ETIPS

Technology use provides added value to teaching and learning. Educational technology does not possess inherent value but rather it offers immense potential when intentionally coupled with grounded planning and solid teaching. Technology should not be used as filler for lesson plans or as down time for the teacher but rather to enhance student learning on a particular topic. This resource area explores specific options for adding value to classroom through technology but is by no means an exhaustive list.

For learning, educational technology may support the accessing of data, processing of information, or communicating of knowledge by making these processes more feasible.

Students in physical education spend the majority of their time engaged in physical activity that promotes lifelong, health-related fitness, skills and knowledge. Technology can add value to the acquisition of improved fitness levels, skills and knowledge. It can also be integrated within various content areas to include classroom teachers and media/technology specialists emphasizing cross-curricular integration. Like all tools and materials, technology must be incorporated into the environment and used to enhance the curriculum.

Physical education teachers use a wide range of technology as management and productivity tools (mail merge with a data base to print out large numbers of certificates, group and sort students through the use of a data base, maintain student records, prepare documents to aid in teaching such as individual station signs with graphics and or pictures, video of skills for teaching tools, PDAs for in the field data collection), as well as, student-based technology integration (heart rate monitors, pedometers, fitness assessment software) to add value to the curriculum.

Access

Educational technology can increase access to people, perspectives, or resources and to more current information. Many times, software's interface design allows learner interaction or presents information in a multi-sensory format. For example a single computer station in the physical education area can provide information to students on a rotating basis during class or displayed to the class as a whole. Heart rate monitors provide immediate access to the response of the heart during activity. Heart rate monitors and pedometers can provide information that reflects the individual effort of each student.

Accessing information by using technology to :

• Access to repository of information
• Access to interactive engaging resources
• Build a knowledge base
• Provide an avenue for dissemination of information to parents, students and the public
• Provide accurate, authentic data
• Provide immediate feedback of information
• Provide an indicator of individual student effort

Process

Educational technology can support students learning-by-doing or aid them in constructing mental models, or making meaning, by scaffolding their thinking. For example, heart rate monitors enable learners to visualize and grasp training principles more easily and accurately, as well as, individualize and evaluate their effort. Recording images of student movement forms can assist learners in becoming more proficient and competent movers.

Manipulating information by using technology to :

• Collect data (i.e. heart rate, steps)
• Monitor amount of activity (i.e. heart rate, steps)
• Provide immediate auditory and/or visual feedback
• Assist in understanding the Principles of Fitness
• Assist in goal setting; determine individualized needs for conditioning
• Motivate students to work toward goals
• Gather information to make decisions, set goals
• Provide visual images of movement forms

Representing information by using technology to :

• Provide fitness level
• Accurately represent data; graphic and/or numeric representation of activity
• Individualize assessment of student work
• Enable learners to visualize more easily and accurately concepts (i.e. fitness, biomechanical)
• Allow recording and viewing of skills; move toward competency and proficiency in movement forms

Reflecting, Analyzing and Evaluating  information by using technology to :

• Manipulate data
• Analyze, evaluate, and reflect on student performance; move toward competency and proficiency in movement forms
• Determine adjustments in training to meet conditioning needs
• Recognize different activities elicit different cardiovascular benefits
• See the correlation between heart rate and concept of exercise intensity
• Be personally accountable for cardiovascular effort
• Allow reflection regarding planning for healthy lifestyle
• Simulate real-life problems (WebQuest: fitness plans)

Communicate

With educational technology students are able to create more authentic and professional communication, and in the style and format appropriate for the topic, whether to their peers or outside experts. For example, using fitness assessment software, provides students feedback regarding their fitness level. This allows students to make decisions regarding formulating a fitness plan with specific, individual goals, then executing their plan and finally evaluating and reflecting on their progress to be presented in a personal fitness portfolio. Technology also allows teachers the ability to communicate about their programs, curriculum and student work to students, parents, and school administration through edited video and multimedia presentations such as PowerPoint.

Presenting information by using technology to :

• Provide an  avenue for delivery of information to students
• Organize and present relationship of content, concepts and skills
• Provide a  display of feedback to students and parents regarding fitness level of students
• Provide a  display of feedback and evaluation of student work
• Present data in a graphic format
• Demonstrate successful cardiovascular conditioning
• Create a portfolio of student progress, work
• Provides a multimedia presentation format to highlight and advocate for program to the school and the public

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Classroom Use Examples for Physical Education

Overview

Elementary

• Benefits of Exercise
  In small groups students will come up with "benefits of exercise and physical activity."
• Brain Pop Station
  As a station in the gymnasium, students will use the Internet to access information regarding health, nutrition and/or fitness. Brain Pop includes Physical Education and Health topics such as Your Body, Brain, Blood, Asthma, Drug Abuse, Fitness, Heart, Muscles and Skeleton.
• Step Challenge
  Students use pedometers to record the number of steps taken in physical activity.  These steps are compared with their own "personal best score" to determine a personal best, with other individuals within students' classroom to determine class top score, grade levels to determine grade top score or the whole school to determine the school top score.
• Personal Activity Choices With Pedometers
  A variety of activity stations are set up representing various activity level requirements.  Students move from station to station participating in each activity to the best of their abilities for a predetermined length of time.  Before moving on to the next station students records their steps taken for that activity and clear their pedometers for the next station.
• Virtual Trek Using Pedometers
  Students use pedometers to record the number of steps taken in activity.  These steps are converted to miles.  Individuals, classrooms, grade levels or the whole school tracks their mileage from one point of interest to another depending on the goal or destination of travel.
• Circulatory Circuit
  As an introduction to an activity in which students move throughout the gym organized as a circuit to simulate the blood flow to the heart, lungs and body access the Brain Pop site.  Watch the short movie on the Heart. Participate in the Blood Circulatory Circuit Course and provide a Closure by taking the Brain Pop Heart Quiz at the site.

