Lincoln Physical Education 2012 2013 Mr. Scoville sscovill@pps.net Mrs. Noakes knoakes@pps.net Mr. Weinberg kweinber@pps.

net

Course description: This coeducational course is aimed to develop the physically educated student. A physically educated student shall demonstrate competency in the following areas: motor skills, motor learning concepts, an active lifestyle, physical fitness, personal and social skills, diversity and values related to physical activity. Grades are based on ones participation, assignments, skill tests, quizzes and final projects. Scheduled units: Football, Volleyball, Wrestling, Table Tennis, Badminton, Floor Hockey, Basketball, Team handball, Soccer, Frisbee, Softball, Golf, Intro to Weight Training, Fitnessgram, Rec. Games Assessment/evaluation/grading policy: A students grade in physical education is heavily dependent on being on time, dressing down, and participating fully. Participation %40 (effort & behavior) Preparation %10 (Gym Shirt, Shorts/Sweat pants, Athletic shoes, Workbook, Pen/Pencil) Assignments %10 (Notebook replacement cost $5.00) Quizzes %10 Skill Tests %15 Final Project %15 Participation is evaluated as follows: See page 2, Participation Rubric Tardy 3 times in a quarter = Detention Late assignments may be turned in, up to one week past the due date, at a 30% penalty. Missed tests and quizzes, due to an excused absence, must be made up during FLEX, within one week. Missed participation points, due to an excused absence, must be made up within one week. Use the form on pgs. 84-85 Grading Scale 90%-100%=A 80%-89%=B 70%-79%=C 60%-69%=D < 60% = F

Behavioral expectations: -Students are expected to be on time -Students are expected to participate to the best of their abilities. -Students are expected to be good listeners and are encouraged to ask questions. -Students are expected to display tolerance and respect for others. -No food/drink in class -Students are to leave electronic devices in their lockers, failure to comply will result in confiscation and detention. -Students are expected to take care of all necessities before roll call (use restroom, locker, etc.) -Students are expected to come prepared. -Wearing your P.E. uniform and tennis shoes is required. (T-shirt replacement cost $8.50) -Students are expected to leave backpacks/bags in their locker

Participation Rubric Your Daily Points 5

Positive influence on classmates On time and always on task Best Effort Respectful

How it looks in PE class Impressive

warm-up through clean-up Completed workout activity plus more Always working

4
Tardy Off task at least once Above average day Above average effort Respectful

Solid
Lacking in Sportsmanship Redirect once Completed workout Helpful Cleans up at end of class

3
Citizenship Issues Off task twice Average effort Respectful

Average
Going through the motions Avoiding challenge Nothing Special Redirected twice

2
Poor effort Multiple off task Respect issues Language issues

Sluggish
Redirected multiple times Non-dress Swearing Sitting Idle

1
Disruptive to other students Lacking in safety Must be pulled away from activity

Passive
Leaving class for an extended time Disregard for others safety or well being Inappropriate talk

0
No longer allowed to participate Choosing to not participate No demonstration of skill

Vacant
Leaving class without permission Non-dressed and being inactive Absent

Lincoln Physical Education

-Objectives of the Course(What is the purpose of this class?)

COURSE GOAL: The general course goal is to enhance the basic components of wellness to promote a balanced lifestyle. The emphasis will be on physical, social, and mental development by participating in a variety of sports, lifetime fitness activities, improving individual fitness skills, written assessments and actively developing a health enhancing lifestyle.

STUDENTS WILL: Safely participate in activities that involve risk, cooperation, etiquette, and problem-solving skills in a co-educational setting. Develop a variety of sports skills and lifetime activities. Become more self-directed and responsible for their actions. Understand and monitor their personal fitness level through learning concepts and participating in regular physical fitness activities. Enjoy success and cooperation while interacting with others during physical activity.

Lincoln HS Physical Education

We want students to develop: Winning Attitudes
Appreciation
appreciating the wonder and beauty of the world and its people discipline and responsibility

Commitment being committed to their learning, persevering and showing self-

Confidence

feeling confident in their ability as learners, having the courage to take risks, applying what they have learned and making appropriate decisions and choices cooperating, collaborating and leading or following as the situation demands being creative and imaginative in their thinking and in their approach to problems and dilemmas being curious about the nature of learning and of the world, its people and cultures imaginatively projecting themselves into another's situation, in order to understand his/her thoughts, reasoning and emotions enjoying learning

Cooperation Creativity

Curiosity Empathy

Enthusiasm

Independence thinking and acting independently, making their own judgments

based on reasoned principles and being able to defend their judgments having integrity and a firm sense of fairness and honesty respecting themselves, others and the world around them feeling sensitivity towards differences and diversity in the world and being responsive to the needs of others

Integrity Respect Tolerance

Sportsmanship
If you're into sports, you've seen it happen. You've probably even experienced it: Football players shaking hands after four quarters of knocking each other around. Tennis players leaping over the net to shake hands with their opponents after a hard-fought match. Soccer players exchanging jerseys after an intense 90 minutes. Even boxers touching gloves at the beginning of each round, then hugging each other after beating each other into a pulp for 12 rounds. It seems like competitors in every event, from spelling bees to hockey, behave this way. What's going on? It's all part of sportsmanship, a great tradition in sports and competition that means playing clean and handling both victory and defeat with grace, style, and dignity. What Is Sportsmanship? Sportsmanship is defined as: playing fair following the rules of the game respecting the judgment of referees and officials treating opponents with respect Some people define good sportsmanship as the "golden rule" of sports in other words, treating the people you play with and against as you'd like to be treated yourself. You demonstrate good sportsmanship when you show respect for yourself, your teammates, and your opponents, for the coaches on both sides, and for the referees, judges, and other officials. But sportsmanship isn't just reserved for the people on the field. Cheerleaders, fans, and parents also need to be aware of how they behave during competition. Sportsmanship is a style and an attitude, and it can have a positive influence on everyone around you. Win or Lose, Sportsmanship Helps You Get Through In the last few years, taunting, trash-talking, gloating, and cheap shots have become all too common in sports. You've probably seen athletes who take their own successes too seriously, too. They celebrate a goal with a prolonged victory dance or constantly brag about their abilities. This is the exact opposite of what sportsmanship is all about. This kind of behavior might make you feel tough or intimidating to an opponent, but keep in mind it can also cause you to lose the match. Plenty of games have been lost to penalties gathered from "unsportsmanlike conduct." Everyone feels great when they win, but it can be just as hard to be a good sport when you've won a game as when you've lost one. Good sportsmanship takes maturity and courage when you work really hard at a sport, it's not easy to admit you made a bad play or that someone has more skills than you. In competition as in life you may not always win but you can learn something from losing, too. It's pretty tough to lose, so it definitely doesn't help matters if someone continues taunting you or your team after the competition is over. Sometimes it's hard to swallow your pride and walk on. But there's always the next match. When you do lose and it will happen don't take it out on your opponent, blame the officials, or blame your team. Take it in stride. When you lose, lose with class. Being proud of how you performed, or at least being aware of things you need to improve for next time, is key. When it comes to losing, good sportsmanship means congratulating the winners promptly

and willingly. Also, it means accepting the game's outcome without complaint and without excuses, even if you sometimes might suspect the referees made some questionable calls. When you win, the trick is to be a gracious and generous winner. Good sportsmanship means acknowledging victories without humiliating opponents, being quietly proud of success, and letting victories speak for themselves. Even if you win by a landslide, good sportsmanship means still finding ways to compliment your opponents. Practicing Good Sportsmanship So what does it take to demonstrate good sportsmanship in real-life situations? Here are some examples of things you can do: Learn as much as you can about your sport. Play by its rules. Show up for practice, work hard, and realize that on a team, everyone deserves a chance to play. Talk politely and act courteously toward everyone before, during, and after games and events. That includes your teammates, your opponents, your coaches and their coaches, the officials presiding over the game, and even spectators (who can sometimes be loud about their opinions). Stay cool. Even if others are losing their tempers, it doesn't mean you have to. Remind yourself that no matter how hard you've practiced and played, it is, after all, just a game. Avoid settling disputes with violence. If you're in a difficult situation or someone's threatening you, seek help immediately from your coach or from an official. Remember, too, that if you respond with violence you could get penalized, which could hurt your chances of winning. Cheer your teammates on with positive statements and avoid trash-talking the other team. Acknowledge and applaud good plays, even when someone on the other team makes them. When officials make a call, accept it gracefully even if it goes against you. Remember that referees may not be right every time but they're people who are doing their best, just as you are. Whether you win or lose, congratulate your opponents on a game well played. Fair and Fun Good sportsmanship means not having a "win at any cost" attitude. Most athletes who don't have a "win at any cost" attitude are more likely to talk about how much they love their sport and how much personal satisfaction and enjoyment they get from participation. Most people won't go on to play professional sports, and only a few will win scholarships to play at college. But many forget to have a good time during the years they do play because they're so focused on winning. And, unfortunately, parents and coaches sometimes put too much pressure on athletes, emphasizing winning at all costs. So although it's great to be a champion, it's even better to have enjoyed the process of trying to reach the top. It's best to play fair while having fun. Sportsmanship Off the Field Learning good sportsmanship means finding that the positive attitude learned on the field carries over into other areas of life. At school, for example, you're able to appreciate the contributions made by classmates and know how to work as part of a team to complete a project. You may enjoy more success at work as well, because a big part of learning good sportsmanship is learning to be respectful of others, including customers and coworkers.

What are your current attitudes and beliefs about fitness?

