out of control, eating beyond comfortable fullness. 3. Purging after a binge. a. Purging food through vomiting b. Abuse of laxatives, diet pills, or diuretics c. Fasting d. Purging through over-exercise 4. Involves frequent dieting. 5. Extreme concern with body weight and shape. C. Can be life threatening Binge Eating (Compulsive Overeating) - A. Characterized primarily by periods of uncontrolled, impulsive, or continuous eating

beyond the point of being comfortably full. B. The person does not purge 1. May sporadically fast 2. Practice repetitive dieting C People who overeat often feel shame or self hatred after a binge. D. Person may suffer from anxiety, depression, or loneliness. E. Body weight may vary from normal to moderate to sever obesity.

Duplication and reprinted courtesy of the National Eating Disorders Association

For more information contact National Eating Disorders at 603 Stewart St., Suite 803, Seattle, WA 98101

Information and Referral Helpline: 800-931-2237 or www.National EatingDisorders.com

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CHAPTER 12: Consumer Issues

You as a Consumer: A consumer is a person who buys goods and services. As a consumer we have many choices when purchasing products. We should consider what to buy, where to buy it and when to buy it. Furthermore, a consumer should consider how to get the best value for your money.

Influence Your Buying Decisions

A. Friends 1. Am I buying a fad item that is popular today but will be out of fashion later? 2. Am I getting the best value for my money? 3. Am I spending twice as much money for a brand name item?

B. Buying Habits 1. Is there a habit of buying brand name items?

C. Advertising: 1. They can be a powerful influence on buying decisions. 2. It lets the consumer know what products, services, and sales are available. 3. There are disadvantages of advertising:

a. They may encourage people to buy what they don’t need or are misleading b. Many people buy products which might promise them they will look and

feel better – This person becomes a victim of false advertisement especially teenagers who often becomes targets of self-improvement products.

D. Knowledge is the key 1. Knowledge is the only way to combat false advertisements – Do your research 2. Learn to determine which advertisements are sound. People who sell unsound

products do not want you to become knowledgeable about the real affects of their product. They want you to believe everything you hear, see or read.

Spot Reduction – The Biggest Myth

A. Spot reduction – The ides of losing of pounds in a specific area. Impossible!

B. There are no known means by which fat can be broken down and lost from one part of your body.

B. Many exercise gadgets, devices and programs are based upon the misconception that if muscle groups beneath the fat are used, the fat will go away. An example of this is doing sit-ups will reduce fat on the stomach.

Exercise Gadgets and Gimmicks

A. Massage – Does not break up fat and allow it to burn off.

B. Vibrating belts – Does not break up fat. C. Sauna baths – No affect on fat loss.

C. Motorized exercise bikes – Does not help you lose weight or improve fitness.

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D. Plastic or rubberized suits –Weight loss occurs only in water. After you lose a few pounds of body fluid you will regain it after you drink something.

F. To combat false advertising claims: 1. You can write letters to the editors of magazines criticizing products

2. Call the Better Business Bureau and explain why you believe the advertising for a particular product is fraudulent.

3. Don’t forget to tell your friends not to but t a product if you believe it is a bad product.

Drugs and Weight Control

A. Appetite suppressants and thyroid hormones are commonly used to treat overweight or obese people.

B. Most obese or overweight people do not exercise or have good nutritional habits. Research has shown that only a small percentage of overweight people have a hormone problem.

C. Diuretics 1. Diuretics are used to control different types of edema (accumulation of fluid in

the body tissues) congestive heart failure, and high blood pressure. Diuretics do not promote real weight loss. Any weight loss comes back after you drink water.

2. Diuretics may be dangerous for the following reasons: a. They can lead to low potassium levels which can cause heart problems b. Upsets the body’s chemical balance. c. Increase cardiovascular problems for people with high blood pressure. d. Can cause blood clotting problems during menstruation. e. Can damage the kidneys if used continually.

D. Fad Diets: 1. An easy cure for being overweight or obese remains to be discovered. 1. Some diets or remedies may reduce weight. 2. Most are dangerous, unhealthy and dangerous.

E. Anabolic Steroids

1. These are a synthetic version of testosterone, the male sex hormone. 2. It can cause the body to down of its own production of testosterone when

synthetic substances are injected or introduced orally. 3. Side effects:

a. Liver and kidney damage b. Decrease in height c. Increase in risk of cancer d. Scalp or hair loss e. Appearance of acne f. Decrease testicle size and impotency g. Increase in aggression h. Mood Changes i. Reduction of breast size in women j. Can cause premature closure of growth plates in bones

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Table 5.2 FITNESSGRAM Standards for Health Fitness Zone*

* Number on left is lower end of HFZ; number on right is upper end of HFZ ** Test scored Pass/Fail; must reach this distance to pass.

1992, 1999. The Cooper Institute for Aerobics Research, Dallas Texas.

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Table 5.2 FITNESSGRAM Standards for Health Fitness Zone*

* Number on left is lower end of HFZ; number on right is upper end of HFZ ** Test scored Pass/Fail; must reach this distance to pass.

1992, 1999. The Cooper Institute for Aerobics Research, Dallas Texas.

