SOAR Running Club - WordPress.com · 2014-06-20 · SOAR Running Club Elementary School Running Group Curriculum Richard Cleveland, Woodside Elementary School Everett Public Schools

SOAR Running Club Elementary School Running Group Curriculum Richard Cleveland, Woodside Elementary School Everett Public Schools 17000 23rd Avenue SE Bothell, Washington 98012

SOAR Curriculum⎪Page 2 of 22

Woodside Elementary School Counseling Program

“SOAR – Woodside Running Group” Description Small group run by school counselor targeting fourth and fifth grade boys and girls. Group uses running as an activity to illustrate perseverance, endurance, responsibility, and goal-‐setting. Process

▪ School counselor and 4th & 5th grade teams identify students who might benefit from the group. ▪ Permission slips are sent out to parent(s)/guardian(s). ▪ Upon receipt of permission slip, students are allowed to participate. ▪ Group meets on Tuesdays and Thursdays immediately after school from 3:00pm – 3:45pm.

Required Materials/Resources

▪ School counselor released from duties normally scheduled after school. ▪ Water/Sports Drink ▪ Healthy Snacks ▪ Marker cones ▪ Notebooks/Journals for goal-‐setting work

Supporting Research Amatea, E. S., Smith-‐Adcock, S., & Villares, E. (2006). From family deficit to family strength: Viewing

families’ contributions to children’s learning from a family resilience perspective. Professional School Counseling, 9(3), 177-‐189.

Butler, S. L. (2006). Healthy habits. Runner’s World, August, 29-‐31. Auger, R. W. (2005). School-‐based interventions for students with depressive disorders. Professional

School Counseling, 8 (4), 344-‐352. Greenberg, K. R. (2003). Group Counseling in K-‐12 Schools. Boston, MA: Allyn and Bacon. Kress, J. S., & Elias, M. J. (2006). Building learning communities through social and emotional learning:

Navigating the rough seas of implementation. Professional School Counseling, 10 (1), 102-‐107. Lee, S. B., Kim, J., Lee, S. H., & Lee, H. (2002). Encouraging social skills through dance: An inclusion

program in Korea. Teaching Exceptional Children, 34 (5), 40-‐44. Rankin, J. (1994). Children’s Running: A Guide for Teachers and Coaches. Alexandria, VA: Road Runners

Club of America Publications. Tkachuk, G. A. & Martin, G. L. (1999). Exercise therapy for patients with psychiatric disorders: Research

and clinical implications. Professional Psychology: Research and Practice, 30 (3), 275-‐282. Webb, L. D. & Myrick, R. D. (2003). A group counseling intervention for children with attention deficit

hyperactivity disorder. Professional School Counseling, 7 (2), 108-‐115.


ASCA Closing-‐the-‐Gap Action Plan

Staff

Intended Impact on Academics, Behaviors, or Attendance

ASCA Student Domain,

Standard, and Competency

(SCAATAP format of Dom.Std.Comp)

Type of Activity to be Delivered in

What Manner? Resources Needed

Projected Number of Students Affected

(Process Data)

Evaluation Method –

How Will You Measure Results?

(Perception and Results Data)

Project Start/End Dates

AD.A1.1 AD.A1.3 AD.A1.4 AD.A2.1 AD.A2.2 AD.A3.1 AD.A3.2 AD.A3.5 AD.B1.1 AD.B2.4 AD.C1.2 PS.A1.1 PS.A1.3 PS.A1.5 PS.A1.6 PS.A1.8 PS.A1.9 PS.A2.2 PS.A2.6 PS.B1.2 PS.B1.9 PS.B1.10 PS.B1.11

Cleveland Seaward Stogsdill

Decrease behavior referrals and/or suspensions. Increase academic performance. Encourage and foster rapport between students and school (i.e. wanting to be at school, participate, decrease in vandalism, etc.).

PS.B1.12

Small group for 4th & 5th grade boys and girls taking place after school. Group focus will be on perseverance, endurance, responsibility, and goal-‐setting.

Water Snacks Cones Journals

10 -‐ 20 Pre/Post evaluation of attendance and behavioral referral records. Pre/Post tests for students.