The following statements of attitude and beliefs about physical activity, exercise and physical fitness are deigned to evaluate your current feelings and beliefs. Try to be as honest as you can with each of your answers. Mark unsure if necessary. 1. I dont have time to exercise on a regular basis. 2. I am not very athletic to I dont like exercise. 3. I have always enjoyed physical activities/sports. 4. I enjoy physical education classes. 5. I have moderate to high level of health and fitness. 6. I am completely happy with my physical appearance. 7. I like to walk and jog. 8. I like team games and sports. 9. I like to weight lifts. 10. Exercising 2x a week is all I need to do to stay in shape. 11. Learning about fitness will be valuable to me later in life. 12. Physical education classes have always been boring. 13. Physical education is for fun like recess. 14. I know how to design my own personal fitness program. 15. Personal fitness teaches self-discipline. 16. After a day at school, I am too tired to exercise. 17. I would rather watch sports on TV than participate. 18. I feel guilty when I dont exercise. 19. Physical education should be required more than one year. 20. My family influences me to exercise regularly 21. Athletes, cheerleaders and band members should be excused from physical education. ____ ____ ____ I agree I disagree ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ Im unsure ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____

What do you know? Fact or Fiction

T/F _______ Regular exercise increases a persons ability to breath. _______ Metabolism is a rate at which person burns energy or calories. _______ Excess or unused calories are stored as fat in the body. _______ Exercise can serve as an antidepressant. _______ A good way to lose weight is by sweating. _______ Exercise causes an increase in appetite. _______ Women should not exercise during their menstrual cycle. _______ Exercise does not improve the bodys ability to recuperate. _______ When you are angry, stressed or frustrated, exercise is bad for you. _______ Exercise after a long day causes a person to be more fatigued. _______ Eating a candy bar before competition will give you extra energy and strength. _______ Exercising to the point of pain is the only way it will benefit you. _______ Eating excessive amounts of protein will improve muscular strength. _______ To burn calories, it is better to run faster than it is to run longer distances. _______ Warming up, stretching and cooling down is the best way to avoid muscle injury. _______ Women who weight train regularly will develop bulky muscles like man. _______ A person can get rid of fat in certain areas if they train that area only. What is meant by a SEDENTARY LIFESTYLE? (Write in complete sentences)

Describe the difference between total fitness and physical fitness.

Personal Fitness Pretest

The following is a series of statements about personal fitness. They are designed to evaluate your current knowledge about health and physical fitness.
Agree 1. Many cardiovascular benefits that result from regular exercise are lost without exercise. 2. A single exercise session will have little effect on cardiovascular system. 3. Unexercised muscles can turn to fat. 4. Regular exercise can increase the strength of your bones. 5. Ballistic stretching is an unsafe method for improving flexibility. 6. Isometric exercise involves static muscle contractions with little or no movement. 7. Regular exercise has little effect on the bodys ability to burn fat. 8. A person with a high level of muscular strength has little danger of a heart attack. 9. Jogging, swimming, cross-country, skiing and cycling are examples of aerobic activity. 10. Weight training is a good way to improve ones cardio -respiratory endurance. 11. Skill-related components of fitness measure balance, agility, coordination, and speed. 12. The overload principle involves three factors: intensity, duration and frequency. _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ Disagree _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ DontKnow _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______ _______

13. Cardio-respiratory endurance activities must be done five times per week to get any benefit. _______ 14. The target heart rate for a healthy person is 60% to 80% of their maximum heart rate. 15. Cool down periods are just as important as warm up periods. 16. A weight training program is best used for building muscular endurance. 17. The warm up and stretching period need not be more than one or two minutes. 18. Participating in an activity program where everyone exercises at the same intensity and frequency can be dangerous. 19. Regular exercise can slow down the aging process. 20. There is very little relationship between physical fitness and academic performance. 21. The number of calories burned during exercise depends on the type and intensity of the exercise. 22. An obese person uses the same number of calories as a light person during comparable exercise periods. 23. A persons health related fitness refers to how that persons body looks . 24. Exercise workouts should be at least 30 min. to provide any benefit. 25. The benefits of regular exercise are reduced as you get older. _______ _______ _______ _______

_______ _______ _______

_______ _______ _______

_______ _______ _______

_______

_______

_______

_______ _______ _______ _______

_______ _______ _______ _______

_______ _______ _______ _______

MY PE GOAL
Write a challenging but obtainable PE goal. Your goal needs to focus around some aspect of our PE class (fitness scores, dressing down, participation, effort, attitude, etc.). Once you have set your goal, list three ways that you will work toward accomplishing the goal. These may be things done in PE or outside of class. *Make sure your goal(s)/sub goal(s) are specific realistic and measurable (SMART)

GOAL: ____________________________________________________________________

Three Behaviors that will help me achieve my goal

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Types of Flexibility
Many people are unaware of the fact that there are different types of flexibility. These different types of flexibility are grouped according to the various types of activities involved in athletic training. The ones which involve motion are called dynamic and the ones which do not are called static. The different types of flexibility are: Dynamic flexibility (also called kinetic flexibility) is the ability to perform dynamic (or kinetic) movements of the muscles to bring a limb through its full range of motion in the joints. Static-active flexibility (also called active flexibility) is the ability to assume and maintain extended positions using only the tension of the agonists and synergists while the antagonists are being. For example, lifting the leg and keeping it high without any external support (other than from your own leg muscles). Static-passive flexibility (also called passive flexibility) is the ability to assume extended positions and then maintain them using only your weight, the support of your limbs, or some other apparatus (such as a chair or a bar). Note that the ability to maintain the position does not come solely from your muscles, as it does with static-active flexibility. Being able to perform the splits is an example of static-passive flexibility. Research has shown that active flexibility is more closely related to the level of sports achievement than is passive flexibility. Active flexibility is harder to develop than passive flexibility (which is what most people think of as "flexibility"); not only does active flexibility require passive flexibility in order to assume an initial extended position, it also requires muscle strength to be able to hold and maintain that position.

Exercise Order
Many people are unaware of the fact that the order in which you perform your stretching exercises is important. Quite often, when we perform a particular stretch, it actually stretches more than one group of muscles: the muscles that the stretch is primarily intended for, and other supporting muscles that are also stretched but which do not receive the "brunt" of the stretch. These supporting muscles usually function as synergists for the muscles being stretched. This is the basis behind a principle that SynerStretch calls the interdependency of muscle groups. Before performing a stretch intended for a particular muscle, but which actually stretches several muscles, you should first stretch each of that muscle's synergists. The benefit of this is that you are able to better stretch the primary muscles by not allowing the supporting muscles the opportunity to be a limiting factor in how "good" a stretch you can attain for a particular exercise. Ideally, it is best to perform a stretch that isolates a particular muscle group, but this is not always possible. According to SynerStretch: "by organizing the exercises within a stretching routine according to the principle of interdependency of muscle groups, you minimize the effort required to perform the routine, and maximize the effectiveness of the individual exercises." This is what Health For Life (in all of their publications) calls synergism: "combining elements to create a whole that is greater than the mere sum of its parts." For example, a stretch intended primarily for the hamstrings may also make some demands upon the calves and buttocks (and even the lower back) but mostly, it stretches the hamstrings. In this case, it would be beneficial to stretch the lower back, buttocks, and calves first (in that order, using stretches intended primarily for those muscles) before they need to be used in a stretch that is intended primarily for the hamstrings. As a general rule, you should usually do the following when putting together a stretching routine: stretch your back (upper and lower) first stretch your sides after stretching your back stretch your buttocks before stretching your groin or your hamstrings stretch your calves before stretching your hamstrings stretch your shins before stretching your quadriceps (if you do shin stretches) stretch your arms before stretching your chest Being "loose" in the upper body does not mean you will have a "loose" lower body. Furthermore, according to SynerStretch, flexibility in a joint is also "specific to the action performed at the joint (the ability to do front splits doesn't imply the ability to do side splits even though both actions occur at the hip)."

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Elements of a Good Stretch

According to SynerStretch, there are three factors to consider when determining the effectiveness of a particular stretching exercise:

Isolation
Ideally, a particular stretch should work only the muscles you are trying to stretch. Isolating the muscles worked by a given stretch means that you do not have to worry about having to overcome the resistance offered by more than one group of muscles. In general, the fewer muscles you try to stretch at once, the better. For example, you are better off trying to stretch one hamstring at a time than both hamstrings at once. By isolating the muscle you are stretching, you experience resistance from fewer muscle groups, which gives you greater control over the stretch and allows you to more easily change its intensity. As it turns out, the splits is not one of the best stretching exercises. Not only does it stretch several different muscle groups all at once, it also stretches them in both legs at once.

Leverage
Having leverage during a stretch means having sufficient control over how intense the stretch becomes, and how fast. If you have good leverage, not only are you better able to achieve the desired intensity of the stretch, but you do not need to apply as much force to your outstretched limb in order to effectively increase the intensity of the stretch. This gives you greater control. According to SynerStretch, the best stretches (those which are most effective) provide the greatest mechanical advantage over the stretched muscle. By using good leverage, it becomes easier to overcome the resistance of inflexible muscles (the same is true of isolation). Many stretching exercises (good and bad) can be made easier and more effective simply by adjusting them to provide greater leverage.

Risk
Although a stretch may be very effective in terms of providing the athlete with ample leverage and isolation, the potential risk of injury from performing the stretch must be taken into consideration. Once again, SynerStretch says it best: Even an exercise offering great leverage and great isolation may still be a poor choice to perform. Some exercises can simply cause too much stress to the joints (which may result in injury). They may involve rotations that strain tendons or ligaments, or put pressure on the disks of the back, or contain some other twist or turn that may cause injury to seemingly unrelated parts of the body.

Types of Stretching
Just as there are different types of flexibility, there are also different types of stretching. Stretches are either dynamic (meaning they involve motion) or static (meaning they involve no motion). Dynamic stretches affect dynamic flexibility and static stretches affect static flexibility (and dynamic flexibility to some degree). The different types of stretching are:

Ballistic Stretching
Ballistic stretching uses the momentum of a moving body or a limb in an attempt to force it beyond its normal range of motion. This is stretching, or "warming up", by bouncing into (or out of) a stretched position, using the stretched muscles as a spring which pulls you out of the stretched position. (e.g. bouncing down repeatedly to touch your toes.) This type of stretching is not considered useful and can lead to injury. It does not allow your muscles to adjust to, and relax in, the stretched position. It may instead cause them to tighten up by repeatedly activating the stretch reflex.