Middle School

• Sport Shots
  Students working in partners or small groups, using the movie picture mode of the Sony Mavica digital camera, record a short movie clip of their performance on a determined motor skill.  Students may then take floppy disk back to class, the computer lab or home to analyze and evaluate their skill using a predetermined rubric.
• Finding Your Target Heart Rate Zone
  A target heart rate zone is a range in which the heart should beat in order to achieve physiological benefits.  This zone can easily be determined based on your age.  It can more accurately be calculated based on your resting heart rate.  Your resting heart rate is more difficult to determine since it should be taken immediately upon waking in the morning.
• What's A Workout?
  In order for individuals to achieve and maintain a health-enhancing level of physical fitness, knowledge of appropriate workout components is needed.  To participate in a safe workout, it should be preceded by a warm up that gradually increases the heart rate and blood flow to muscles that will be required to engage in strenuous physical activity.  Stretching should follow a strenuous workout.  To gain optimal cardiorespiratory benefits individuals should maintain their heart rate in their target zone for a minimum of 20 minutes.  An appropriate cool down session, a gradual decrease in activity followed by stretching, should follow an intense workout to prevent blood from pooling.

High School

• Compare/ Contrast Physical Activities Using Heart Rate
  Students use heart rate monitors to collect data during a variety of activities.  Using the data, students compare and contrast the benefits of the various activities.
• Goal Setting/Fitness Plan
  Students use their fitness printout to develop goals for improvement of fitness level and/or to develop a fitness plan.
• Assessing Improvement in Cardiorespiratory Level
  Students will compare their heart rate data from two different aerobic physical fitness testing periods to determine if they have increased their cardiorespiratory fitness level.
• Personal Trainer WebQuest
  Students work in small groups, using the internet to accesses resources and complete assessment using a simulated scenario.

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Elementary

Benefits of Exercise

Added Value with Technology:

• Access to information

Grade Level (Disability):  Intermediate

Resources:

• Internet
• Search "Ask Jeeves.com, American Heart.org and/or Yahooligans sites

1. http://www.askjeeves.com/
2. http://www.americanheart.org
3. http://www.yahooligans.com/
4. http://www.shapeup.org/fitness.html
5. http://www.gsu.edu/~wwwfit/benefits.html

Introduction: 

In small groups students will come up with "benefits of exercise and physical activity."

Learning Outcomes:

• Participate in physical activity
• Brainstorm "benefits of exercise"
• Research "benefits of exercise"

Instruction:

1. Students participate in small groups brainstorming what they fell the benefits of exercise and physical activity are.
2. Students, in their groups, take turns in relay fashion listing the benefits on a large piece of paper across the room
3. When completed give instructions that they are to research using the internet or other sources what the "experts" say are the benefits of exercise and physical activity
4. After this small group project is completed, compare students' findings in class.  Questions to consider when discussing:  What did you have in common?  What benefits did you miss?  Were there any you found during your research that you had an "Ah Ha" moment?   Are there any you don't understand or disagree with?

Applicable Standards

• National
  • Demonstrates competency in many movement forms and proficiency in a few movement forms.
  • Exhibits a physically active lifestyle
  • Achieves and maintains a health-enhancing level of physical fitness
• State
  • A student shall demonstrate understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
    • demonstrating motor skills required for individual and team sports
    • displaying etiquette and team-building skills in physical education activities

Assessment Tasks:

• List benefits of exercise
• Investigate benefits of exercise
• Compare investigation findings with own work using a T chart or other graphic organizer

Sample of Student Assignment:
What We Know/ What We Learned:

Brain Pop Station

Added Value with Technology:

• Access to "kid friendly" interactive information

Grade Level (Disability):  Elementary

Resources:

• Internet Access
• http://www.brainpop.com/health/growthanddevelopment/fitness/
   

Introduction: 
 

As a station in the gymnasium, students will use the Internet to access information regarding health, nutrition and/or fitness. Brain Pop includes Physical Education and Health topics such as Your Body, Brain, Blood, Asthma, Drug Abuse, Fitness, Heart, Muscles and Skeleton.

Learning Outcomes:

• Participate in physical activity
• View and gather information

Instruction:  

1.      Students participate in partners or small groups at various activity stations

2.      At one station is a computer with Internet access.  Using the Brain Pop site students will view a short movie and/or quiz on a predetermined topic of study relating or health, nutrition and/or fitness.

3.      This information could be used to supplement current topics.

Applicable Standards

• National
  • Demonstrates competency in many movement forms and proficiency in a few movement forms.
  • Applies movement concepts and principles to the learning and development of motor skills
  • Exhibits a physically active lifestyle
  • Achieves and maintains a health-enhancing level of physical fitness

PRIMARY:

• State
  • A student shall demonstrate an understanding of activities that promote personal fitness, health, nutrition, and safety by showing evidence of the ability to:
    • make healthy choices in real or simulated situations including interpersonal conflict; proper care of the body; nutrition; safety; drugs, tobacco; and exercise and recreation
    • work to improve age appropriate physical fitness, participate in a daily fitness plan, and demonstrate motor skills required for individual and team activities and appropriate competitive and cooperative participation in physical education activities.
       