May 25th through June 15th


State EALRs and GLEs Addressed

Subject EALR Component GLE Intervention Application Communication 1 1.1 1.1.1 Listening and attending in class and group.

Communication 1 1.1 1.1.2 Interpreting energy level symbols, explaining tasks, answering questions, following directions.

Communication 1 1.2 1.2.1 Answering questions and problem-‐solving.

Communication 2 2.1 2.1.1 Speaking to friends/teachers with respect even when angry.

Communication 2 2.2 2.2.1 Taking turns talking in class and group.

Communication 2 2.2 2.2.2 Taking turns talking in class and group.

Communication 3 3.3 3.3.1 Talking and contributing in class and in group.

Communication 4 4.1 4.1.2 Analyzing their own and others' communication when angry vs when calm.

Communication 4 4.2 4.2.1 Setting a goal for running/behavior.

Reading 1 1.1 1.1.1 Reading signs, handouts, journals, etc. in classroom and in group.

Reading 1 1.1 1.1.3 Discussions, reading, answering questions, etc. in classroom and in group.

Reading 1 1.2 1.2.2 Re-‐reading journals, handouts, goals, signs, etc. and predicting from illustrations.

Reading 1 1.3 1.3.2 Running and SI terms learned for classroom and group.



Reading 2 2.1 2.1.2 Illustration for journal work.

Reading 2 2.2 2.2.1 Story sequence when writing what happened in journal.

Reading 2 2.3 2.3.1 Journal vs goal-‐setting vs taking notes vs letter to other students, etc.

Reading 2 2.4 2.4.2 Journal vs goal-‐setting vs taking notes vs letter to other students, etc.

Reading 3 3.1 3.1.1 The purpose of the letter to other students for a resource.

Reading 3 3.2 3.2.1 Following written directions in classroom and group.

Science 1 1.2 1.2.8 Identify external body parts.

Science 2 2.1 2.1.2 Observations in journal.

Science 2 2.1 2.1.5 Observations in journal.

Writing 1 1.1 1.1.1 Brainstorming for setting goal.

Writing 1 1.3 1.3.1 Revising goal and making sure it's applicable/reasonable.

Writing 1 1.4 1.4.1 Edits goal. Create a checklist for students to use with goals (i.e. realistic, readable, etc.).

Writing 1 1.5 1.5.1 Sharing goal, illustrating, etc.

Writing 2 2.2 2.2.1 Talk about difference in writing a story, etc. Writing self goal and then later writing to other students about what to do when angry.

Writing 2 2.3 2.3.1 Journal vs goal-‐setting vs taking notes vs letter to other students, etc.

Writing 3 3.1 3.1.1 Make sure writing is descriptive -‐ not just "I felt tired" or "It was hard".

Writing 3 3.1 3.1.2 Require more than just one sentence. 3 sentences about one idea.

Writing 3 3.2 3.2.1 Using detail in illustrations.

Writing 3 3.2 3.2.2 Make sure writing is descriptive -‐ not just "I felt tired" or "It was hard".

Writing 3 3.3 3.3.1 Spacing, directionality, legibility in writing.


Writing 3 3.3 3.3.2 Spelling

Writing 3 3.3 3.3.3 Capitalization

Writing 3 3.3 3.3.4 Punctuation

Writing 3 3.3 3.3.5 Usage rules such as pronouns and singular/plural rules.

Writing 3 3.3 3.3.6 Complete sentences.

Writing 4 4.1 4.1.2 Analyzing their own writing.

Writing 4 4.2 4.2.1 Checking with teacher to check on own writing, improve, set new goals.


Sunday, May 02, 2010 Dear Parent(s)/Guardian(s), My name is Richard Cleveland and I am the school counselor at Woodside. I am very excited to be working with students this spring in an after-‐school activity. Myself and staff members Amber Stogsdill and Katie Seward will be coordinating a 4th and 5th grade running group after school from May 25th through June 15th.

The purpose of the group is to provide students with another avenue to learn about character strengths such as responsibility, perseverance, endurance, and goal-‐setting. When the group meets, we will be actively learning about these concepts through running activities either outside or in the school gym (depending on weather).

