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Chapter 13

Chapter 13. Physical Fitness. Definitions of Physical Fitness. Attributes that people have or achieve relating to their ability to perform physical activity (USDHHS, 1996) Two Types of physical fitness Health-Related = functional health

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Chapter 13

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  1. Chapter 13 Physical Fitness

  2. Definitions of Physical Fitness • Attributes that people have or achieve relating to their ability to perform physical activity (USDHHS, 1996) • Two Types of physical fitness • Health-Related = functional health • Skill-Related = physical performance related to athletic ability

  3. Health-Related Physical Fitness • Characterized by moderate to vigorous physical activity • Health-related fitness activities can be integrated into everyday activities • Components of health-related fitness • Cardiovascular endurance • Body composition • Flexibility • Muscular strength and endurance

  4. Skill-Related Physical Fitness • Components related to genetic limitations that control physical performance • Skill-related fitness components are useful for performing motor tasks related to sports and athletics • Skill-Related Physical Fitness Components: • Agility • Balance • Coordination • Power • Speed

  5. Are Today’s Children Fit? • Youth have shown a serious decline in body composition • Increase in obesity takes a toll on fitness scores • National test data does not show a decline • Fitness tests have changed • Mile run, 12-minute run, 600-yard run • No body composition data • Definitions of fitness have changed

  6. Are Today’s Children Fit? Why Can’t All Children Meet Fitness Standards? • Much of fitness test performance is explained by heredity • Heredity and maturation affect fitness performance • Differences in trainability based on heredity • Physical activity is an important component

  7. Why Are Most Children Labeled Unfit? • National fitness test data • President’s Council Test Results • 85th percentile or better in all test items to pass • Only 1/10 of 1% of boys passed and • 3/10 of 1% girls passed all six tests • Using a battery of tests to define fitness is a way to fail most children

  8. Why Are Most Children Labeled Unfit? • Daily physical activity is critical for successful weight management • Teachers must focus on educating youth about fitness concepts • The ultimate goal is for students to have positive feeling about lifelong physical activity and fitness

  9. Skill-Related or Health-Related Fitness Test? • Students need to know the difference between the types of fitness • Health-related fitness focuses on how much activity is required for good health • Emphasis is placed on the processes of activity and participation • Health-related fitness batteries use criterion-referenced health standards • Criterion-reference standards relate to the minimum amount of activity required for good health

  10. Reporting Body Mass Index (BMI) • Calculated from child’s weight and height • Controversial • BMI reliable indicator of fat for most but not all children • Age and sex specific

  11. Should Performance Recognition Awards Be Used? • Originally meant to motivate • Fitness awards based on a single episode of accomplishment • Students learn that the only thing that counts with fitness is performance on the yearly test

  12. Should Performance Recognition Awards Be Used? • Awards are not recommended • Based on achievement of attainable goals • Reward participation or effort in regular physical activity • Phase out award system as soon as possible • Focus on behavior rather than a specific outcome

  13. Create Positive Attitudes • Personalize fitness activities • Offer a variety of fitness opportunities • Give student positive feedback about their effort • Teach physical skills and fitness • Be a role model • Care about children’s attitudes • Start easy, and progress slowly • Use low-intensity activity

  14. Understanding Physical Fitness Principles • Teach habits that carry over to out-of-school activities • Teaching students different ways to develop and maintain fitness demonstrates value toward health and exercise as part of a balanced lifestyle

  15. Understanding Physical Fitness Principles • Use a fitness bulletin board to explain components of the physical education program • Use music to accompany fitness routines and motivate students • Help children understand the values of physical fitness • Emphasize self-testing programs

  16. Suggestions for Integrating Fitness Concepts Into Physical Education • Basic explanations of anatomy and kinesiology • Provide an understanding of how fitness is developed • Discuss key fitness points to develop an understanding • Develop cognition of the importance of fitness to health

  17. Avoid Harmful Practices and Exercises • When performing abdominal exercises: • Avoid placing hands behind the head or high on neck • Keep the knees bent • Do not hold feet to the floor • Don’t lift the buttocks and lumbar region off the floor

  18. Avoid Harmful Practices and Exercises

  19. Avoid Harmful Practices and Exercises • When stretching: • Avoid ballistic stretching • Focus on static stretching

  20. Avoid Harmful Practices and Exercises • Forward flexion from a sitting position one leg flexed • Avoid straight-leg raises • Avoid deep knee bends, • 90 degrees and return to a standing position beneficial

  21. Avoid Harmful Practices and Exercises • Standing stretches, don’t hyperextend knees • Don’t stress the neck • Avoid “hurdler’s stretch” (leg bent to the rear) • Avoid excessive back arching

  22. Avoid Harmful Practices and Exercises

  23. Implementing a Year Long Fitness Plan • Ensures a variety of experiences • Allows for progression • Offers a well-rounded program of instruction • Fitness units vary in length based on age • Offer a variety of routines and activities • Variations in performance allow students to “do their best”

  24. Implementing Fitness Routines • Precede fitness with a 2–3 minute warm-up period • Fitness is a part of the daily lesson • Fitness part of the lesson is no more than 10–13 minutes • Use activities that exercise all body parts and major fitness components • Variety of sequential fitness routines • Teachers assume an active role

  25. Implementing Fitness Routines • Workloads can be determined by time or repetitions • Allow students to adjust their workloads • Use interval training • Use audiotapes to time fitness activity segments • Never use fitness activities as punishment

  26. Implementing Fitness Routines • Sample circuit training course

  27. Fitness Activities • Fitness Activities for Developmental Level I • Teach components of physical fitness as well as exercise various body parts • Alternate strength and flexibility activities • Students must be able to select activities they enjoy • Student dictates the workload

  28. Fitness Activities • Fitness Activities for Developmental Level I

  29. Fitness Activities

  30. Fitness Activities • Fitness Activities for Developmental Levels II and III • More structured exercises and routines • Flexibility exercises • Arm-shoulder girdle • Abdominal exercises • Leg and agility exercises • Trunk-twisting and bending exercises • Partner resistance exercises • Yoga

  31. Fitness Activities

  32. Fitness Activities

  33. Fitness Activities

  34. Fitness Activities • Fitness Activities for Developmental Levels II and III (continued) • Allow students to select some of the modified fitness activities

  35. Fitness Activities

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