Third EdiTion Physical Education for Lifelong Fitness The Physical Best Teacher's Guide Third EdiTion Physical Education for Lifelong Fitness The Physical Best Teacher's Guide Human Kinetics Library of Congress Cataloging-in-Publication Data Physical Best (Program) Physical education for lifelong fitness : the physical best teacher’s guide. -- 3rd ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-7360-8116-0 (soft cover) ISBN-10: 0-7360-8116-X (soft cover) 1. Physical education and training--Study and teaching--United States. 2. Physical fitness-- Study and teaching--United States. I. National Association for Sport and Physical Education. GV365.P4992 2010 613.7--dc22 2010022973 ISBN-10: 0-7360-8116-X (print) ISBN-13: 978-0-7360-8116-0 (print) Copyright © 2011, 2005 by National Association for Sport and Physical Education © 1999 by American Alliance for Health, Physical Education, Recreation and Dance All rights reserved. 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Box 80 Windsor, ON N8Y 2L5 Torrens Park, South Australia 5062 800-465-7301 (in Canada only) 0800 222 062 e-mail: [email protected] e-mail: [email protected] Europe: Human Kinetics 107 Bradford Road Stanningley Leeds LS28 6AT, United Kingdom +44 (0) 113 255 5665 e-mail: [email protected] E4736 v ContEnts Preface  ix  І Acknowledgments  xi   Foundations of Health-Related Fitness and  Part I Physical Activity  1 Chapter 1 introduction to Physical Best . . . . . . . . . . . . . . . . .3 What is Physical Best? . . . . . . . . . . . . . . . . . . . . . . . 5 What Makes Physical Best Unique? . . . . . . . . . . . . . . . . 7 Physical Best Companion resources . . . . . . . . . . . . . . . 9 related resources . . . . . . . . . . . . . . . . . . . . . . . . . 9 Physical Best Certification . . . . . . . . . . . . . . . . . . . . .11 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Chapter 2 Physical Activity Behavior and Motivation . . . . . .13 internal Factors influencing Physical Activity Behavior . . . . . .14 External Factors influencing Physical Activity Behavior . . . . .18 Why Physical Activity decreases With Age . . . . . . . . . . . .20 Motivating Students to Be Active for Life . . . . . . . . . . . . .22 Creating Physical Education Programs That Motivate . . . . . .26 Building a Fitness Program Using Student Goals . . . . . . . . .33 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35 Chapter 3 Basic Training Principles . . . . . . . . . . . . . . . . . . . .37 Understanding the Basic Training Principles . . . . . . . . . . .38 Applying the Basic Training Principles . . . . . . . . . . . . . .40 Components of a Physical Activity Session . . . . . . . . . . . .46 Social Support and Safety Guidelines . . . . . . . . . . . . . . .47 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49 Chapter 4 nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51 Foundations of a healthy diet . . . . . . . . . . . . . . . . . .52 Categories of nutrients . . . . . . . . . . . . . . . . . . . . . .53 dietary Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . .59 Consequences of an Unhealthy diet . . . . . . . . . . . . . . .64 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 v vi  Contents Contents  vii Part II  Components of Health-Related Fitness  69 Chapter 5 Aerobic Fitness . . . . . . . . . . . . . . . . . . . . . . . . . . .71 importance of Aerobic Fitness . . . . . . . . . . . . . . . . . .72 defining and Measuring Aerobic Fitness . . . . . . . . . . . . .73 Teaching Guidelines for Aerobic Fitness . . . . . . . . . . . . .74 determining how Much Physical Activity is needed . . . . . . .76 Aerobic Fitness Training Principles . . . . . . . . . . . . . . . .76 Monitoring intensity . . . . . . . . . . . . . . . . . . . . . . . .77 Cross-discipline ideas . . . . . . . . . . . . . . . . . . . . . . .85 Training Methods for Aerobic Fitness . . . . . . . . . . . . . . .86 Addressing Motor Skills Through Aerobic Fitness Activities . . . . . . . . . . . . . . . . . . . . . . . .91 Safety Guidelines for Aerobic Fitness Activities . . . . . . . . . .91 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92 Chapter 6 Muscular Strength and Endurance . . . . . . . . . . . .93 definitions of Muscular Strength and Endurance Concepts . . .95 Benefits of resistance Training . . . . . . . . . . . . . . . . . .96 resistance-Training Cautions . . . . . . . . . . . . . . . . . . .97 Teaching Guidelines for Muscular Strength and Endurance . . . . . . . . . . . . . . . . . . . . . . . . .98 Principles of Training . . . . . . . . . . . . . . . . . . . . . . .99 Training Methods for Muscular Strength and Endurance . . . 102 Addressing Motor Skills Through Muscular Strength and Endurance Activities . . . . . . . . . . . . . . . . . . . 107 Safety Guidelines for Muscular Strength and Endurance Activities . . . . . . . . . . . . . . . . . . . . . 109 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Chapter 7 Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 definitions of Flexibility Concepts . . . . . . . . . . . . . . . . 114 Types of Stretching . . . . . . . . . . . . . . . . . . . . . . . . 115 Benefits of Flexibility . . . . . . . . . . . . . . . . . . . . . . . 117 Factors Affecting Flexibility . . . . . . . . . . . . . . . . . . . 118 Teaching Guidelines for Flexibility . . . . . . . . . . . . . . . . 