The running group takes place after-‐school from 3:00pm – 3:30pm on Tuesdays and Thursdays starting May 25th and ending June 15th. I will be working with the boys as their “coach” and Ms. Stogsdill will be working with the girls. We will be doing activities as individuals, as separate teams, and as a whole group.

Ms. Stogsdill, Mrs. Seward, and I are excited about this opportunity and hope that your student is interested in participating. If your student is interested and you would like them to participate, please complete the attached Parent/Guardian Permission Form and return the form to school.

If you have any questions, concerns, or would like more information, please do not hesitate to contact me here at school. Regards, Richard Cleveland School Counselor |Woodside Elementary (425)385.7800 [email protected] | www.everett.k12.wa.us/woodside/rcleveland/Home


Parent/Guardian Permission Form I allow my student ______________________ to participate in the Woodside Running Group. I understand that the group will meet on Tuesdays and Thursday after-‐school from 3:00pm – 3:30pm. I understand that during this time my student will be running either outside on the Woodside field or inside the Woodside Gym. The running group will be similar to student PE time and students must wear appropriate shoes. There will be water and snacks provided. I understand that the school is NOT able to provide transportation home. Here is how my student will be returning home: (please check one)

My student will walk home. My student will be picked up at 3:30pm by this person:

Name: ____________________________ Relation: _______________

Contact phone number: _____________________________________ Students will be running for both short (40 second sprints) and long (8-‐10 minute or mile distance jog) intervals for training. The following special health problems should be noted and adequate precautions taken (list such items as unusually severe reactions to bee stings, other severe allergies, hemophilia, diabetes, heart disease, etc. _____________________________________________________________________________________________ Any medication, prescription or non-‐prescription, must have signed orders from as licensed health care professional and parent/guardian. My student is NOT / is taking medications for this activity. Name of medication: ____________________________________________________________________________ In the event of an accident or illness, I understand that reasonable effort will be made to contact the student’s parent/guardian immediately. However, if they are not available, I authorize the school district to secure emergency medical care as needed.

Primary Care Doctor: _____________________________________ Phone: _____________________________ Primary Care Clinic: ______________________________________ Phone: _____________________________ Name of Insurance Carrier: ________________________________ Policy#: ____________________________ This activity provides a learning experience for my student and allows them an opportunity to apply their classroom learning in a different context. Although I understand that the school district will make reasonable effort to provide a safe environment, I am fully aware of the special dangers and risks inherent in participating in this activity. Being fully aware of the risks, I hereby give consent for my student to participate in the activity. My signature reflects my knowledge of the details of this activity.

Parent/Guardian Name ___________________________________ Home Phone ________________________ Home Address __________________________________________ Work Phone ________________________ Parent/Guardian Signature ________________________________ Cell Phone __________________________ Emergency Contact/Number _____________________________________________________________________


Woodside Elementary School Counseling Program “SOAR – Woodside Running Group”

Lesson Plan Framework & Outline Each individual group session will follow a similar format. Below is the overall framework for the group lessons. Lesson content may be spread between the two sessions (Tuesday and Thursday) or introduced and reiterated depending on content and student response. Special Note: while the current outline has the lessons over four weeks, original lesson content was intended for a six-‐week time frame. As such, curriculum content would be compressed and fit to the shorter time span. Preliminary Work Permission slips and introduction Week 1 Introductions

Rules & norms for time together in group Administer Pre-‐Test Student Questionnaire Running basics (stretching, warm-‐up, running, jogging, cool-‐down)

Week 2 Introduce goals and goal-‐setting

Set initial goals in running journals Week 3 Learning pace and endurance (running rhythm, using perseverance, setting goals, etc.) Check in with goals in running journals Week 4 Strength building and challenging yourself

Check in with goals in running journals Students vs. Staff Team Race Celebration


Lesson 1.A Objectives

▪ Introduce students ▪ Inform students of rules and expectations during time in group ▪ Teach students running basics (stretching, warm-‐up, running, jogging, cool-‐down)

Lesson 3 minutes Introductions Introduce yourself to students and help students introduce themselves to each other. Possible quick introduction ideas are:

“Say your name and something you hope we do during group time.” “Introduce yourself and tell us what your favorite animal is.” “We’re going on a trip. Say your name and the one thing you’ll bring with you.”