Dynamic Stretching
Dynamic stretching, according to Kurz, "involves moving parts of your body and gradually increasing reach, speed of movement, or both." Do not confuse dynamic stretching with ballistic stretching! Dynamic stretching consists of controlled leg and arm swings that take you (gently!) to the limits of your range of motion. Ballistic stretches involve trying to force a part of the body beyond its range of motion. In dynamic stretches, there are no bounces or "jerky" movements. An example of dynamic stretching would be slow, controlled leg swings, arm swings, or torso twists. Dynamic stretching improves dynamic flexibility and is quite useful as part of your warm-up for an active or aerobic workout (such as a dance or martial-arts class). According to Kurz, dynamic stretching exercises should be performed in sets of 8-12 repetitions. Be sure to stop when and if you feel tired. Tired muscles have less elasticity which

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decreases the range of motion used in your movements. Continuing to exercise when you are tired serves only to reset the nervous control of your muscle length at the reduced range of motion used in the exercise (and will cause a loss of flexibility). Once you attain a maximal range of motion for a joint in any direction you should stop doing that movement during that workout. Tired and overworked muscles won't attain a full range of motion and the muscle's kinesthetic memory will remember the repeated shorted range of motion, which you will then have to overcome before you can make further progress.

Active Stretching
Active stretching is also referred to as static-active stretching. An active stretch is one where you assume a position and then hold it there with no assistance other than using the strength of your agonist muscles. For example; bringing your leg up high and then holding it there without anything, (other than your leg muscles themselves), to keep the leg in that extended position. The tension of the agonists in an active stretch helps to relax the muscles being stretched (the antagonists) by reciprocal inhibition. Active stretching increases active flexibility and strengthens the agonistic muscles. Active stretches are usually quite difficult to hold and maintain for more than 10 seconds and rarely need to be held any longer than 15 seconds. Many of the movements (or stretches) found in various forms of yoga are active stretches.

Passive Stretching
Passive stretching is also referred to as relaxed stretching, and as static-passive stretching. A passive stretch is one where you assume a position and hold it with some other part of your body, or with the assistance of a partner or some other apparatus. For example, bringing your leg up high and then holding it there with your hand. The splits is an example of a passive stretch (in this case the floor is the "apparatus" that you use to maintain your extended position). Slow, relaxed stretching is useful in relieving spasms in muscles that are healing after an injury. Obviously, you should check with your doctor first to see if it is okay to attempt to stretch the injured muscles. Relaxed stretching is also very good for "cooling down" after a workout and helps reduce post-workout muscle fatigue, and soreness.

Static Stretching
Many people use the term "passive stretching" and "static stretching" interchangeably. However, there are a number of people who make a distinction between the two. According to M. Alter, Static stretching consists of stretching a muscle (or group of muscles) to its farthest point and then maintaining or holding that position, whereas Passive stretching consists of a relaxed person who is relaxed (passive) while some external force (either a person or an apparatus) brings the joint through its range of motion.

Isometric Stretching
Isometric stretching is a type of static stretching (meaning it does not use motion) which involves the resistance of muscle groups through isometric contractions (tensing) of the stretched muscles. The use of isometric stretching is one of the fastest ways to develop increased static-passive flexibility and is much more effective than either passive stretching or active stretching alone. Isometric stretches also help to develop strength in the "tensed" muscles (which helps to develop static-active flexibility), and seems to decrease the amount of pain usually associated with stretching. The most common ways to provide the needed resistance for an isometric stretch are to apply resistance manually to one's own limbs, to have a partner apply the resistance, or to use an apparatus such as a wall (or the floor) to provide resistance. Isometric stretching is not recommended for children and adolescents whose bones are still growing.

PNF Stretching
PNF stretching is currently the fastest and most effective way known to increase static-passive flexibility. PNF is an acronym for proprioceptive neuromuscular facilitation. It is not really a type of stretching but is a technique of combining passive stretching and isometric stretching in order to achieve maximum static flexibility. Actually, the term PNF stretching is itself a misnomer. PNF was initially developed as a method of rehabilitating stroke victims. PNF refers to any of several post-isometric relaxation stretching techniques in which a muscle group is passively stretched, then contracts isometrically against resistance while in the stretched position, and then is passively stretched again through the resulting increased range of motion. PNF stretching usually employs the use of a partner to provide resistance against the isometric contraction and then later to passively take the joint through its increased range of motion. It may be performed, however, without a partner, although it is usually more effective with a partner's assistance. Like isometric stretching, PNF stretching is also not recommended for children and people whose bones are still growing

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How to Stretch
When done properly, stretching can do more than just increase flexibility. According to M. Alter, benefits of stretching include: enhanced physical fitness enhanced ability to learn and perform skilled movements increased mental and physical relaxation enhanced development of body awareness reduced risk of injury to joints, muscles, and tendons reduced muscular soreness reduced muscular tension increased suppleness due to stimulation of the production of chemicals which lubricate connective tissues reduced severity of painful menstruation (dysmenorrhea) in females Unfortunately, even those who stretch do not always stretch properly and hence do not reap some or all of these benefits. Some of the most common mistakes made when stretching are: improper warm-up inadequate rest between workouts overstretching performing the wrong exercises performing exercises in the wrong (or sub-optimal) sequence In this chapter, we will try to show you how to avoid these problems, and others, and present some of the most effective methods for realizing all the benefits of stretching. Warming Up Stretching is not warming up! It is, however, a very important part of warming up. Warming up is quite literally the process of "warming up" (i.e., raising your core body temperature). A proper warm-up should raise your body temperature by one or two degrees Celsius (1.4 to 2.8 degrees Fahrenheit) and is divided into three phases: 1. General warm-up 2. Stretching 3. Sport-specific activity

It is very important that you perform the general warm-up before you stretch. It is not a good idea to attempt to stretch before your muscles are warm (something which the general warm-up accomplishes). Warming up can do more than just loosen stiff muscles; when done properly, it can actually improve performance. On the other hand, an improper warm-up, or no warm-up at all, can greatly increase your risk of injury from engaging in athletic activities. It is important to note that active stretches and isometric stretches should not be part of your warm-up because they are often counterproductive. The goals of the warm-up are (according to Kurz): "an increased awareness, improved coordination, improved elasticity and contractibility of muscles, and a greater efficiency of the respiratory and cardiovascular systems." Active stretches and isometric stretches do not help achieve these goals because they are likely to cause the stretched muscles to be too tired to properly perform the athletic activity for which you are preparing your body. General Warm-Up The general warm-up is divided into two parts: 1. Joint rotations 2. Aerobic activity These two activities should be performed in the order specified above.

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Joint Rotations The general warm-up should begin with joint-rotations, starting either from your toes and working your way up, or from your fingers and working your way down. This facilitates joint motion by lubricating the entire joint with synovial fluid. Such lubrication permits your joints to function more easily when called upon to participate in your athletic activity. You should perform slow circular movements, both clockwise and counter-clockwise, until the joint seems to move smoothly. You should rotate the following (in the order given, or in the reverse order): 1. Fingers and knuckles 2. Wrists 3. Elbows 4. Shoulders 5. Neck 6. Trunk/waist 7. Hips 8. Legs 9. Knees 10. Ankles 11. Toes Aerobic Activity After you have performed the joint rotations, you should engage in at least five minutes of aerobic activity such as jogging, jumping rope, or any other activity that will cause a similar increase in your cardiovascular output (i.e., get your blood pumping). The purpose of this is to raise your core body temperature and get your blood flowing. Increased blood flow in the muscles improves muscle performance and flexibility and reduces the likelihood of injury. Warm-Up Stretching The stretching phase of your warm-up should consist of two parts: 1. Static stretching 2. Dynamic stretching It is important that static stretches be performed before any dynamic stretches in your warm-up. Dynamic stretching can often result in overstretching, which damages the muscles. Performing static stretches first will help reduce this risk of injury. Static Warm-Up Stretching Once the general warm-up has been completed, the muscles are warmer and more elastic. Immediately following your general warm-up, you should engage in some slow, relaxed, static stretching. You should start with your back, followed by your upper body and lower body, stretching your muscles in the following order: 1. Back 2. Sides (external obliques) 3. Neck 4. Forearms and wrists 5. Triceps 6. Chest 7. Buttocks 8. Groin (adductors) 9. Thighs (quadriceps and abductors) 10. Calves 11. Shins 12. Hamstrings 13. Instep Some good static stretches for these various muscles may be found in most books about stretching. Unfortunately, not everyone has the time to stretch all these muscles before a workout. If you are one such person, you should at least take the time to stretch all the muscles that will be heavily used during your workout.

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Dynamic Warm-Up Stretching Once you have performed your static stretches, you should engage in some light dynamic stretching: leg-raises, and arm-swings in all directions. According to Kurz, you should do "as many sets as it takes to reach your maximum range of motion in any given direction", but do not work your muscles to the point of fatigue. Remember -- this is just a warm-up, the real workout comes later. Some people are surprised to find that dynamic stretching has a place in the warm-up. But think about it: you are "warming up" for a workout that is (usually) going to involve a lot of dynamic activity. It makes sense that you should perform some dynamic exercises to increase your dynamic flexibility. Sport-Specific Activity The last part of your warm-up should be devoted to performing movements that are a "watered-down" version of the movements that you will be performing during your athletic activity. The last phase of a warm-up should consist of the same movements that will be used during the athletic event but at a reduced intensity. Such sport-specific activity is beneficial because it improves coordination, balance, strength, and response time, and may reduce the risk of injury. Cooling Down Stretching is not a legitimate means of cooling down. It is only part of the process. After you have completed your workout, the best way to reduce muscle fatigue and soreness (caused by the production of lactic acid from your maximal or near-maximal muscle exertion) is to perform a light warm-down. This warm-down is similar to the second half of your warm-up (but in the reverse order). The warm-down consists of the following phases: 1. Sport-specific activity 2. Dynamic stretching 3. Static stretching Ideally, you should start your warm-down with about 10-20 minutes of sport-specific activity (perhaps only a little more intense than in your warm-up). In reality however, you may not always have 10-20 minutes to spare at the end of your workout. You should, however, attempt to perform at least 5 minutes of sport-specific activity in this case. The sport-specific activity should immediately be followed by stretching: First perform some light dynamic stretches until your heart rate slows down to its normal rate, then perform some static stretches. Sport-specific activity, followed by stretching, can reduce cramping, tightening, and soreness in fatigued muscles and will make you feel better. According to HFLTA, "light warm-down exercise immediately following maximal exertion is a better way of clearing lactic acid from the blood than complete rest." Furthermore, if you are still sore the next day, a light warm-up or warm-down is a good way to reduce lingering muscle tightness and soreness even when not performed immediately after a workout.