Assessment Tasks:

• Students keep a notebook or journal on information collected

Step Challenge

Added Value with Technology:

• Ease of data collection
• Motivational Tool

Grade Level (Disability): Elementary

Resources:

• Pedometers
   

Introduction: 

Students use pedometers to record the number of steps taken in physical activity.  These steps are compared with their own "personal best score" to determine a personal best, with other individuals within students' classroom to determine class top score, grade levels to determine grade top score or the whole school to determine the school top score.

Learning Outcomes:

• Participate in physical activity
• Collect step data
• Compare data to determine if it is greater than a "best" record

Instruction:

1. Students wear pedometers to record total steps during physical activities.
2. Students identify if their total step count from their pedometer is greater than or less than the highest total step recorded to date.
3. If student's count is higher that number is recorded as the "highest number to beat".

Applicable Standards

• National:

• Demonstrates competency in many movement forms and proficiency in a few movement forms.
• Applies movement concepts and principles to the learning and development of motor skills
• Exhibits a physically active lifestyle
• Achieves and maintains a health-enhancing level of physical fitness

• State:

PRIMARY

• A student shall demonstrate an understanding of activities that promote personal fitness, health, nutrition, and safety by showing evidence of the ability to:
• work to improve age appropriate physical fitness, participate in a daily fitness plan, and demonstrate motor skills required for individual and team activities and appropriate competitive and cooperative participation in physical education activities.

INTERMEDIATE

• A student shall demonstrate understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
  • showing evidence of participating in a daily fitness plan
  • showing evidence of age-appropriate physical fitness
  • demonstrating motor skills required for individual and team sports
  • displaying etiquette and team-building skills in physical education activities
  • describing rules, skills, strategies, and etiquette associated with various physical education activities

 

Assessment Tasks:

• Collect and record daily step data on individual data cards, notebook or journal after physical activity
• Record current "best" score

 

Personal Activity Choices With Pedometers

Added Value with Technology:

• Objective assessment of student's activity level

• Ease in collection of data

Grade Level (Disability):  Intermediate and Middle

Resources:

• Pedometers
• Spreadsheet application, optional

Note:  This activity can be done using heart rates as data collected.  Heart rate monitors would provide an accurate tool to collect and record data.

Introduction: 

A variety of activity stations are set up representing various activity level requirements.  Students move from station to station participating in each activity to the best of their abilities for a predetermined length of time.  Before moving on to the next station students records their steps taken for that activity and clear their pedometers for the next station. 

Learning Outcomes:

• Participate in various physical activities
• Collect data
• Organize and display data using graphical representation/s
• Compare and contrast data
• Identify personal activity choices

Instruction:

1. Students wear pedometers.
2. Students participate in each activity station for a determined amount of time.
3. Students record their step data at the end of the determined amount of time.
4. Students move on to the next station and reset their pedometer to zero.
5.  Student participate in the next station for an equal amount of time, record their data, move on, reset their pedometer to zero and continue on in this manner for all stations.
6. Student organize their step data by using a graph that best represents their data.
7. Students compare and contrast the data from each station activity.
8. Students summarize their findings regarding activity level of the various activities and what implications this might have on their personal activity choices.

Applicable Standards

INTERMEDIATE:

• National
  • Demonstrates competency in many movement forms and proficiency in a few movement forms.
  • Applies movement concepts and principles to the learning and development of motor skills
  • Exhibits a physically active lifestyle
  • Achieves and maintains a health-enhancing level of physical fitness
• State
  • A student shall demonstrate understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
    • showing evidence of participating in a daily fitness plan
    • showing evidence of age-appropriate physical fitness
    • demonstrating motor skills required for individual and team sports

MIDDLE:

• National
  • Demonstrates competency in many movement forms and proficiency in a few movement forms.
  • Applies movement concepts and principles to the learning and development of motor skills
  • Exhibits a physically active lifestyle
  • Achieves and maintains a health-enhancing level of physical fitness
• State
  • A student shall demonstrate an understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
    • describing the benefit of daily participation in physical activities
    • describing the components of fitness planning
    • showing evidence of implementing a fitness plan
    • showing evidence of age-appropriate physical fitness
    • demonstrating motor skills required for individual, dual, and team activities
       

Assessment Tasks:

• Collect, organize and graph data
• Compare, contrast and summarize the implications for personal activity choices that provide physiological benefits.

Sample of Student Assignment:

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Virtual Trek Using Pedometers

Added Value with Technology:

1. Ease of data collection
2. Accurate collection of data
3. Communicate about data using various representations

Grade Level (Disability):  Intermediate through Middle Grades

Resources:

1. Pedometers
2. Calculators (optional)
3. Spreadsheet to calculate, convert and graph data (optional)
4. Internet access, MapQuest (optional)

Introduction: 

Students use pedometers to record the number of steps taken in activity.  These steps are converted to miles.  Individuals, classrooms, grade levels or the whole school tracks their mileage from one point of interest to another depending on the goal or destination of travel.