2 minutes Inform Students of Rules & Expectations Let students know that when we meet for group, even though it is after school hours we will still be following all of the school rules. Any important aspect to focus on will be how respect looks in regards to good sportsmanship. A brief conversation can be led discussing good sportsmanship. Possible discussions starts are:

“What does it mean to be a good sport?” “How do we show good sportsmanship? What do we do?” “We all run at different speeds. How will we need to use good sportsmanship for that?” “What should we do if someone doesn’t show good sportsmanship?”

This discussion time can be concluded with a group question asking if we can all agree to use good sportsmanship. 25 minutes Teach Running Basics For student health and safety it is important to teach running basics that will be used during group time. Let students know that when we meet as a group, we will use the following schedule:

Warm-‐Up Easy running activity/game to get muscles & body ready to work. Stretch Stretching out muscles so that they’re ready to work. Run Our workout activity for the day. Cool-‐Down Easy running activity/game to let muscles & body calm down. Stretch Stretching out muscles so that they stay lose and don’t cramp.

Let students know that today’s schedule will be shorter than normal due to the introductions, rules, and learning about basics. For the rest of the time today, students will be learning about each part of the schedule through active-‐learning as they participate it the activity.


Lesson 1.A [continued] Teach Running Basics Warm-‐Up Easy running activity/game to get muscles & body ready to work. Remote Control [approx 3 minutes] Inform students that they will be continuously jogging around the circle, but that you have a remote control. While everyone is running, you will be changing running styles. When you call out a new style of running students must respond and mimic. The activity exercises different muscle groups intermittently while always defaulting back to an easy jog. Examples of different styles include:

2 Foot Hopping Students hop forward with both feet Skipping Students skip forward 1 Foot Hopping Students hop forward on one foot Swimming Students jog while moving their arms like they’re swimming

Giant Steps Students take giant leaps forwards “Zombie” Students jog with arms outstretched forwards Windmills Students rotate arms in front of them as they jog sideways High Knees Students jog raising knees as high as they can

Stretch Stretching out muscles so that they’re ready to work. [approx 6 minutes] Have students stretch out the following major leg muscle groups: hamstring, quadricep, and gastrox/achilles. Students should stretch out each side of each leg muscle group for a minimum 30 seconds. Instruct students to use smooth, even breathes while they stretch. Use a timer to monitor time between muscle sides/groups.

Run Our workout activity for the day. Initial Timed Run [approx 8 minutes] The first workout we will be doing for our group time will be a timed run against your toughest opponent: yourself. Students will see how far they can run in 5 minutes. The distance will be written down and kept on record. In a few weeks we will run this course again and see how you do. It doesn’t matter how you do compared to someone else in the group, what matters is how you will do next time compared with how you do today. Do you think you’ll run more laps or fewer laps next time we run this course? Why? Have students line up, and then start them. Have students run for 5 minutes while tracking how many laps they complete. When the five minutes has finished, have students gather for the cool down activity.

Cool-‐Down Easy running activity/game to let muscles & body calm down. Infection Tag [approx 2 minutes] Have students play a quick game of infection tag. Teacher starts out as being “it”. Each time you tag a student, that student becomes “infected” and is also “it”. Students must keep track of who is “it” and avoid them. Game concludes when all students have become “infected”.

Stretch Stretching out muscles so that they stay lose and don’t cramp. [approx 6 minutes] Have students stretch out the following major leg muscle groups: hamstring, quadriceps, and gastrox/achilles. Students should stretch out each side of each leg muscle group for a minimum 30 seconds. Instruct students to use smooth, even breathes while they stretch. Use a timer to monitor time between muscle sides/groups. Snacks & Closing Conclude group session by giving students snacks and water/juice to drink. Thank students for attending and remind them of the next scheduled group meeting.

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Lesson 1.B Objectives

▪ Remind students of rules and expectations during time in group ▪ Teach students running basics (stretching, warm-‐up, running, jogging, cool-‐down)

Lesson 2 minutes Remind Students of Rules & Expectations Remind students that when we meet for group, we will be following all of the school rules. 28 minutes Teach Running Basics Warm-‐Up Easy running activity/game to get muscles & body ready to work. Remote Control [approx 3 minutes] Have students warm-‐up with the same jogging activity from Tuesday – Remote Control.