119 Principles of Training . . . . . . . . . . . . . . . . . . . . . . 122 Addressing Motor Skills Through Flexibility Activities . . . . . 123 Safety Guidelines for Flexibility Activities . . . . . . . . . . . . 124 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 vi  Contents Contents  vii Chapter 8 Body Composition . . . . . . . . . . . . . . . . . . . . . . .127 Teaching Guidelines for Body Composition . . . . . . . . . . . 128 relating Body Composition to other health-related Fitness Components . . . . . . . . . . . . . . . . . . . . . 129 Methods of Measuring Body Composition . . . . . . . . . . . 131 helping the overfat or Underfat Student . . . . . . . . . . . . 136 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143 Part III  Curriculum and Teaching Methods  145 Chapter 9 integrating health-related Physical Fitness Education into the Curriculum . . . . . . . . . . . . . .147 Curriculum development . . . . . . . . . . . . . . . . . . . . 148 recommended Core Content for a health-related Fitness Education . . . . . . . . . . . . . . . . . . . . . . . 151 Physical Education Curriculum Analysis Tool (PECAT) . . . . . 152 Program design . . . . . . . . . . . . . . . . . . . . . . . . . 154 national Standards . . . . . . . . . . . . . . . . . . . . . . . 156 developing a Curriculum to Promote Lifetime Fitness . . . . . 158 Fitness for Life . . . . . . . . . . . . . . . . . . . . . . . . . . 161 determining Unit- or Grade-Level outcomes . . . . . . . . . . 162 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Chapter 10 Teaching Styles and Strategies . . . . . . . . . . . . . .165 Preparing the Environment . . . . . . . . . . . . . . . . . . . 166 Teaching Styles . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Enhancing health-related Fitness in the Classroom Setting . . . . . . . . . . . . . . . . . . . . . . 176 The homework Concept . . . . . . . . . . . . . . . . . . . . 179 Extending Physical Activity Time . . . . . . . . . . . . . . . . 179 Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Chapter 11 including Everyone . . . . . . . . . . . . . . . . . . . . . . .185 relevant Laws . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Benefits of inclusion . . . . . . . . . . . . . . . . . . . . . . . 187 Methods of inclusion . . . . . . . . . . . . . . . . . . . . . . 188 Major Areas in Which to Ensure inclusion . . . . . . . . . . . 194 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 viii  Contents Part IV  Foundations of Assessment in Health-Related  Fitness and Physical Activity  205 Chapter 12 Principles of Assessment . . . . . . . . . . . . . . . . . .207 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Applying Assessment Tools . . . . . . . . . . . . . . . . . . . 218 Grading and reporting Student Progress . . . . . . . . . . . . 220 Using Assessments for Program Planning . . . . . . . . . . . 221 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Chapter 13 Assessing health-related Fitness and Physical Activity . . . . . . . . . . . . . . . . . . . . . . . . .223 Guidelines for Appropriate health-related Fitness Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 224 Fitnessgram . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Tailoring health-related Fitness Assessment . . . . . . . . . . 229 Using health-related Fitness results Appropriately . . . . . . 232 Guidelines for Appropriate Physical Activity Assessment . . . 233 Strategies for Assessing Physical Activity . . . . . . . . . . . .234 Using Physical Activity Assessment results . . . . . . . . . . . 236 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Chapter 14 Assessing the Cognitive and Affective domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237 Cognitive and Affective domains . . . . . . . . . . . . . . . .238 health-related Fitness Knowledge: The Cognitive domain . .238 The Affective domain . . . . . . . . . . . . . . . . . . . . . . 241 Tools for Assessing the Cognitive and Affective domains . . .246 Grading in the Cognitive and Affective domains . . . . . . . . 251 Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253 Appendix A Worksheets and Reproducibles  255 Appendix B  Nutrient Content Claims  291 Appendix C Exercises for Prepuberty  295 Appendix D Alternatives for Questionable Exercises  303 Appendix E Body Mass and Body Composition Measures  309 Appendix F Asthma Action Card  315 Glossary  317 І References and Resources  321 І Index  333 About the Author  339 ix viii  Contents PrEFaCE In the face of a growing obesity pandemic, For veteran teachers, this book outlines strate- physical educators confront a long-standing gies for emphasizing health-related fitness while responsibility that has taken on even greater still maintaining all the components of an exist- importance—the health and wellness of a diverse, ing program. For new teachers, this book details increasingly sedentary population of children aspects of creating an effective fitness education and adolescents. With this responsibility comes program by illustrating details with specific an opportunity to have a powerful and positive examples from master teachers. effect on hundreds of young people each year. By Part I introduces health-related fitness by pro- teaching them the skills and knowledge that they viding an in-depth look