16

Types of Flexibility Worksheet

1.

Flexibility that involves motion is called _________________________.

2.

Flexibility that does not involve motion is called _________________________.

3.

Dynamic flexibility is also called _________________________.

4.

_________________________ is the ability to perform dynamic movements of the muscles to bring a limb through its full range of motion in the joints.

5.

Static-active flexibility is also called _________________________.

6.

_________________________is the ability to assume and maintain extended positions using only the tension of the agonists and synergists while the antagonists are being stretched.

7.

Lifting the leg and keeping it high without any external support is an example of______________________.

8.

Static-passive flexibility is also called _________________________.

9.

_________________________is the ability to assume extended positions and then maintain them using only your weight, the support of your limbs, or some other apparatus.

10. Being able to perform the splits is an example of _________________________flexibility.

11. _______________ flexibility is harder to develop than _______________ flexibility.

12. _______________flexibility requires _______________ flexibility in order to assume an initial extended position, it also requires muscle strength to be able to hold and maintain that position.

13. Explain Isolation

14. Explain Leverage

15. Explain Risk

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Types of Stretching Worksheet

1. _________________________ uses the momentum of a moving body or a limb in an attempt to force it beyond its normal range of motion. 2. 3. 4. 5. _________________________ uses the stretched muscles as a spring that pulls you out of the stretched position. Bouncing down repeatedly to touch your toes is an example of _________________________. _________________________ is not considered useful and can lead to injury. _________________________ involve trying to force a part of the body beyond its range of motion.

6. _________________________ involves moving parts of your body and gradually increasing reach, speed of movement, or both. 7. _________________________ consists of controlled leg and arm swings that take you (gently!) to the limits of your range of motion. 8. 9. In_________________________, there are no bounces or "jerky" movements. An example of_________________________ would be slow, controlled leg swings, arm swings, or torso twists.

10. _________________________ is quite useful as part of your warm-up for an active or aerobic workout (such as a dance or martial-arts class). 11. Active stretching is also referred to as _________________________. 12. An _________________________ is one where you assume a position and then hold it there with no assistance other than using the strength of your agonist muscles. 13. Bringing your leg up high and then holding it there without anything (other than your leg muscles themselves) to keep the leg in that extended position is an example ________________________. 14. Active stretching increases active flexibility and strengthens the _________________________muscles. 15. Many of the movements (or stretches) found in various forms of yoga are _________________________. 16. Passive stretching is also referred to as_________________________, and as_________________________. 17. _________________________ is where you assume a position and hold it with some other part of your body, or with the assistance of a partner or some other apparatus. 18. Bringing your leg up high and then holding it there with your hand is an example of _________________________. 19. The splits is an example of a _________________________. 20. _________________________ is very good for "cooling down" after a workout and helps reduce post-workout muscle fatigue, and soreness.

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Keeping Your Athletes Safe in Hot Weather

Patrice Eiff, MD OHSU Family Medicine and Sports Medicine Rebound Sports Injury Clinic

How much fluid is enough? General guideline = 8oz every 15 minutes of exercise. This doesnt fully account for differences in sweat rates (usual range is 1.0 to 2.0 L per hour of exercise) but its a reasonable starting point. Consider checking pre-exercise and post-exercise body weight. CAUTION: 1) Workout weight loss over 3% of their body weight or 2) Failure to regain previous days weight loss by workout time the next day

What type of fluid is best? Cold fluid is best. Plain water is adequate to keep the athlete hydrated. Electrolyte sports drinks can improve endurance during exercise lasting greater than 1 hour. Fruit juices and soft drinks may cause gastrointestinal distress.

What about pre-practice fluids? Hyper hydration before hot-weather exercise is recommended. General guideline = 16 oz or 1/2L 2 hours before workout. A pre-practice sports drink may improve performance and be particularly useful for sports activities that last less than an hour and in which drinking is minimal.

What about salt? There is no role for salt tablets. Sodium replacement maximizes rehydration so it is more important for fluid restoration after exercise. Sports drinks may have suboptimal sodium content but they are better than water. Athletes can enhance rehydration by ingesting higher sodium-contained foods during the post-exercise period.

Call out Sports Medicine Consult Line at 418-5353 if you have any questions.

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Water or Coke?
Water: 1. 1.75% of Americans are chronically dehydrated. 2. In 37% of Americans, the thirst mechanism is so weak that it is often mistaken as hunger. 3. Even mild dehydration will slow down ones mechanism as much as 3%. 4. One glass of water will shut down midnight hunger pangs for almost 100% of the dieters studied in a University of Washington study. 5. Lack of water, the #1 trigger of daytime fatigue 6. Preliminary research indicates that 8-10 glasses of water a day could significantly ease back and joint pain for up to 80% of suffers. 7. A mere 2% drop in body water can trigger fuzzy short-term memory, trouble with basic health, and difficulty focusing on the computer screen or on a printed page. 8. Drinking 5 glasses of water daily decreases the risk of colon cancer by 45%, plus it can slash the risk of breast cancer by 79%, and one is 50% less likely to develop bladder cancer. And Now For The Properties of COKE: 1. In many states (In the USA) the highway patrol carries two gallons of coke in the truck to remove blood from the highway after a car accident 2. You can put a T-bone steak inn a bowl of coke and itll be gone in 2 days 3. To clean a toilet: Pour a can of Coca-Cola into the toilet bowl and let the real thing sit for one hour, then flush clean. The citric acid in Coke removes stains from vitreous China. 4. To remove rust spots from chrome car bumpers: Rub the bumper with a rumpled-up piece of Reynolds Wrap aluminum foil dipped in Coca-Cola. 5. To clean corrosion from car battery terminals: Pour a can of Coca-Cola over the terminals to bubble away the corrosion. 6. To loosen a rusted bolt: Applying a cloth soaked in Coca-Cola to the rusted bolt for several minutes. 7. To bake a moist ham: Empty a can of Coca-Cola into the baking pan, wrap the ham in aluminum foil, and bake. Thirty minutes before the ham is finished, remove the foil, allowing the drippings to mix with the Coke for sumptuous brown gravy. 8. To remove grease from clothes: Empty a can of coke into a load of greasy clothes, as detergent, and run through a regular cycle. The Coca-Cola will help loosen the grease stains. 9. It will also clean road haze from your windshield For your information: 1. The active ingredient in Coke is phosphoric acid. Its PH is 2.8. it will dissolve a nail in about 4 days. Phosphoric acid also leaches calcium from bones and is a major contributor to the rising increase in osteoporosis. 2. To carry Coca-Cola syrup (the concentrate) the commercial truck must use the Hazardous material place cards reserved for Highly corrosive materials. 3. The distributions of coke have been using it to clean the engines of their trucks for about 20 years!

Now, the question is, would you like a coke or a glass of water?

20

Types of Exercise
Exercise is generally categorized into two types. These two types are called aerobic and anaerobic exercise. One builds muscular endurance and the other builds muscular strength. Aerobic exercise is vigorous activity that uses continuous oxygen and usually lasts longer than 20 minutes. Anaerobic exercise is intense physical activity in which the bodys exercise in short spurts without the need for oxygen. Anaerobic exercise such as 100-meter sprints and weight lifting will build muscular strength and the overall power of a muscle. For the muscle to keep getting stronger, it is necessary that you gradually increase how often, how hard and how long you use the particular muscle group. Anaerobic training can improve muscular endurance and flexibility but is best for explosive activities such as sprinting, throwing, and jumping. Warning: This type of training can also cause injury to a poorly trained muscle, or improperly conditioned or warmed up muscle. Correct technique, progressing slowly maintaining flexibility is essential for safe training. Examples of Anaerobic Activities: Weight lifting, Short sprints, Pole vaulting High jumping, Discus throwing

Examples of Anaerobic Sports: Baseball, Football, Volleyball

Aerobic exercise such as brisk walking, jogging, dancing, cycling and other nonstop vigorous exercises requires greater demand for oxygen to provide the muscle with the energy to continue over a long period of time. While it can improve the strength & flexibility, it is the best type of exercise for developing cardio respiratory endurance. This kind of exercise increases the lungs capacity to hold air and the heart muscles ability to pump a larger volume of blood in a single beat. With more efficient use of energy in the skeletal muscles, stroke volume, and lung capacity, the body will be able to last longer in an activity.

Examples of Aerobic Activities: Jogging, Distance swimming, Cycling, Dancing Roller-blading, Skating, Power walking

Examples of Aerobic Sports: Soccer, Marathon Running, Basketball

21

Types of Exercise Worksheet

1. Give the definition of aerobic exercise: _______________________________________________________________.

2. Define anaerobic exercise: __________________________________________________________.

3. In your own words, briefly describe the basic difference between aerobic and anaerobic exercise.

4. Cardio-respiratory & muscular endurance is developed by _____________________ exercise. 5. Muscular strength is developed by _______________________ exercise. 6. What is the major danger of anaerobic exercise & why?

7. Give two examples of activities/sports that you might participate in for each type of exercise. a. aerobic: b. anaerobic:

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Components of Physical Fitness

Physical fitness is the ability to carry out daily tasks, easily and efficiently, and still have the reserve energy to enjoy leisure time or meet unexpected emergencies. Historically, some people have identified physical fitness exclusively with skill in sports and others exclusively with cardiovascular fitness. Many factors contribute to good physical fitness (heredity, nutrition, life-style, and environment); however, it is regular physical activity that is most important in developing good fitness. The following is a breakdown of physical fitness into its eleven separate components.

Health-Related Fitness Components

Body composition is: the percent of fat, lean muscle, bone, connective tissue, and water that is in your body. The term percent body fat refers to the amount of fat in relation to the total body weight. An excess of fat in the body is unhealthy because it requires more energy for movement and may reflect a diet high in saturated fat.