Stretch Stretching out muscles so that they’re ready to work. [approx 6 minutes] Have students stretch out the following major leg muscle groups: hamstring, quadricep, and gastrox/achilles. For a minimum 30 seconds per muscle-‐group/side. Instruct students to use smooth, even breathes while they stretch.

Run Our workout activity for the day. Cross Country Race [approx 8 minutes] Students will run a cross country race where lowest team score will win the match. This will require teacher(s) to set up temporary teams for the competition. The teams should be a fair balance of ability levels. Explain to students that the object of the race is to be the team with the lowest total score. Every student crossing the finish line will receive a stick with a number on it. The sum of all team member sticks yields the team score. Race should be over a marked course and not last more than 2-‐3 minutes allowing time to process the event and individual vs. team competition. After all students have completed the course, gather students together to add up team scores and debrief. Talk about the race with students processing how to win the race. Stress the importance of both teamwork (cooperation) and individual performance (goal-‐setting & responsibility). Example questions can include:

“How can your team get a lower score next time?” “How can you get a lower score next time?” “If you have a bad day or a bad run, can your team still win? How?” “What do you think is the most important thing to remember or do for the race?” “How can you use goal-‐setting to get a lower score? How can your team use goal-‐setting?”

Cool-‐Down Easy running activity/game to let muscles & body calm down. Infection Tag [approx 2 minutes] Have students cool-‐down with the same jogging activity from Tuesday – Infection Tag. Frisbee Relay Race [approx 2 minutes] If time allows use Frisbees to have students throw towards marker cone, then pick up on their run around cone and back. Students compete in relay.

Stretch Stretching out muscles so that they stay lose and don’t cramp. [approx 6 minutes] Have students stretch out the following major leg muscle groups: hamstring, quadricep, and gastrox/achilles. For a minimum 30 seconds per muscle-‐group/side. Instruct students to use smooth, even breathes while they stretch. Snacks & Closing Conclude group session by giving students snacks and water/juice to drink. Thank students for attending and remind them of the next scheduled group meeting.

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▪ Administer Pre-‐Test to Students ▪ Teach students running basics (stretching, warm-‐up, running, jogging, cool-‐down)

Lesson 5 minutes Administer Pre-‐Test to Students Have students complete the Running Group Pre-‐Test. Explain the Likert scale concept for rating their responses. Be sure to stress that they are to write down how they feel about the questions – not what they think you or someone else want to have them write down. Allow plenty of time for students to complete the test. 25 minutes Teach Running Basics Warm-‐Up Easy running activity/game to get muscles & body ready to work. Remote Control [approx 3 minutes] Have students warm-‐up with the same jogging activity from last week – Remote Control.


Run Our workout activity for the day. Interval Repeats [approx 8 minutes] Students will participate in interval repeats to work on sprinting vs. jogging and as an illustration of perseverance and muscle memory. To begin conversation, ask students why it is important to practice in sports. Use examples from football, baseball, soccer, Frisbee, etc. Expect students to say that it is important to practice, or “practice makes perfect”, or that through practice you learn how to get better. Incorporate classroom examples as well such as practicing a new math concept numerous times. Just like training your brain, you train your muscles by practicing. Remind students of our strength of perseverance – you keep trying even when it’s tough. Today we will be training our leg muscles by doing interval repeats. Explain that students will be jogging continuously in laps and switching to sprints when announced – and then back to jogging. Ask students what they think this trains their leg muscles. After allowing student responses be sure to inform students that this prepares leg muscles for sprinting past opponents, but also trains leg muscles for end of the race sprints.

Cool-‐Down Easy running activity/game to let muscles & body calm down. Cool Down Activity [approx 2 minutes] As time allows, choose one or multiple cool down activities such as: Infection Tag Frisbee Relay Race


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▪ Administer Pre-‐Test to Students ▪ Teach students running basics (stretching, warm-‐up, running, jogging, cool-‐down)

Lesson 5 minutes Administer Pre-‐Test to Students If any students were absent on Tuesday, have them complete the Running Group Pre-‐Test. 25 minutes Teach Running Basics Warm-‐Up Easy running activity/game to get muscles & body ready to work. Remote Control [approx 3 minutes] Have students warm-‐up with the same jogging activity from Tuesday – Remote Control.