Learning Outcomes:

1. Participate in physical activities
2. Collect step data
3. Calculate steps to miles
4. Determine and graph distance
5. Predict time it will take to travel to selected goal

Instruction:

1. Students pick a travel plan which includes a point of departure and a destination.
2. Students determine the distance in miles from their departure point to their destination using MapQuest.
3. Students wear pedometers during physical activity.
4. Students collect the total step count from their pedometer.
5. Students calculate mileage by converting steps to miles.
6. Students track their distance by graphing and/ or marking mileage on a map.
7. Students predict how long it will take to get to their destination.

Applicable Standards

• National:

• Demonstrates competency in many movement forms and proficiency in a few movement forms.
• Applies movement concepts and principles to the learning and development of motor skills
• Exhibits a physically active lifestyle

 INTERMEDIATE AND MIDDLE

• State:
  • A student shall demonstrate an understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
    • demonstrating motor skills required for individual, dual, and team activities
       

Assessment Tasks:

• Determine distance to travel
• Collection of step data
• Conversion of steps to miles
• Representation of travel (mapping and/or graphing)
• Predict, providing data and reasoning to support prediction

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Circulatory Circuit

Added Value with Technology:

• Access to "kid friendly" interactive information
   

Grade Level (Disability):  Elementary

Resources:

• Internet Access and viewable screen
• http://www.brainpop.com/health/circulatory/heart/index.weml
   

Introduction: 

As an introduction to an activity in which students move throughout the gym organized as a circuit to simulate the blood flow to the heart, lungs and body access the Brain Pop site.  Watch the short movie on the Heart. Participate in the Blood Circulatory Circuit Course and provide a Closure by taking the Brain Pop Heart Quiz at the site.
 

Learning Outcomes:

• Participate in physical activity
• View and gather information
   

Instruction:

1. Students gathered around a computer or TV screen connected to a computer view the Heart Brain Pop movie.
2. Students participate in a circuit simulating blood flow.
3. Students participate as a group to take the Brain Pop Quiz
    

Applicable Standards

• National
  • Demonstrates competency in many movement forms and proficiency in a few movement forms.
  • Applies movement concepts and principles to the learning and development of motor skills
  • Exhibits a physically active lifestyle
  • Achieves and maintains a health-enhancing level of physical fitness
• State

PRIMARY:

• A student shall demonstrate an understanding of activities that promote personal fitness, health, nutrition, and safety by showing evidence of the ability to:
  • make healthy choices in real or simulated situations including interpersonal conflict; proper care of the body; nutrition; safety; drugs, tobacco; and exercise and recreation
  • work to improve age appropriate physical fitness, participate in a daily fitness plan, and demonstrate motor skills required for individual and team activities and appropriate competitive and cooperative participation in physical education activities.

INTERMEDIATE

• A student shall demonstrate understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
  • showing evidence of participating in a daily fitness plan
  • showing evidence of age-appropriate physical fitness
  • demonstrating motor skills required for individual and team sports
  • displaying etiquette and team-building skills in physical education activities
  • describing rules, skills, strategies, and etiquette associated with various physical education activities
     

Assessment Tasks:

• Students keep a notebook or journal on heart facts and information
   

Sample of Student Assignment:
Facts of the Heart:

 

Middle School

Sport Shots

Added Value with Technology:

• Tool for recording and viewing skills
• Allows for work to be taken with individual students for evaluation
   

Grade Level (Disability):  Intermediate through High School

Resources:

• Mavica Digital Camera
• Individual PC formatted floppy disk
• Computer access
   

Introduction: 

Students working in partners or small groups, using the movie picture mode of the Sony Mavica digital camera, record a short movie clip of their performance on a determined motor skill.  Students may then take floppy disk back to class, the computer lab or home to analyze and evaluate their skill using a predetermined rubric.
 

Learning Outcomes:

• Motor skill development
• Analyze and evaluate motor skill 

Instruction:  

1. Students work in pairs or small group to help each other record on their own personal floppy disk a motor skill to be assessed
2. Students view their movie clip
3. Students analyze and evaluate themselves based on a predetermined rubric 

Applicable Standards

• National: 

o       Demonstrates competency in many movement forms and proficiency in a few

o       Applies movement concepts and principles to the learning and development of motor skills

• State: 

INTERMEDIATE

• A student shall demonstrate understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
  • demonstrating motor skills required for individual and team sports
  • displaying etiquette and team-building skills in physical education activities
  • describing rules, skills, strategies, and etiquette associated with various physical education activities

MIDDLE

• A student shall demonstrate an understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
  • demonstrating motor skills required for individual, dual, and team activities

HIGH

• A student shall use decision-making processes to select appropriate physical activities to achieve fitness and shall demonstrate understanding of the training necessary to improve fitness and the rules and skills associated with physical activities
  • designing and implementing a health-enhancing fitness plan, including:
  • demonstrating knowledge and skills in an aerobic activity and at least two other physical fitness activities
     

Assessment Tasks:

• Analyze skill 
• Evaluate skill level 

Finding Your Target Heart Rate Zone

Added Value with Technology:

• Provide accurate data for optimal student activity level
   

Grade Level (Disability):  Intermediate through High School

Resources:

• Internet access

§         http://www.healthchecksystems.com/
heart.htm#Advanced

§         http://www.fitnessfever.com/CritterCafe
/index.cfm?detectFlash=1

• Calculators
• The Fitness Education Pyramid by Terbizan, Strand, Roesler, Mauch and Schumacher
   

Introduction: 

A target heart rate zone is a range in which the heart should beat in order to achieve physiological benefits.  This zone can easily be determined based on your age.  It can more accurately be calculated based on your resting heart rate.  Your resting heart rate is more difficult to determine since it should be taken immediately upon waking in the morning.
 