Flexibility is: the ability to move a body part through a full range of motion. It is essential in carrying out most daily tasks, playing sports, and helping to prevent lower back pain.

Muscular strength: is the ability to exert force against resistance. Strong muscles provide better protection of body joints, resulting in fewer sprains, strains, and muscular difficulties.

Muscular endurance: is the ability of muscles to work, or contract, repeatedly over a long period of time without causing fatigue.

Cardiovascular endurance: is the ability of the heart, lungs, and blood vessels to send oxygen to the bodys muscle tissues during long periods of vigorous activity. CV endurance is characterized by moderate contractions of large muscle groups over a long period of time.

23

Components of Physical Fitness

Physical fitness is the ability to carry out daily tasks, easily and efficiently, and still have the reserve energy to enjoy leisure time or meet unexpected emergencies. Historically, some people have identified physical fitness exclusively with skill in sports and others exclusively with cardiovascular fitness. Many factors contribute to good physical fitness (heredity, nutrition, life-style, and environment); however, it is regular physical activity that is most important in developing good fitness. The following is a breakdown of physical fitness into its eleven separate components.
In your own words, define each component and give two examples of a sport/activity which would benefit from developing that component.

Health-Related Fitness Components

Body composition is: 1. ________________________ 2. ________________________ Definition:

Flexibility is: 1. ________________________ 2. ________________________ Definition:

Muscular strength is: 1. ________________________ 2. ________________________ Definition:

Muscular endurance is: 1. ________________________ 2. ________________________ Definition:

Cardiovascular endurance is: 1. ________________________ 2. _______________________ Definition:

24

Skill-Related Fitness Components

Speed: is the ability to perform a movement in a short period of time.

Power: is the ability to generate maximum force at a fast rate.

Agility: is the ability to change and control the direction of your bodys
movement during physical activity.

Balance:

is the ability to stabilize your equilibrium while moving or standing still.

Coordination: is the ability to use your senses (sight, sound, touch, etc.)
to direct smooth movement of your hands, feet, arms, and head.

Reaction Time: is the ability to react quickly to what you see, hear,
or feel during physical activity.

25

Skill-Related Fitness Components

In your own words, define each component and give two examples of a sport/activity which would benefit from developing that component.

Speed: 1. ________________________ 2. ______________________

Definition:

Power: 1. ________________________ 2. ________________________

Definition:

Agility: 1. ________________________ 2. ________________________

Definition:

Balance:
Definition:

1. ________________________ 2. ________________________

Coordination: 1. ________________________ 2. ________________________

Definition:

Reaction Time:
Definition:

1. ________________________ 2. ________________________

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Personal Fitness
Personal fitness involves many aspects of healthy living. Being healthy involves four areas of a
persons makeup; they include mental skills, emotional skills, social skills, and physical skills. If a person works on being healthy in all four of these areas, they are taking care of their personal fitness components. This is also known as living a wellness lifestyle.

Wellness is a state of total health & well-being which includes the four personal fitness components
physical, mental, social and emotional balance. In striving for wellness, you are trying to reach & maintain your full potential at all stages of life. Physical Skills: muscle strength, muscle endurance, cardiovascular endurance, flexibility and body composition. Mental Skills: problems solving, decision making, memorizing, critical thinking, and fact finding. Social Skills: sportsmanship, etiquette, listening skills, communication and relationships, stress management, coping with anger, tolerance, anti-bullying. Emotional Skills: mental health, self-esteem, dealing with emotions, stress management, coping with anger, tolerance, anti-bullying.

PHYSICAL FITNESS: Physical fitness is a level of individual physical ability that allows a person to perform daily physical tasks effectively with enough energy reserves for recreational activities or unexpected physical challenges. Physical fitness is an outcome of an active lifestyle or exercise program that is practiced over time.

FITNESS COMPONENTS: Health-related fitness components: The qualities necessary to function in a healthy lifestyle includes: muscular endurance & strength, flexibility, cardio-respiratory endurance, and body composition.

Skill-related fitness components: The qualities necessary for better motor performance in sports and activities such as: speed, power, agility, balance, reaction time, and coordination.

For successful personal fitness, it is important that we develop & maintain both skill and health related fitness together. Both types of fitness can contribute to your ability to do everyday life activities such as walking, climbing, bending, lifting, etc. This means our bodies will perform and function more efficiently and effectively if we maintain acceptable levels of complete physical fitness.

27

Personal Fitness Worksheet

1. Define: WELLNESS:____________________________________________________________ 2. List the 4 areas of your well-being that you should strive to achieve balance. a. c. b. d.

3. Define PHYSICAL FITNESS: ___________________________________________________ ______________________________________________________________________________

4. Now, put it into your own words: _________________________________________________ ______________________________________________________________________________

5. Complete the sentence: Physical fitness is the outcome of an active lifestyle ______________________________ ___________________________________________________________________________

6. Define: Health-related fitness: ___________________________________________________ ______________________________________________________________________________

7. List the 5 components that make up health-related fitness:

8. Define: Skill-related fitness:______________________________________________________ ______________________________________________________________________________

9. List the 6 components that make up skill-related fitness:

10. Describe how developing both fitness component types will benefit us. 28

Healthy Workout
In order to have a safe workout, it is important to prepare your body with a proper warm up and cool down. This will assist in gaining the full benefits of exercise along with preventing injuries before and after a workout.

Warming Up Before starting any vigorous activity, preparation is needed for all systems of the body to work together safely. Warming up does the following: Prepares the circulatory and the muscular system for gradual changes in heart rate, body temperature, and blood pressure Muscles will work more efficiently, with increased blood flow. Muscles will contract and relax more quickly. The body will be able to exercise longer and harder without fatigue. The warm up should begin with a mild activity such as walking, gradually increasing in intensity for at least two minutes. This will increase body temperature that prepares the body for stretching. Mild activity is followed by stretching activities, to safely prepare the body for a quality workout.

Cool Down Cooling down is as important as warming up. A cool down should take you gradually from intense, vigorous activity to a level of low activity. If exercise is ended suddenly by standing still, lying down or sitting, the following occurs: The heart continues to pump extra blood to the muscles. The muscles in the legs stop squeezing the veins. This causes the blood to pool or collect in the limbs, which is dangerous for the valves. The flow of blood is reduced to other parts of the body, specifically the brain, causing dizziness, nausea and possibly fainting. This is called Blood Pooling The cooling down process should last at least 5 minutes or until your recovery pulse is below 100 beats per minute. Cooling down also helps eliminate lactic acid that causes stiff and sore muscles the next day. Stretching after a workout is an important cooling down procedure to relax the contracted muscles and increase blood flow through the vessels.

29

Healthy Workout worksheet

1. List the four benefits of a proper warm up. a. ________________________________________________________ b.________________________________________________________ c. ________________________________________________________ d.________________________________________________________

2. A proper warm up should begin with

__________________________________________________________________

3. Taking your answer from #2, what should you do next?

__________________________________________________________________

4. A cool down takes you gradually from

_________________________________________________________________________________

5. What happens when you dont cool down properly? a. ______________________________________________________ b. ______________________________________________________ c. ______________________________________________________

6. How long should the cool down process last and why? _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ 30

Exercise that makes a difference: Rule of Thumb

Exercise that improves the condition of the heart and lungs has three essential characteristics: It must be REGULAR: (Frequency) Repeated 3 or 4 times per week to maintain ones fitness level. It must be BRISK: (Intensity) It should raise the heart beat and breathing rate. It must be CONTINUOUS: (Time) At least 20-30 minutes without stopping.

Common Myths about Exercise:

Exercise makes you tired: As you get in better shape, you will find that exercise gives you more energy that you had before. It actually reduces stress and fatigue. Exercise takes too much time: Regular exercise only takes about 25 minutes of your day, 3 times per week to help. All exercise gives you the same benefits: All actives can give you enjoyment but only frequent, continuous activity helps your heart, lungs and will burn fat and calories. Exercise is expensive: Some of the most beneficial exercises are very inexpensive, such as walking and jogging. Exercise means playing a sport: Whole team sports including exercise, individual activities such as walking, biking or swimming are excellent forms of exercise. You have to be athletic to exercise: Most aerobic activities do not require any special athletic abilities. Being active can be enjoyable and easy for all people. No pain, No gain. Exercise should not be painful. Start slow, make it continuous & regular and fitness will follow.

Did you know: The average 14-17 year old American is now 7-10 pounds heavier than in 1980. 61% of American adults are overweight.

Many health clubs once centered only on exercise, have expanded their offerings to include seminars on nutrition, stress management, smoking cessation, weight loss and even attitude enhancement and self-esteem.
Class discussion LHS athletics and club sports are not an excuse for nonperformance in PE class.

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Systems benefit with Exercise

Respiratory System: With regular exercise, your respiratory system begins to work slower and more efficiently so that you take fewer but deeper breaths. Your lung capacity, the amount of air that you can take in with a single breath (VO2max), increases by stretching the lung tissue (alveoli). As a result, your body uses oxygen more efficiently, improving your endurance levels.

Circulatory System: Regular exercise is the greatest help for your heart. The heart is merely a muscular pump. Like any muscle, the more it is used, the stronger it gets and vice versa. A strong heart can pump more blood by volume (called stroke volume), making it work more efficiently with less effort. This, in turn, decreases your resting heart rate for better longevity.

Nervous and Endocrine: The nervous system coordinates and regulates the functions of the body. It sends messages in the form of electrical impulses. The endocrine system serves as the messengers through hormones. Regular exercise will maintain sharp reactions and regulate hormones more efficiently.

Skeletal System: The framework of the body consists of 206 bones that work together with the muscular system to allow you to walk, run, jump and bend. Its purpose reaches far beyond our basic structure. Exercise helps build a strong foundation for protection and stability. It also improves muscle tone to assist in good skeletal posture and prevention of bone and joint disorders.

Muscular System: Exercise is the main key to a healthy muscular system. In mass, muscle is the most abundant tissue in the body. Muscles cause us to move, breathe, pump blood and digest food. Regular, vigorous exercise increases the diameter of the muscle fibers, causing increased muscle strength and endurance. It also increases the number of capillaries, providing better circulation of blood to the muscles. This promotes muscular endurance, reduction of fat and ridding of muscle waste.