Run Our workout activity for the day. Hill Repeats [approx 8 minutes] Students will participate in hill repeats as an illustration of perseverance and muscle memory. To begin conversation, ask students why it is important to practice in sports. Use examples from football, baseball, soccer, Frisbee, etc. Expect students to say that it is important to practice, or “practice makes perfect”, or that through practice you learn how to get better. Incorporate classroom examples as well such as practicing a new math concept numerous times. Just like training your brain, you train your muscles by practicing. Remind students of our strength of perseverance – you keep trying even when it’s tough. Today we will be training our leg muscles by doing hill repeats. Explain that students will need to jog down the hill to the starter cone, then turn and sprint up the hill and repeat. We will be completing 10 hill repeats. Ask students what they think this trains their leg muscles. After allowing student responses be sure to inform students that this prepares leg muscles for running up hills, but also trains leg muscles for end of the race sprints.

Cool-‐Down Easy running activity/game to let muscles & body calm down. Cool Down Activity [approx 2 minutes] As time allows, choose one or multiple cool down activities such as: Infection Tag Frisbee Relay Race Partner Tag Air Supply (requires balloons & string) Freeze Tag What Time Is It? Medic Tag Turtle Tag


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▪ Introduce Goals and Goal-‐Setting ▪ Set initial goals in running journals

Lesson Warm-‐Up Easy running activity/game to get muscles & body ready to work. Remote Control [approx 3 minutes] Have students warm-‐up with a jogging activity such as Remote Control or Swedish Mile.


Run Our workout activity for the day. Timed Run [approx 5 minutes] Students will see how far they can run in 5 minutes. Results will be compared with the timed run we did two weeks ago. It doesn’t matter how you do compared to someone else in the group, what matters is how you will do next time compared with how you do today. Do you think you’ll run more laps or fewer laps than you did last time?

Journal Lesson Lesson for the day. Goals & Goal-‐Setting [approx 8 minutes] Introduce goals and goal-‐setting. Use the following definitions/outline: “Goal-‐Setting means choosing something important that you can change.” The 5-‐Step Goal-‐Setting Process we will use will be:

1. Decide on something important. 2. Brainstorm ideas to make it happen. 3. Make a plan. 4. Just do it! 5. Celebrate and enjoy.

Have students complete entry for today in their running journal. Today’s entry should include how many laps they did in the 5 minute timed run as well as a goal that they have for themselves. Remind students that they might have already specified a goal on the group pre-‐test.

Cool-‐Down Easy running activity/game to let muscles & body calm down. Cool Down Activity [approx 2 minutes] As time allows, choose one or multiple cool down activities such as: Infection Tag Frisbee Relay Race Partner Tag Air Supply (requires balloons & string) Freeze Tag What Time Is It? Medic Tag Turtle Tag Clean Your Room!


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▪ Set initial goals in running journals Lesson Introduction Prepare students for the lesson. [approx 1 minute] Explain to students that we will have a different schedule today. Today we will be working on our running journals, then (since we’ll have less time) instead of a workout we will have a timed run for our warm-‐up and then a game for cool-‐down. Also be sure to explain that we will only be stretching after we run today. Our timed run will be warming up our muscles and then we will go right into our game. Instead of stretching between, we will stretch at the end.

Journal Time Students review and update their individual running journals. Initial Journal Work [approx 10 minutes] Review discussion from previous meeting regarding goals and goal-‐setting. Explain to students that part of goal-‐setting, perseverance, and responsibility is writing down and tracking your progress on a goal. Process journaling with students: “Why do you think it’s important to write your goal down and how you’re doing on the goal?” (accountability, seeing your progress, motivation, keeping track of where you are in the process, strategies, etc.) “Where else do you use writing down plans or journaling?” (academic planners, expository writing, personal journals, schedules or calendars, etc.)