Learning Outcomes:

• Determine maximum target heart rate and target heart rate zone
   

Instruction:  

Discuss the physiological benefits of exercise and physical activity. 

Discuss the levels of intensity of physical activity.

Discuss the target heart rate zone (70% - 85% of target heart rate) for individuals and why it is important to maintain the heart rate in this zone for an extended period of time to realize cardiorespiratory benefits.

Using suggested internet sites or calculators have students determine their target heart rate zones.

Applicable Standards

• National:

o       Achieves and maintains a health-enhancing level of physical fitness

• State:

o       A student shall demonstrate an understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness  (Intermediate and Middle)

o       A student shall use decision-making processes to select appropriate physical activities to achieve fitness and shall demonstrate understanding of the training necessary to improve fitness and the rules and skills associated with physical activities (High)

Assessment Tasks:

• Calculate target heart rate zone
   

Sample of Student Assignment:
220 – age = Maximun Heart Rate                     220-14=206

70% of MHR*                                     206 x 70% = 144

85% of MHR*                                     206 x 85% = 175

70 – 85% = Target Heart Rate Zone 

Target Heart Rate Zone:  144 to 175

*percentages vary depending on formula used and authors noted.

 

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What's A Workout?

Added Value with Technology:

• Accurate collection of heart rate data
• Immediate feedback
• Visual graphic representation of student's heart rate activity
   

Grade Level (Disability):  Intermediate through High School

Resources:

• Heart rate monitors, preferably downloading
• Access to computer/ printer to download and print out heart rate graph

Introduction: 

In order for individuals to achieve and maintain a health-enhancing level of physical fitness, knowledge of appropriate workout components is needed.  To participate in a safe workout, it should be preceded by a warm up that gradually increases the heart rate and blood flow to muscles that will be required to engage in strenuous physical activity.  Stretching should follow a strenuous workout.  To gain optimal cardiorespiratory benefits individuals should maintain their heart rate in their target zone for a minimum of 20 minutes.  An appropriate cool down session, a gradual decrease in activity followed by stretching, should follow an intense workout to prevent blood from pooling.

Learning Outcomes:

• Participate in Aerobic Workout
• Gather and record heart rate data
• Interpret and label heart rate data: warm up, peak workout and cool down components of an aerobic workout

Instruction:

1. Students will be introduced to the parts of an aerobic workout and their importance.
2. Students will be introduced to a sample heart rate graph of an aerobic workout
3. Students will be given an example of a heart rate graph and how to label the three parts of an aerobic workout
4. Students will participate in an aerobic workout that contains appropriate warm up, peak work out and cool down sessions
5. Students will record their heart rate during the aerobic workout using a heart rate monitor
6. Students will label the parts of an aerobic workout on their heart rate graph.
    

Applicable Standards

• National:

• Exhibits a physically active lifestyle
• Achieves and maintains a health-enhancing level of physical fitness

• State:

INTERMEDIATE

• A student shall demonstrate understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
  • showing evidence of participating in a daily fitness plan
  • showing evidence of age-appropriate physical fitness

MIDDLE

• A student shall demonstrate an understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
  • describing the benefit of daily participation in physical activities
  • describing the components of fitness planning
  • showing evidence of implementing a fitness plan
  • showing evidence of age-appropriate physical fitness

HIGH

• A student shall use decision-making processes to select appropriate physical activities to achieve fitness and shall demonstrate understanding of the training necessary to improve fitness and the rules and skills associated with physical activities
  • designing and implementing a health-enhancing fitness plan, including:
    • establishing current levels of cardiovascular fitness, muscular endurance and flexibility
    • setting cardiovascular, muscular and flexibility goals to improve total body fitness
    • selecting measurement strategies
    • identifying frequency, intensity, time and types of activities required to meet goals
    • analyzing impact of goals on cardiovascular system and affected muscle groups
    • evaluating reasonableness of maintaining the fitness plan over an extended period of time
    • evaluating effectiveness of the plan on total body fitness
  • demonstrating knowledge and skills in an aerobic activity and at least two other physical fitness activities
     

Assessment Tasks:

• Collect heart rate data 
• Label graphic representation of heart rate data
• Interpret, define and describe parts of an aerobic workout (sophistication dependent of age level)

Sample of Student Assignment:
Parts of a Workout:

 

High School

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Compare/ Contrast Physical Activities Using Heart Rate

Added Value with Technology:

• Allows for accurate collection of heart rate data

Grade Level (Disability):  High School

Resources:

• Heart Rate Monitors
• Spreadsheet Application, optional
   

Introduction: 

Students use heart rate monitors to collect data during a variety of activities.  Using the data, students compare and contrast the benefits of the various activities.
 