FITNESSGRAM

Standards for Healthy Fitness Zone

Exceeds -- Meets -- Does Not Meet

BOYS

BACKSAVER PERCENT

AGE MILE PACER CURLUP PUSHUP SIT/REACH FAT

MIN: SEC #LAPS #COMPLETED #COMPLETED INCHES EXCEEDS: BELOW 7:30 ABOVE 83 ABOVE 40 ABOVE 25 ABOVE 9 BELOW 7 13 MEETS: 10:00 - 7:30 41-83 21-40 12–25 8 25-7 DOES NOT MEET: ABOVE 10:00 BELOW 35 BELOW 21 BELOW 12 BELOW 8 ABOVE 25 EXCEEDS: BELOW 7:00 ABOVE 83 ABOVE 45 ABOVE 30 ABOVE 9 BELOW 7 14 MEETS: 9:30-7:00 41-83 24-45 14-30 8 25-7 DOES NOT MEET: ABOVE 9:30 BELOW 41 BELOW 24 BELOW 14 BELOW 8 ABOVE 25

EXCEEDS: BELOW 7:00 ABOVE 94 ABOVE 47 ABOVE 35 ABOVE 9 BELOW 7 15 MEETS: 9:00-7:00 51-94 24-47 16-35 8 25-7 DOES NOT MEET: ABOVE 9:00 BELOW 51 BELOW 24 BELOW 16 BELOW 8 ABOVE 25 EXCEEDS: BELOW 7:00 ABOVE 94 ABOVE 47 ABOVE 35 ABOVE 9 BELOW 7 16 MEETS: 8:30 - 7:00 61 - 94 24 - 47 18 - 35 8 25-7 DOES NOT MEET: ABOVE 8:30 BELOW 61 BELOW 24 BELOW 18 BELOW 8 ABOVE 25 EXCEEDS: BELOW 7:00 ABOVE 106 ABOVE 47 ABOVE 35 ABOVE 9 BELOW 7 17 MEETS: 8:30 - 7:00 61 - 106 24 - 47 18 - 35 8 25-7 DOES NOT MEET: ABOVE 8:30 BELOW 61 BELOW 24 BELOW 18 BELOW 8 ABOVE 25 EXCEEDS: BELOW 7:00 ABOVE 106 ABOVE 47 ABOVE 35 ABOVE 9 BELOW 7 17+ MEETS: 8:30 - 7:00 72 - 106 24 - 47 18 - 35 8 25-7 DOES NOT MEET: ABOVE 8:30 BELOW 72 BELOW 24 BELOW 18 BELOW 8 ABOVE 25

FITNESSGRAM

Standards for Healthy Fitness Zone

Exceeds -- Meets -- Does Not Meet

GIRLS

BACKSAVER PERCENT

AGE MILE PACER CURLUP PUSHUP SIT/REACH FAT

MIN: SEC #LAPS #COMPLETED #COMPLETED INCHES EXCEEDS: BELOW 9:00 ABOVE 51 ABOVE 32 ABOVE 15 ABOVE 11 BELOW 13 13 MEETS: 11:30-9:00 23-51 18-32 7-15 10 32-13 DOES NOT MEET: ABOVE 11:30 BELOW 23 BELOW 18 BELOW 7 BELOW 9 ABOVE 32 EXCEEDS: BELOW 8:30 ABOVE 51 ABOVE 32 ABOVE 15 ABOVE11 BELOW 13 14 MEETS: 11:00-8:30 23-51 18-32 7-15 10 32-13 DOES NOT MEET: ABOVE 11:00 BELOW 23 BELOW 18 BELOW 7 BELOW 9 ABOVE 32

EXCEEDS: BELOW 8:00 ABOVE 51 ABOVE 35 ABOVE 15 ABOVE 13 BELOW 13 15 MEETS: 10:30-8:00 32-51 18-35 7-15 12 32-13 DOES NOT MEET: ABOVE 10:30 BELOW 32 BELOW 18 BELOW 7 BELOW 11 ABOVE 32 EXCEEDS: BELOW 8:00 ABOVE 61 ABOVE 35 ABOVE 15 ABOVE 13 BELOW 13 16 MEETS: 10:00-8:00 32-61 18-35 7-15 12 32-13 DOES NOT MEET: ABOVE 10:00 BELOW 32 BELOW 18 BELOW 7 BELOW 11 ABOVE 32 EXCEEDS: BELOW 8:00 ABOVE 61 ABOVE 35 ABOVE 15 ABOVE 13 BELOW 13 17 MEETS: 10:00-8:00 41-61 18-35 7-15 12 32-13 DOES NOT MEET: ABOVE 10:00 BELOW 41 BELOW 18 BELOW 7 BELOW 11 ABOVE 32 EXCEEDS: BELOW 8:00 ABOVE 72 ABOVE 35 ABOVE 15 ABOVE 13 BELOW 13 17+ MEETS: 10:00-8:00 41-72 18-35 7-15 12 32-13 DOES NOT MEET: ABOVE 10:00 BELOW 41 BELOW 18 BELOW 7 BELOW 11 ABOVE 32

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North Central College - Community Unit School District 200 · PHYSICAL EDUCATION SOPHOMORE WELLNESS PROGRAM Wheaton Warrenville South High School Wheaton North High School 1993 Tiger