You can use an illustration for the need for perseverance with goal-‐setting. Ask students if they have ever pushed something really heavy (car, large rock, cart with supplies, etc.). How much work did it take to get it moving? Once it was moving how much work did it take to keep it moving or move faster? What happened if you let it slow down? What happened if you let it come to a stop? Connect to training for running – what will happen if you keep working on your goal? What will happen if you miss a day or don’t run?

Allow students time to complete the goal-‐setting portion of the journal (Tuesday May 20th entry on page 2). Inform students that after our running time today we will be updating our journals with how we did today: how far we ran, how fast we ran, how we felt when we ran, etc. Instruct students to place journals somewhere safe.

Warm-‐Up Easy running activity/game to get muscles & body ready to work. Timed Run [approx 5 minutes] Students will see how far they can run in 5 minutes (laps around gym if inside or similar sized area if outside).


Stretch Stretching out muscles so that they stay lose and don’t cramp. [approx 5 minutes] Have students stretch out the following major leg muscle groups: hamstring, quadricep, and gastrox/achilles. For a minimum 30 seconds per muscle-‐group/side. Instruct students to use smooth, even breathes while they stretch.

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Lesson 3.B [continued] Lesson

Journal Time Students review and update their individual running journals. Journal Work [approx 4 minutes] Have students update their running journals with how they did during today’s session. When students have completed their journal entry for the day they can have snack. Snacks & Closing Conclude group session by giving students snacks and water/juice to drink. Thank students for attending and remind them of the next scheduled group meeting.

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▪ Learning pace and endurance (running rhythm, using perseverance, setting goals, etc.) ▪ Check in with goals in running journals



Run Our workout activity for the day. Timed Run [approx 5 minutes] Students will see how far they can run in 5 minutes. For poor weather, count laps inside the gym. For good weather, see how many times students can run around the perimeter of the field. Remind students about pace and starting off steady. Discuss how fast they should be running, what it should feel like, etc. After the run is complete, talk with students about how the run felt and how they did with pace. CHALLENGE: Tell students that you will be running with them and challenge all of them to run as long as you do. Ask them to pay attention and notice how fast you start running in the beginning as you will be demonstrating pace and endurance. Suggest that if they are running faster than you are, then perhaps they should slow down and conserve their strength for the duration of the run.



Journal Time Students review and update their individual running journals. Journal Work [approx 4 minutes] Have students update their running journals with how they did during today’s session. Be sure to discuss pace and endurance. Ask students to write in their journal how they felt about their pace today. Some questions to suggest for them to write about can include: Did I run too fast? How did I feel when I ran steady? Did I have to stop and walk? What should I remember to do next time we run? How do I feel about the big race coming up soon? When students have completed their journal entry for the day they can have snack. Snacks & Closing Conclude group session by giving students snacks and water/juice to drink. Thank students for attending and remind them of the next scheduled group meeting.

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▪ Learning pace and endurance (running rhythm, using perseverance, setting goals, etc.) ▪ Check in with goals in running journals



Run Our workout activity for the day. Cross Country Race [approx 7 minutes] Students will run a cross country race where lowest team score will win the match. This will require teacher(s) to set up temporary teams for the competition. Remind students about Tuesday’s discussion of pace and endurance. Ask students to think about how they felt running, what they wrote in their journals, what they should think about when running today, etc.



Journal Time Students review and update their individual running journals. Journal Work [approx 4 minutes] Have students update their running journals with how they did during today’s session. Be sure to discuss pace and endurance. Ask students to write in their journal how they felt about their pace today. When students have completed their journal entry for the day they can have snack. Snacks & Closing Conclude group session by giving students snacks and water/juice to drink. Thank students for attending and remind them of the next scheduled group meeting.

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▪ Strength Building and Challenging Yourself ▪ Check in with goals in running journals

Lesson Journal Time Students review and update their individual running journals. Journal Work [approx 5 minutes] Review discussions regarding goals and goal-‐setting. Explain to students that part of goal-‐setting, perseverance, and responsibility is writing down and tracking your progress on a goal. Allow students time to complete the goal-‐setting portion of the journal for Tuesday June 3rd. Inform students that after our running today we will be updating our journals with how we did: how far we ran, how fast we ran, how we felt when we ran, etc.