Learning Outcomes:

• Participate in a variety of physical activities
• Collect accurate heart rate data
• Identify activities that provide physiological benefits
   

Instruction:

1. Students wear heart rate monitors during various physical activities to collect heart rate data
2. Students analyze their heart rate data looking for time in their target zone, as well as, time in the various other zones above and below the target zone.
3. Compare and contrast the various activities to determine what types of benefits each activity provides for you?  Which activities work to burn fat?  build muscle?  increase cardiorespiratory endurance? 

Applicable Standards

• National: 

• Demonstrates competency in many movement forms and proficiency in a few movement forms.
• Applies movement concepts and principles to the learning and development of motor skills
• Exhibits a physically active lifestyle
• Achieves and maintains a health-enhancing level of physical fitness
   
• State:

• A student shall use decision-making processes to select appropriate physical activities to achieve fitness and shall demonstrate understanding of the training necessary to improve fitness and the rules and skills associated with physical activities by
  • designing and implementing a health-enhancing fitness plan, including:
    • establishing current levels of cardiovascular fitness, muscular endurance and flexibility
    • setting cardiovascular, muscular and flexibility goals to improve total body fitness
    • selecting measurement strategies
    • identifying frequency, intensity, time and types of activities required to meet goals
    • analyzing impact of goals on cardiovascular system and affected muscle groups
    • evaluating reasonableness of maintaining the fitness plan over an extended period of time
    • evaluating effectiveness of the plan on total body fitness
  • demonstrating knowledge and skills in an aerobic activity and at least two other physical fitness activities
     
Assessment Tasks:
• Collect accurate heart rate data for 3 or more physical activities
• Compares and contrasts various physical activities and describe their various physiological benefits.
• Identify activity choices in your leisure activities that would meet various physiological benefits.

Goal Setting/Fitness Plan

Added Value with Technology:

• Computes fitness scores
• Reader friendly format

Grade Level (Disability):  Intermediate through High School

Resources:

• Computer
• Fitness Software:  Fitnessgram, Fitness Reporter, Fit N Dex, and Bonnie's Fitware are some

Introduction: 

Students use their fitness printout to develop goals for improvement of fitness level and/or to develop a fitness plan.
 

Learning Outcomes:

• Participate in fitness testing
• Evaluate current level of fitness
• Set goals
• Re-evaluate
   

Instruction:

1. Students participate physical fitness tests.  Students or the teacher input these scores into a fitness software program for a printout assessing their fitness level.
2. Students evaluate their fitness assessment and formulate goals and a fitness plan to improve and/or maintain their fitness level.
3. Students participate in their fitness plan then re-evaluate their fitness level, goals and plan.

Applicable Standards

• National

• Exhibits a physically active lifestyle
• Achieves and maintains a health-enhancing level of physical fitness
• State
• INTERMEDIATE
  • A student shall demonstrate understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
    • showing evidence of participating in a daily fitness plan
    • showing evidence of age-appropriate physical fitness
• MIDDLE
  • A student shall demonstrate an understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
    • describing the benefit of daily participation in physical activities
    • describing the components of fitness planning
    • showing evidence of implementing a fitness plan
    • showing evidence of age-appropriate physical fitness

HIGH

• A student shall use decision-making processes to select appropriate physical activities to achieve fitness and shall demonstrate understanding of the training necessary to improve fitness and the rules and skills associated with physical activities
  • designing and implementing a health-enhancing fitness plan, including:
    • establishing current levels of cardiovascular fitness, muscular endurance and flexibility
    • setting cardiovascular, muscular and flexibility goals to improve total body fitness
    • selecting measurement strategies
    • identifying frequency, intensity, time and types of activities required to meet goals
    • analyzing impact of goals on cardiovascular system and affected muscle groups
    • evaluating reasonableness of maintaining the fitness plan over an extended period of time
    • evaluating effectiveness of the plan on total body fitness
  • demonstrating knowledge and skills in an aerobic activity and at least two other physical fitness activities
     

Assessment Tasks:

• fitness assessment
• goals and plan for fitness improvement
• evaluation of goals and plan
   

Sample of Student Assignment:
Example of Fitness Assessment:

Assessing Improvement in Cardiorespiratory Level

Added Value with Technology:

• Accurate data collection
• Visual representation of data
• Manipulation of data (overlap graphs)
   

Grade Level (Disability):  Intermediate through High School

Sophistication of evaluation of heart rates by students will vary depending on age level.

Resources:

• Downloading Heart Rate Monitors
• Polar Analysis Software
• Computer

Introduction: 

Students will compare their heart rate data from two different aerobic physical fitness testing periods to determine if they have increased their cardiorespiratory fitness level.
 

Learning Outcomes:

• Participate in aerobic fitness tests
• Collect heart rate data
• Assess change in aerobic fitness level
   

Instruction:

1. Students participate in a mile run using heart rate monitors.  Students must keep their heart rate near the upper limit of their target zone. (Fall)
2. Students, at a later date (Spring), participate in a mile run using heart rate monitors, again keeping their heart rate near the upper limit of their target zone.
3. Students, using the polar heart analysis software will overlap the two heart rate graphs compare the two to determine if their fitness level has improved. 
4. Students summarize the findings.  Questions to consider when comparing the two graphs could include:  Is my pre-exercise heart rate different?  Did it take less time to complete the mile?  Is my recovery heart rate different?  Was my heart rate in the upper limit on my target zone during testing?