Other Systems: Reproductive, Digestive and Urinary Systems: Because each of these systems requires muscle movements in order to work properly, exercise greatly increases their ability to function. Moving food through the system and then ridding of the waste becomes an integral part of healthy living.

32

Systems benefit with Exercise Worksheet

1. What does the nervous system do? ____________________________________________________________________ ____________________________________________________________________

2. What does the endocrine system do? _____________________________________________________________________ _____________________________________________________________________

3. What does regular exercise help maintain? _____________________________________________________________________ _____________________________________________________________________

4. The muscular system allows you to do what? _____________________________________________________________________ _____________________________________________________________________

5. What is increased with regular vigorous exercise? _____________________________________________________________________ _____________________________________________________________________

6. What does muscular endurance promote? _____________________________________________________________________ _____________________________________________________________________

7. What are the other systems in the body? A. B. C.

33

Principles of Exercise
There are three main scientific Principles of Exercise. They are progression, overload and specificity. Each principle is important to consider in order improving your personal fitness level. The principle of progression refers to the rate that you change or increase in order to improve. Start your workout program small and progress or change with gradual increases when your body has mastered a given level or skill. The principle of overload means you must increases the amount of activity or exercise that you normally do in order to improve. Add more repetitions, amounts of time of resistance beyond the typical amounts. The principle of specificity says that improvement in your training goals will occur if you train the particular or specific muscles during activity or exercise. In other words, if you want to jump higher it is essential that you train the specific jumping muscles to be used properly. Long distance swimming will not necessarily make you a better high jumper because it is not specific to jumping. F.I.T.T. ~ FORMULA FOR TRAINING The fitness formula for establishing or improving your personal fitness program is called FITT. It means Frequency (how often), Intensity (how hard), and Time (how long), and Type (aerobic or anaerobic). For each component of fitness, establishing the frequency, intensity, and time guidelines devoted to your workouts will assist in achieving your personal fitness goals. Recommendations for lifelong exercise: - Frequency: (how often) ~ 5 days per week - Intensity: (how hard) ~ Continuously within your target heart range - Time: (how long) ~ 60 minutes per day - Type: Aerobic
34

Principles of Exercise Worksheet

1. List the 3 principles of exercise: 1. 2. 3.

2. Briefly define each principle: 1. 2. 3.

3. What does FIT stand for? (and its meaning) F:__________________________ I:__________________________ T:__________________________ (how___________)? (how___________)? (how___________)?

T:___________________________________________

1. List the Recommendations for lifelong exercise. 1. 2. 3. 4.

35

Body Composition and Weight Loss

Overweight or Over Fat?
How much should I weigh? Almost everyone asks that question sooner or later. The scales can tell us how much we weigh, but most cant tell the difference between fat-weight and lean-body-weight. People who are heavily muscled may show as overweight according to height-weight charts, but in fact they are not over fat. On the other hand, people who do little but sit may be over fat while showing up in the normal weight range. External appearances can be deceiving. The best way to determine your degree of fatness is by getting a body fat measurement. This is best done with a sonogram test or hydrostatic weighing. In hydrostatic weighing, the method is based on the principle that body mass has a density greater than water. By weighing both underwater and out of water, it is possible to compute what percent of body weight is fat. Other methods include measuring skinfold thickness and Bioelectrical Impedence. Bioelectrical Impedence - By standing barefoot on metal foot plates, an undetectably low voltage electric current is sent up one leg and down the other. Since fat is a very poor conductor of electricity, a lot of fat will impede the current more so than a lot of lean tissue. By measuring the resistance to the current, the machine estimates the percent body fat. How not to lose fat The fastest way to lose weight is simply to stop eating. Such crash diets do cause a quick loss of pounds. But, must of that loss is not fat; its merely loss of water, intestinal content and glycogen depletion (energy source) from the muscles. In such severe caloric restriction, the body may go into a state of internal shock and\or ketosis similar to what happens to a diabetic. This can cause serious health problems, even death. The body naturally will adjust and require less energy, which than changes the metabolism for good. This explains why dieters than gain there weight back and even more after the diet. A Balanced Approach A sensible approach to weight loss would be to reduce caloric intake and increase caloric expenditure. Since a pound of fat is equivalent to 3500 calories, healthy balancing should result in a loss of one or two pounds of fat per week. Exercise to Burn Fat Stop reducing is a popular concept. Unfortunately, scientific investigation has shown it to be a myth. Gender plays a role in location of excess body fat. Males tend to carry excess in the stomach while women carry excess in the thighs and hips. Generally. Fat leaves the body in reverse order to the manner it was put on. Spot training will only develop muscle size in that area, but has little effect on removing fat from that site. Burn Calories While You Rest Vigorous activities sustained for 30 to 60 minutes increases ones metabolism. This means that following such exercise; the body continues to burn calories at a higher rate for many hours. 36

Body Composition and Weight Loss Worksheet

Answer each question from the previous reading. 1. Body composition means the amount of fat a person has in relation to their bones, skin, muscles and organs. Name two methods of measuring body fat.

2. What is the fastest way to lose weight? What is most of that weight loss from?

3. What is considered to be a sensible approach to losing weight? Explain.

4. About how many calories are in 1 pound of fat?

5. Explain what is meant by the following statement: Generally fat leaves the body in reverse order to the manner in which it was put on.

6. What type of exercising is the best way to burn fat?

7. List three aerobic exercises mentioned in this article.

8. What happens when you exercise for over 30 minutes?

37

Somatotypes (Body Types)

People come in different shapes and sizes (bones structure, muscle fibers, and inherited physical characteristics) and historically, human physique has been classified as being either fat, muscular, or thin. This theory of classification is called Somatotyping - the process of identifying the physical structure of an individual.

Ectomorph
Thin-muscled and thin-boned. Usually the trunk of the body is short, while neck, arms and legs are long. Shoulders are usually rounded. Weak upper body resulting in poor posture.

Mesomorph
Muscular and big-boned; looks hard. Usually well-developed upper body, long-necked and relatively slender waistline. Shoulders are usually broad.

Endomorph
Possesses a roundness in appearance. Usually little muscle development, small-boned and short-necked. Weight is centered around the abdomen. Fattier areas found around the hips, buttocks and thighs. Somatotypes may influence the choice of activities we participate in and how we set goals in our lives. Understand these different body types can assist an individual in developing a more positive self-image. Example #1: The Ectomorphic person with aspirations to become a professional football player may have more difficulties reaching that goal than a Mesomorph. Example #2: The Endomorphic person with dreams of becoming a glamour model may develop a low selfesteem and the potential for eating disorders in an effort to achieve an unrealistic goal.

1. What is another name for somatotypes? 2. Define the word somatyping. ____________________________________________________________________________________ ____________________________________________________________________________________ 3. List the three different body types and describe the physical make up for each type. a.__________________ b. __________________ c. __________________ 4. Explain why identifying the proper body type as we are growing up and setting goals in beneficial. 38

Metabolism and Using Calories

One out of every 3 Americans is overweight. Sedentary living (no exercise) is as much to blame for this situation as overeating. Balancing you caloric intake (eating) with your use of calories (active living) is the best way to maintain a healthy body weight. Your metabolism: the absolute minimum amount of energy required to maintain lifes processes in your body are called basal metabolism. We get our energy from food and the energy value of food is measured in units of heat called calories. Your body requires a minimum number of calories each day in order to maintain itself. Additional calories beyond this basal metabolic rate must be used or they will be stored as fat. Metabolism is the rate you personally burn energy. Your metabolic rate increases during exercise. The number of calories you burn depends on the nature of the activity. Slow moving activities, such as golf and leisurely walking burn less calories than activities like jogging or tennis. Your weight: ~ If you take in fewer calories than you burn, you lose weight. ~ If you take in more calories than you burn, you gain weight. One pound of fat is equal to about 3500 calories. In order to burn one pound of fat off the body, a person generally will need to burn that many calories. For example, in a singles game of tennis for one hour, an average person burns approximately 400 calories. Exercise is helpful in the prevention of becoming over-fat and its linked to diabetes, hypertension and heart disease. A person is considered overweight if they are 15% over their ideal body weight (for their size, structure and body type). Being 20-30% above the ideal body weight is considered obese. Your ability to recuperate: Exercise can help the bodys ability to protect itself against disease by building resistance through improved fitness. A strong, toned body is capable of recuperating or restoring itself at a faster rate than a body that is in poor condition and/or overweight.

DID YOU KNOW?! *Eating just 100 calories extra a day can add up to 10 pounds in a year. Power walking for just 15 min. daily can burn off that extra 100 calories in order to maintain ones current weight. *If you exercise vigorously for 30 min. a day, you can take off, and keep off, 26 pounds in a years time. *The body fat percentage for men should be about 12-15% and for women about 18-21% for optimal health.

39

Metabolism and Using Calories Worksheet

1. Define Basal Metabolism:

2. Energy is measured in ____________________________ called ____________________. 3. Metabolism means

4. What is the difference between overweight and obese?

5. What does recuperate mean?

6. What is a healthy body fat percentage:

Men_______________ Women _______________

7. How many calories do you have to burn in order to lose 1 pound of fat?

Personal Evaluation
8. Would you say you (check one): _____ Balance your caloric intake and expenditure _____ Eat more calories than you burn on average _____ Burn more calories than you eat daily

9. What realistic ways can you cut down on the amount of calories you eat daily?

10. What realistic activities can you include in your daily life that will burn calories?

40

Types of Injuries
Muscular system
Atrophy: The wasting away of muscle tissue due to lack of use. Long periods of inactivity in a muscle group causes a physical shrinking and weakening of that group. Bruises (or contusions): Discoloration from a blow to the skin or muscle; producing broken capillaries and bleeding under the skin. Apply cold packs to reduce the swelling and discoloration. Muscle Cramps: Tight contraction of a muscle that wont relax; attributed to lack of salt, minerals or simply muscle fatigue. Massage the area to relax the muscle. Strains: Stretching or tearing in a muscle or tendon caused by an abnormal contraction. Rest and apply heat to help relax the muscle; warm up before exercising. Tendonitis: The tendon connective tissue of muscles to bones is stretched or torn. Rest area to reduce inflammation; treat with medicine or physical therapy.