Warm-‐Up Easy running activity/game to get muscles & body ready to work. Remote Control [approx 3 minutes] Have students warm-‐up with a jogging activity such as Remote Control or Swedish Mile.


Run Our workout activity for the day. Timed Run [approx 5 minutes] Students will see how far they can run in 3 minutes. For poor weather, count laps inside the gym. For good weather, see how many times students can run around the perimeter of the field. Remind students about pace and starting off steady. Discuss how fast they should be running, what it should feel like, etc. After the run is complete, talk with students about how the run felt and how they did with pace.



Journal Time Students review and update their individual running journals. Journal Work [approx 4 minutes] Have students update their running journals with how they did during today’s session. Be sure to discuss pace and endurance. Ask students to write in their journal how they felt about their pace today. When students have completed their journal entry for the day they can have snack. Snacks & Closing Conclude group session by giving students snacks and water/juice to drink. Thank students for attending and remind them of the next scheduled group meeting.

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▪ Students vs Staff Race Lesson Race Introduction Explain course, rules, etc.. Discussion [approx 3 minutes] Explain the boundaries of the race course and the rules of the race. Explain the scoring for a cross country race. Be sure to explain how to enter the finish line chute so that everyone receives a number stick and scoring is accurate. Allow some times for questions.

Warm-‐Up Easy running activity/game to get muscles & body ready to work. Interval Repeats [approx 3 minutes] Have students warm-‐up with an interval repeat activity. Students should complete at least 5 interval repeats.


Run Our workout activity for the day. Students vs Staff Cross Country Race [approx 6 minutes] Have students and staff line up on the starting line. Reiterate the rules and expectations. If possible, have certain staff members respectfully taunt students by encouraging them to demonstrate running skills incorrectly (i.e. “Remember to run as fast as you can right away!”, “Try to run really stiff and don’t move your arms!”, etc.).

Cool-‐Down Easy running activity/game to let muscles & body calm down. Save the Students! [approx 5 minutes] Two indiviuals (e.g. assistant coaches) are identified as “it”. They chase students in a marked area tagging them. Teacher willing to participate can “save” the students by tagging them as well. Variation of freeze tag. *Utilize this time to add up results and scores.*


Results & Congrats Announce race results. Race Results [approx 3 minutes] Add up scores and announce which team won the competition. Also highlight excellent performances by students and their times. Discuss how to congratulate and encourage respectfully. Snacks & Closing Conclude group session by giving students snacks and water/juice to drink. Thank students for attending and remind them of the next scheduled group meeting.

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▪ Check in with goals in running journals ▪ Preparing for the final race

Lesson Journal Time Students review and update their individual running journals. Journal Work [approx 4 minutes] Review discussions regarding goals and goal-‐setting. Explain to students that part of goal-‐setting, perseverance, and responsibility is writing down and tracking your progress on a goal. Allow students time to complete the goal-‐setting portion of the journal for Tuesday June 10th. Inform students that after our running today we will be updating our journals with how we did: how far we ran, how fast we ran, how we felt when we ran, etc.

Warm-‐Up Easy running activity/game to get muscles & body ready to work. Remote Control [approx 3 minutes] Have students warm-‐up with a jogging activity such as Remote Control or Swedish Mile.


Run Our workout activity for the day. Timed Run [approx 6 minutes] Students will see how far they can run in 5 minutes. For poor weather, count laps inside the gym. For good weather, see how many times students can run around the perimeter of the field.

Remind students that we completed this race at the beginning of Running Club. How many laps did they do that very first time? Probably not very many. How many will they do this time? Why do they think this has changed?

Remind students about pace and starting off steady. Discuss how fast they should be running, what it should feel like, etc. After the run is complete, talk with students about how the run felt and how they did with their pace.



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Lesson 6.A [continued] Lesson Journal Time Students review and update their individual running journals. Journal Work [approx 4 minutes] Have students update their running journals with how they did during today’s session. Be sure to discuss pace and endurance. Ask students to write in their journal how they felt about their pace today. When students have completed their journal entry for the day they can have snack. Snacks & Closing Conclude group session by giving students snacks and water/juice to drink. Thank students for attending and remind them of the next scheduled group meeting.