Applicable Standards

• National
  • Exhibits a physically active lifestyle
  • Achieves and maintains a health-enhancing level of physical fitness

INTERMEDIATE

• State
  • A student shall demonstrate understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
    • showing evidence of age-appropriate physical fitness

MIDDLE

• State
  • A student shall demonstrate an understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
    • showing evidence of age-appropriate physical fitness

HIGH

·        State

• A student shall use decision-making processes to select appropriate physical activities to achieve fitness and shall demonstrate understanding of the training necessary to improve fitness and the rules and skills associated with physical activities
  • designing and implementing a health-enhancing fitness plan, including:
    • establishing current levels of cardiovascular fitness, muscular endurance and flexibility
    • setting cardiovascular, muscular and flexibility goals to improve total body fitness
    • selecting measurement strategies
    • identifying frequency, intensity, time and types of activities required to meet goals
    • analyzing impact of goals on cardiovascular system and affected muscle groups
    • evaluating reasonableness of maintaining the fitness plan over an extended period of time
       

Assessment Tasks:

• Two heart rate graphs of mile (or other aerobic test) test with an extended period of time between tests
• Comparison of the two heart rate graphs address fitness level (Sophistication of summary will vary by age level)
   

Sample of Student Assignment:

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Personal Trainer WebQuest

Added Value with Technology:

• Simulated situation
• Access to numerous and varied resources

Grade Level (Disability):  Middle and High School

Resources:

• Internet Access:

http://edweb.sdsu.edu/webquest/matrix.html

WebQuests at this site include:  The Mission is Possible for Middle School and FitQuest and Personal Trainer for High School

Introduction: 

Students work in small groups, using the internet to accesses resources and complete assessment using a simulated scenario.

Learning Outcomes:

• Identify resources and information
• Analyze needs
• Match recommendations to needs
• Prepare a nutritional plan
• Prepare a physical training plan

Instruction:

1. Students work in small groups to solve a simulated scenario pertaining to personal physical and health related decisions
2. Students log on to WebQuest site and read appropriate scenario
3. Students assign tasks within their groups
4. Students research information using internet resources to assist in solving problem
5. Students make recommendations based on research and needs
6. Students prepare a personal trainer plan

Applicable Standards

• National: 

o   Exhibits a physically active lifestyle o       Achieves and maintains a health-enhancing level of physical fitness

• State: 

MIDDLE

• A student shall demonstrate an understanding of motor skills and physical fitness and participate in physical activities that develop motor skills and physical fitness by:
  • describing the benefit of daily participation in physical activities
  • describing the components of fitness planning
  • showing evidence of implementing a fitness plan
  • showing evidence of age-appropriate physical fitness

HIGH

• A student shall use decision-making processes to select appropriate physical activities to achieve fitness and shall demonstrate understanding of the training necessary to improve fitness and the rules and skills associated with physical activities by:
  • designing and implementing a health-enhancing fitness plan, including:
    • establishing current levels of cardiovascular fitness, muscular endurance and flexibility
    • setting cardiovascular, muscular and flexibility goals to improve total body fitness
    • selecting measurement strategies
    • identifying frequency, intensity, time and types of activities required to meet goals
    • analyzing impact of goals on cardiovascular system and affected muscle groups
    • evaluating reasonableness of maintaining the fitness plan over an extended period of time
    • evaluating effectiveness of the plan on total body fitness
       

Assessment Tasks:

• Small group report solving a simulated scenario

 

Physical Education and Lifetime Fitness Lesson Plans and Classroom Activities

PE Central

URL: http://www.pecentral.org/lessonideas/pelessonplans.html

Grade Level:            Grades K-12

Description:  This is the ultimate physical education teacher's site.  It contains lessons, assessments, equipment, jobs, newsletters and more

Sponsoring Organization:  Flaghouse

Physical Education Lesson Plans, Ayden Elementary School Physical Education

URL: http://schools.eastnet.ecu.edu/pitt/ayden/physed8.htm

Grade Level:  K – 6

Description:  This site is a collection of physical education lesson plans submitted by individuals.  The lessons are categorized into areas such as:  Fitness, Gymnastics, Dance, Integrated Curriculum, Throw and Catching, Health/Nutrition,

Sponsoring Organizations: Ayden Elementary School Physical Education, John Williams, Physical Education Specialist

PE Lesson Plans

URL: http://www.sph.uth.tmc.edu/chppr/catch/PHYSICAL_ED.HTML

Grade Level:  Grades 3 - 5

Description: The CATCH program involves the coordination of four components: health education, physical education, nutrition services, and parent involvement. CATCH is much more than a cardiovascular or diabetes education program. It's a great start toward coordinated school health programming.

The site includes Curriculum, Physical Education, Food Service, Training, Evaluation, Links and Materials.

Sponsoring Organizations:  CATCH (Coordinated Approach To Child Health),

NHLBI (National Heart Lung and Blood Institute) in collaboration with the following universities: University of Texas-Houston School of Public Health;  University of California, San Diego; University of Minnesota School of Public Health, New England Research Institute; and Tulane University School of Public Health and Tropical Medicine

Games Kids Play

URL: http://www.gameskidsplay.net/

Grade Level:

Description:  This site is a resource of games and activities.  You may view games by Quick Favorites, Category, Alphabetically or search for documents containing specific words or combination of words.