Skeletal System
Bursitis: Inflammation of the bursa the protective layer between joints to prevent friction caused by excessive use or stress in a joint area. Rest the area to recover. Dislocation: When the end of a bone is pushed out of its joint as the result of a fall or collision. The joint must be set back into its normal position before the tissues can heal. Sprain: Stretching or tearing of a ligament, caused by an abnormal or excessive movement; accompanied by swelling, severe pain and difficulty moving. Apply cold packs and elevate area to reduce swelling; exercise may be needed to strengthen joint.

Others
Heat Stroke: A sudden loss of consciousness and extremely high (106 degrees) body temperature; considered to be life threatening. The body loses the ability to release heat through the sweating process. Treatment should be lower body temperature within 45 minutes: take off clothing, sponge victim with cool water, fan with towel and get emergency assistance quickly. Heat Exhaustion: A person collapses with excessive sweating, skin flushed red, rapid pulse, dizziness and slightly high (102 degrees) body temperature. This is caused by inadequate replacement of vital fluids lost through sweating. Treatment should be to immediately replace large quantities of water and move to as cool area as possible. Heat Cramps: Extremely painful muscle spasms mainly in the calf or abdomen due to fluid imbalance in an athlete who has overexerted themselves. Treatment should be to replace large quantities of water and rest from the any activity. 41

Types of Injuries Worksheet

1. What should you do for a contusion?

2. A tight contraction of a muscle is called a ___________________________________

3. What should you do to prevent a strain?

4. What is tendonitis?

5. Name the three injuries to the skeletal system and what the specific injury is. a.

b.

c.

6. What is the difference between heat stroke and heat exhaustion?

7. What part of the body does heat cramps mainly affect?

8. What is the treatment for heat cramps?

42

Muscular System
There are over 600 muscles in the human body, each responsible for a different movement. The functions of muscles include pumping blood, to aid in digestion and breathing, and to move the skeleton. There are three types of muscles- Cardiac, Skeletal, and Smooth. The cardiac and smooth muscles work involuntary, or without thought, where skeletal muscles are voluntary. FUNCTIONS: The cardiac muscle, or the heart, pumps the blood throughout the body. The diaphragm muscle air in and out of the lungs. Small muscles that line the digestive tract keep the food flowing through the system and the skeletal muscles are the primary movers of the body. Simple tasks like sitting up, walking and running are done by using skeletal muscles of the body. For all muscles, using the principles of training and FITT when creating a workout will help develop or maintain good muscular strength and endurance. The lack of use for a period of time will cause muscle atrophy, or loss of muscle size. This is why regular exercise that includes weight training is effective in strengthen the heart, developing endurance and maintaining good muscle tone. MUSCLE SORENESS: There are different theories for why muscles get sore. Some believe it has to do with the buildup of lactic acid (waste product of muscle use) from a lack of sufficient oxygen that the muscles need from vigorous exercise. Another theory is that small tears (micro-tears) in the muscle occur when parts of the fibers and connective tissue receive greater-than-usual resistance. These tears then mend stronger, causing muscle development. Finally, some believe it is a combination of both theories. Despite the differences, it remains important to recognize the needs for proper warm up, stretching, workout technique and cooling down procedures to avoid serious injury. MOVEMENTS: Skeletal muscles contract (shorten), which forces bones and joints to move. There are three types of muscle contractions- concentric, eccentric, and isometric. Concentric contraction is the shortening of a muscle that moves bones and joints called positive work. This movement is the same as flexion. Eccentric contraction is the slow release of a contraction, making I\the muscle longer, called negative work. This movement is the same as extension. Isometric contraction is muscles pushing against an immovable object as it contracts. It merely creates stationary tension rather than shortening or lengthening.

43

Muscular System Worksheet

1. How many muscles are there in the human body?__________________________

2. List the 4 functions of muscles: -1_______________________________ -2_______________________________ -3_______________________________ -4_______________________________

3. What is meant by Atrophy?____________________________________________________________________________ ____________________________________________________________________________________

4. How does atrophy happen?_____________________________________________________________________________ _______________________________________________________________________________________

5. What is lactic acid?__________________________________________________

6. How do micro-tears build muscles?

7. List and describe 3 types of muscle contractions. -______________________________________ -______________________________________ -______________________________________ 8. Flexion is the same as_____________ 9. Extension is the same Is______________ 10. To avoid serious injury, what is important to remember? 44

Weight Training Benefits and Myths

To increase a muscles strength and or endurance, you must first overload that muscle. The overload principle is based on putting a greater amount of stress (weight or resistance) on your muscle than it is accustomed to. Weight training is a means for increasing muscles capability by using resistance. Equipment such as barbells, dumbbells, and machines are the most common types of weight training devices. There are many different types of weight training weight lifting, body building, muscle condition and toning, and rehabilitation. Whichever type of training with weight a person chooses, its purpose is to change the muscles capability. Benefits of Weight Training: Increases strength of the muscles and size of the fibers. Increases strength and density of the bones, ligaments and tendons. Increases endurance, capacity to work and slows the aging process. Improves appearance and helps reduce injury. Enhances performance of muscles. Myths about weight training: Myth #1 ~ Muscles will turn to fat if the person stops lifting weights. Muscle and fat are two separate kinds of tissue and do not change from one to another. Atrophy (decrease in muscle size) will occur when a person stops lifting weights. Myth #2 ~ Women will develop big, bulky muscles like males if they lift weights. While the quality of muscle is the same in both males and females, generally women have less muscle mass than men. The hormone testosterone plays a large role in the strength and size of a muscle. Males have a much higher level of testosterone than females, therefore develop larger muscles. Myth #3~ Female muscles will not develop strength. The average female has less strength than the average male for reasons described above. Females can develop high levels of muscular strength if they train regularly. Myth #4~ Weight training reduces flexibility. Proper lifting technique can actually increase flexibility. This means lifting in a full range of motion which, in time keeps the muscles stretched. Stretching should be a part of a good workout program anyway. Myth #5~ Weigh training will make you slower and less coordinated. In fact, this is just the opposite. Improving strength will mean better coordination and a slight increase in speed. Improving the effectiveness of a muscle does not make it slower. Myth#6~ Weight training is harmful to the growth and development of adolescents. Safe weight lifting programs can help young people grow stronger ligaments, tendons, bones, and muscles during their growth spurts.

45

Weight Training Benefits and Myths Worksheet

1. The first thing you need to do to increase muscle strength is what?

2. What is resistance?

3. What are the most common types of weight training equipment?

4. Name four different types of weight training. a. b. c. d.

5. What are five benefits of weight training? a.

b.

c.

d.

e.

6.

Explain one of the myths about weight training.

46

Common Weight Room Errors

The following common errors are from www.fitstep.com/Library/Exercises/Exercises.htm. Students should be encouraged to use this Web site to find additional information about their assigned exercise.

Common Errors: Bench Press

Bouncing the weight off the chest. Always lower the weight under complete control. Allow it to touch your chest and then push off. Do not let it rest on your chest and do not bounce the bar off your chest. This action can not only damage your rib cage but also reduces the effectiveness of the exercise.

Common Errors: Seated Cable Rows

1. Pulling with the lower back. This error stems from leaning forward at the waist at the start of the rep. To get into proper position for the exercise from that bent-forward position, you must lean back, tempting you to use that momentum to keep the movement going. Do not do this because it can strain the lower back. 2. Leaning forward to get more stretch. Although this does stretch the lower back, it does so in a harmful position to the lower back. It doesnt, however, increase the stretch on the target back muscles. Instead, let your arms stretch forward so that the stretch occurs at the scapulae (shoulder blades). 3. Rowing with a straight or hunched back. Contrary to popular belief, arching your back is not necessarily harmful. Arching your back excessively can be harmful, but the arch, besides being one of the strongest architectural structures, is the normal, proper position of your back. The arch is also essential for activating the lats because they cannot be activated without an arch in your back. Rowing with a straight back forces you to rely on your biceps and upper back more, at the expense of the lats, and can lead to back strain.

Common Errors: Biceps Curls

Leaning back. In an effort to keep going, people often lean back at the end of the set as the weight starts to get heavy. This action is potentially dangerous to your lower back. If you cant complete the rep in the good form, go as far as you can, hold it there for as long as you can, and then lower the weight.

Common Errors: Triceps Push-Downs

Not controlling the weight on the way up and using momentum on the way down. This is a combination of errors. If you dont control the weight as it comes up, you will have to use elastic force from the back muscles to rebound the weight back down. This rebound back down reduces triceps activation. If you continue to use momentum on the way down and dont squeeze the triceps during the movement, then you will get little out of this exercise except perhaps a backache. Do this exercise in a slow, controlled manner.

47

Common Errors: Seated Dumbbell Press

Not pressing the dumbbells directly overhead. People may tend to press the dumbbells in a forward diagonal press so that they end up out in front of the head. This action occurs because of relative strength imbalances. Because the front muscles of many people are stronger than their back muscles, the dumbbells get pulled to the front. You must consciously press up and back to correct this, keeping your elbows back as you do so. Use a mirror to be sure that you are pressing the dumbbells directly overhead. Also, get feedback from a spotter, who can gently guide the dumbbells to the proper position.

Common Errors: Leg Extensions

Not squeezing at the top. The best part of this exercise occurs at the contraction when your legs are straight. To get the most out of it, hold the contraction at the top for a few seconds and then lower the weight.

Common Errors: Leg Curls

The glutes come up during the exercise. This action takes some of the tension off the hamstrings because the glutes are assisting the movement. This can place undue pressure on the lower back and reduces the effectiveness of the exercise. Using too much weight can force you to have to lift your glutes. If this is the case, reduce the weight and concentrate on keeping your hips down.

Common Errors: Lunges

Leaning forward on the way down. This action can cause you to lose your balance and can place unnecessary stress on your back. Always strive to keep your upper body vertical. Do these in a mirror so that you can watch your form. Be sure to focus on sitting back during the descent.