at physical activity behav- need to live physically active lives and by giving ior and motivation. Basic training principles for them the appreciation and confidence to do so, fitness are also examined. Because nutrition is you are preparing them to avoid many major an essential component of body composition, diseases and to live healthier, less stressful, and part I concludes with an overview of nutrition more productive lives. that includes the foundations of a healthy diet, The role that physical education plays in pre- relating body composition to other health-related paring students for lifelong health is clear; the fitness components, and updated dietary tools. link between participation in regular physical An overview of health-related physical fitness activity and good health and improved cognitive concepts is provided in part II. Specifically, the performance is increasingly well documented. third edition addresses aerobic fitness, mus- Physical education in the schools affords the best cular strength and endurance, flexibility, and opportunity to reach most of the population. But body composition as they relate to the teaching a physical education program that successfully of kindergarten through 12th-grade students. prepares students for healthy lives must be far Because knowledge of fitness has been rapidly more than the roll-out-the-ball programs that evolving and some disagreement still exists (even are stereotyped in the media, that some adults among exercise physiologists) about appropriate remember from their experiences with physical exercise protocols, discussions of controversial education, and that, sadly, are still seen in some topics along with recommendations for address- schools today. ing these issues in your program are provided. Suggestions are provided at the end of chapters 5, PhysiCAl BEst ContEnt 6, and 7 for ways to address motor skills by using activities that deal with aerobic fitness, muscular This book was developed to provide a compre- strength and endurance, and flexibility. hensive guide to incorporating health-related In part III strategies are outlined for develop- fitness and lifetime physical activity into quality ing a health-related fitness education curriculum physical education programs. It provides a con- that will serve varying program needs. Effective ceptual framework based on current research and teaching methods that encourage the inclusion includes a wealth of examples from experienced of all students—in the gymnasium, on the field, physical educators. It provides specific advice on or in the classroom—are examined in chapter 10. integrating all aspects of a quality health-related Assessment is an important component of fitness education program. Examples from the effective teaching, and part IV provides a detailed third edition include how to teach fitness con- look at assessing health-related fitness. The cepts through enjoyable physical activity and how discussion includes appropriate uses of fitness to use fitness assessment as an educational and assessment results and ways in which to assess fit- motivational tool. ness concept knowledge, participation in physical ix x  Preface activity, and evidence of growth in the affective builds on the information developed in the first domain. two editions by focusing on updated research The book concludes with a glossary, appen- and current guidelines for youth physical activ- dixes that provide ready-to-use worksheets and ity and fitness. This edition provides enhanced masters, and a reference list that can be used as practical tools and information throughout. Page a reading resource guide. The third edition also ix provides a list of physical educators who were introduces online resources that instructors involved in the editing of this third edition. The can use to help teach the material given in the Physical Best Activity Guides, described further in book, including a presentation package and test chapter 1, have also been updated with many new package. The presentation package presents 196 activities at both levels. Each activity book has a slides of key concepts covering all 14 chapters in CD that includes many new resources. PowerPoint format. The test package consists your PhysiCAl BEst of 160 ready-made test questions that feature multiple-choice and true-false questions covering the content from all chapters. As a physical educator, you have an important job, one that can literally shape the future health of how this EDition the nation. We hope that you will find this book both informative and inspirational in being the wAs DEvEloPED best physical educator you can be. Good teaching is both an art and a science. The Suzan F. Ayers, PhD first edition was developed by combining exten- Coeditor, Associate Professor sive research on the science of physical activity for Health, Physical Education and Recreation children and young adults with the vast knowl- Western Michigan University edge and experience of master physical education teachers from across the country. The second edi- Mary Jo Sariscsany, EdD tion was a revision of then-current research and Coeditor, Associate Professor was spearheaded by Gayle Claman, then the Physi- Department of Kinesiology cal Best Coordinator at NASPE. The third edition California State University, Northridge xi