Sponsoring Organizations:

Game Central Station

URL:  http://www.gamecentralstation.com/gcshome.asp

Grade Level:  Preschool – 12 ^th grade

Description:  This site is a resource with over 350 games.  Each game includes instructions, equipment, skills, related sports and more.  You may search games by name, grade, skills, related sport and location.

Physical Education Lesson Plans

URL: %a{:href => "http://members.tripod.com/~pazz/lesson.html"} http://members.tripod.com/~pazz/lesson.html

Grade Level: Elementary

Description: Lessons and activities submitted by physical education teachers, organized in alphabetical order.

Sports Media

URL: http://www.sports-media.org/lesson.html

Grade Level:  Elementary

Description:  Lesson plans and activities, organized in alphabetical order.

G.A.M.E.T.I.M.E.

URL:  http://www.nauticom.net/www/dbullock/

Grade Level:  Elementary

Description:  Skill games with diagrams, organized by area of interest.  A section with assessments is also included on this site

Sponsoring Organizations:  Slippery Rock University Physical Education Dept.

Ask ERIC Physical Education

URL: http://ericir.syr.edu/cgi-bin/lessons.cgi/Physical_Education

Grade Level:  K-12

Description:  Lessons/Activities are divided into the following categories:  Games, Motor Skills, Skill Related, Gymnastics, Outdoor Education, and Team Sports

Sponsoring Organization:  U.S. Department of Education

Germantown Academy Multicultural Games

URL: %a{:href => "http://www.germantownacademy.org/academics/ms/6th/mcgames/gamelink.htm"} http://www.germantownacademy.org/academics/
ms/6th/mcgames/gamelink.htm

Grade Level:  Middle School

Description:  Students learn and teach games from around the world

Sponsoring Organization:  Germantown Academy, Ft. Washington, PA

Mr. Gs  PE page

URL: http://members.tripod.com/~MrGsPEpage/

Grade Level:  Elementary

Description:  A home page with PE lessons, including integration lessons.  Information on heart rate monitors, traverse climbing walls, personal philosophy, clubs, newsletters and great links is included on this site.

Sponsoring Organization:  Joe Gallo @ Edgewood Elementary School in Yardley, PA

Lesson Plan Search

URL: http://www.lessonplansearch.com/

Grade Level:  K - 12

Description: There are 66 lessons under the Health and PE link which are divided into three categories:  High School, Middle School, Intermediate and Primary.  By clicking on a lesson, you "link" to a lesson at a corresponding site.

Bits and Bytes

URL: http://members.tripod.com/igreen/resources/index.htm

Grade Level:  Elementary

Description:  Gerry Cernicky, Physical Education Specialist's Resource page.  Click on games and activities and Tips and Drills for activities.

Jeff Pill's Online Drills

URL: http://www.eteamz.com/soccer/pills/jpill.htm

Grade Level:  Intermediate level on up

Description:  This site contain drills and games specific to soccer.  A "Coaching Letter For Parents," Management Ideas, a "Player Responsibility Letter" and pointers on technique is also included on this Soccer site.

Sponsoring Organizations:  eteamz

Mott Road Elementary Physical Education Page

URL: http://www.fm.cnyric.org/mott_road/pehome.html

Grade Level:  K-4

Description:  The site contains lesson plans that are posted each month depending on what the physical education teachers are doing in their classes.  This site also contains other interesting links such as  Making Choices, Cool Kids Links and Quiz of the Month.

Sponsoring Organizations:  Mott Road Elementary School, Fayetteville-Manlius School District, NY, Tom Winiecki and Kory McMahon, Physical Education teachers.

BrainPOP

URL:  http://www.brainpop.com/

Description:   BrainPOP is an interactive website for young people that features award-winning Health, Science, and Technology content in the form of animated movies, comic strips, experiments, activity pages, interactive quizzes and a personal question/answer forum. BrainPOP's content is continually growing. At present, the site has over 90 original animated movies covering Health, Science, and Technology topics.

Shapeup America

URL:  www.shapeup.org

Description:   Developed by former Surgeon General, C. Everett Koop, Shapeup America features and interactive Fitness Center and Body Fat Lab that may fit into health and physical education curriculums.

MarcoPolo

URL:  http://marcopolo.worldcom.com/

Description:  MarcoPolo is a service of the MCI WorldCom Foundation and is designed to provide no-cost, standards-based Internet content for K-12 teachers. A comprehensive search engine allows teachers to search for lessons and content by any combination of subject, grade level or keyword.

Science NetLinks 

URL:  www.sciencenetlinks.com

Grades:  K-12

Description:  This site strives to be a comprehensive "homepage" for K-12 science educators. It also includes a section on "The Human Organism which may be of interest to Health teachers. Users must click into the site and perform a search for desired activities.

Sponsoring Organizations:

• American Association for the Advancement of Science    www.aaas.org
• MarcoPolo    http://marcopolo.worldcom.com/

The ArtsEdge Online Teaching Materials Area

URL:  www.artsedge.kennedy-center.org/teaching_materials/artsedge.html

Description:  ArtsEdge includes curriculum units , lesson plans , web links and other ideas for integrating the arts into classroom teaching across subject areas, including Physical Education. The units and lessons are often correlated to national standards.

PBS Teacher Source

URL:  www.pbs.org/teachersource

Grades:  Preschool-12

Description:  Provides student activities, lesson plans and, of course, information on PBS programming (and related websites) and how to incorporate it in the classroom.