Common Errors: Standing Calf Raises

Bending and straightening the knees during the raise. This action brings the quads and glutes into the movement, reducing the tension on the calves. Always keep your knees stiff but not locked to isolate the calf muscles and minimize the involvement of other muscles.

48

How and Why Muscles Get Stronger

With proper training and good nutrition, weight training can and will improve muscle strength. There are also factors that affect muscle strength. They include genetic potential, muscle mass, and nerves. Genetic Potential is the set number and percent of different muscle fibers we are born with. Those who are born with the most muscle fibers have the greatest genetic potential for muscle growth. During weight training, each person has different muscle mass and strength levels that they can obtain through hard work. Very few people are born with the genetic potential to develop muscles with a mass like Arnold Schwarzeneggers muscles, no matter how hard they train. The different muscle fibers we are born with are fast-twitch fibers and slow-twitch fibers. The fast-twitch fibers are also known as white fibers and they are not supplied with much blood. They have a greater capacity to increase in size, and fatigue very rapidly because they are used for anaerobic work. So, events that require little oxygen when performed are using fast-twitch (white) fibers. Slow-twitch fibers are also called red fibers because they are richly supplied with blood. These fibers do not increase in size much, but they also do not fatigue as easily. They are used more for aerobic work, which includes activities that are continuous in nature, such as cycling, swimming, jogging, and cross country skiing. Each of us has both fast and slow-twitching fibers. The amounts of fast-twitch and slow-twitch fibers we have are determined largely by genetics. However, each of us can realize some degree of muscle growth regardless of our dominant muscle fiber type.

Event 100-yard dash Marathon Olympic Weight Lifting Barbell Squat Soccer Basketball Distance Cycling

Involvement of Fast-Twitch Fibers High Low High High High High Low

Involvement of Slow- Twitch Fibers Low High Low High High Low High

49

How and Why Muscles Get Stronger Worksheet

1. List the three factors that affect muscle strength a. ____________________________ b. ____________________________ c. ____________________________

2. What is meant by genetic potential? ________________________________________________ ________________________________________________________________________________

3. Describe the basic difference between fast-twitch and slow-twitch muscle fibers. Include examples in your answer. Fast-twitch -______________________________________________________________________ Example- ________________________________________________________________________ Slow-twitch-______________________________________________________________________ Example-_________________________________________________________________________

4. The number of fast or slow-twitch muscle fibers we have is determined largely by _______________

7. True or False- a person can reach some degree of muscle growth regardless of dominant fiber type.

50

Language of Lifting
Abduction- Movement of a limb away from middle of the body. Absolute Strength- Max amount a muscle or group of muscles can generate. Adduction- Movement of a limb toward middle of the body. Aerobic Exercise- (without oxygen) Activity in which demands of muscle for oxygen is met by circulation of oxygen in blood Agonist- Muscle directly engaged in contraction that is primarily responsible for movement of a body part Anabolic Steroid- Synthetic chemical that mimics the muscle-building characteristics of the male hormone testosterone Anaerobic Exercise- (without oxygen) Activity in which the demands for oxygen for muscles are so high that they rely upon an internal metabolic process for oxygen. Antagonist- Muscle that counteracts the agonist, lengthening when the agonist muscle contracts Atrophy- Withering away-decrease in size and functional ability of tissue of organs. Cardiovascular Training- Physical conditioning that strengthens heart and blood vessels. Circuit Training- Going quickly from one exercise to another Clean & Jerk- Olympic lift where the weight is raised from the floor to overhead in two movements. Clean- Lifting weight from the floor to shoulder in one motion. Concentric Contraction- When muscle contracts and shortens Eccentric Contraction- Muscle lengthens while maintaining tension Extension- Body part going from a bent position to a straight position Fascia- Fibrous connective tissue that covers, supports, and separates all muscle and muscle groups. Fast-Twitch- White muscles cells that fire quickly and are utilized in anaerobic activities such as sprinting and power lifting. FITT Principle- Frequency, Intensity, Time, Type Flexion- Bending in contrast to extending. 51

Hypertrophy- Increase in size of muscle fiber Isokinetic- Isotonic exercise in which there is accommodating resistance. Also refers to a constant speed. I.e.Nautilus and Cybex are two types of isokinetic machines. Isotonic- Muscular action in which there is a change in length of muscle and weight, keeping tension constant, i.e. Lifting free weights Kinesiology- Study of muscles and their movements Lean Body Mass- Everything in the body except fat, including bone, organs, skin, nails, and all body tissue including muscle. 50-60% of lean body mass is water. Osteoporosis- (Brittle bones) deterioration of bone density. Weight bearing helps with bone density Overload Principle- Applying a greater load than normal to a muscle to increase its capability. Polymetric Exercise- Where muscles are loaded suddenly and stretched then quickly contracted to produce a movement. Can improve both strength & speed (explosiveness). No weights/body weight accelerated by gravity provides force & velocity that exceeds that of a machine or free weights. PNF- overrides the stretch reflex - Proprioceptive Neuromuscular Facilitation. Progressive Resistance- Weight is increased as muscles gain strength & endurance. Backbone of all weight training. Relative Strength- strength per pound of body weight ROM- Range of motion around a joint Stow-Twitch- Red muscle cells that contract slowly are resistant to fatigue and are utilized in endurance activities such as long distant running, swimming, or cycling. Specificity Principle- Muscles will adapt specifically to the type of stress imposed upon them Stretch reflex- automatic mechanism that protects muscles from overstretching. When you stretch too far too quickly the muscles will automatically contract to prevent tearing. Stretching Technique- involves fatiguing a muscle or muscle group through an isometric contraction & then stretching the muscle (usually without a partner) has been shown to improve ROM.

52

Anabolic-androgenic steroids
Anabolic-androgenic steroids are man-made substances related to male sex hormones. Anabolic refers to muscle-building, and androgenic refers to increased masculine characteristics. Steroids refers to the class of drugs. These drugs are available legally only by prescription, to treat conditions that occur when the body produces abnormally low amounts of testosterone, such as delayed puberty and some types of impotence. They are also prescribed to treat body wasting in patients with AIDS and other diseases that result in loss of lean muscle mass. Abuse of anabolic steroids, however, can lead to serious health problems, some irreversible. Today, athletes and others abuse anabolic steroids to enhance performance and also to improve physical appearance. Anabolic steroids are taken orally or injected, typically in cycles of weeks or months (referred to as cycling), rather than continuously. Cycling involves taking multiple doses of steroids over a specific period of time, stopping for a period, and starting again. In addition, users often combine several different types of steroids to maximize their effectiveness while minimizing negative effects (referred to as stacking). Health Hazards The major side effects from abusing anabolic steroids can include liver tumors and cancer, jaundice (yellowish pigmentation of skin, tissues, and body fluids), fluid retention, high blood pressure, increases in LDL (bad cholesterol), and decreases in HDL (good cholesterol). Other side effects include kidney tumors, severe acne, and trembling. In addition, there are some gender-specific side effects:
For men - shrinking of the testicles, reduced sperm count, infertility, baldness, development of breasts, increased risk for prostate cancer. For women - growth of facial hair, male-pattern baldness, changes in or cessation of the menstrual cycle, enlargement of the clitoris, deepened voice. For adolescents - growth halted prematurely through premature skeletal maturation and accelerated puberty changes. This means that adolescents risk remaining short for the remainder of their lives if they take anabolic steroids before the typical adolescent growth spurt.

In addition, people who inject anabolic steroids run the added risk of contracting or transmitting HIV/AIDS or hepatitis, which causes serious damage to the liver. Scientific research also shows that aggression and other psychiatric side effects may result from abuse of anabolic steroids. Many users report feeling good about themselves while on anabolic steroids, but researchers report that extreme mood swings also can occur, including manic-like symptoms leading to violence. Depression often is seen when the drugs are stopped and may contribute to dependence on anabolic steroids. Researchers report also that users may suffer from paranoid jealousy, extreme irritability, delusions, and impaired judgment stemming from feelings of invincibility. Research also indicates that some users might turn to other drugs to alleviate some of the negative effects of anabolic steroids. For example, a study of 227 men admitted in 1999 to a private treatment center for dependence on heroin or other opioids found that 9.3 percent had abused anabolic steroids before trying any other illicit drug. Of these 9.3 percent, 86 percent first used opioids to counteract insomnia and irritability resulting from the anabolic steroids.

53

Anabolic-androgenic steroids Worksheet

2. What are Anabolic-androgenic steroids? 3. What does anabolic mean? 4. What does androgenic mean? 5. 6. What does Steroids mean? Steroids are available by prescription to treat what conditions? a. _____________________________________________________________________________ b. _____________________________________________________________________________ 7. How are steroids usually taken? a. _________________________ b. _________________________ 7. What is cycling? 8. What is stacking? 9. What are the major side effects from abusing anabolic steroids? a. _________________________ b. _________________________ c. _________________________ d. _________________________ 10. What are the gender-specific side effects for males? a. _________________________ b. _________________________ c. _________________________ 11. What are the gender-specific side effects for females? a. _________________________ b. _________________________ c. _________________________ d. _________________________ 54 e. _________________________ d. _________________________ e. _________________________ f. _________________________ e. _________________________ f. _________________________ g. _________________________

12. What might cause an adolescent to remain short if they take steroids?

13. What infection related to steroid use might cause serious liver damage?

14. What may contribute to dependence on anabolic steroids?

15. What are six psychiatric side effects that may result from abuse of steroids? a. _________________________ b. _________________________ c. _________________________ d. _________________________ e. _________________________ f. _________________________

16. Why might an abuser of steroids take heroin?

55

Creatine www.nlm.nih.gov/medlineplus/druginfo/natural/873.html
What is it?
Creatine is a chemical that is normally found in the body, mostly in muscles. It is made by the body and can also be obtained from certain foods. Fish and meats are good sources of Creatine. Creatine can also be made in the laboratory. Creatine is most commonly used for improving exercise performance and increasing muscle mass in athletes and older adults. There is some science supporting the use of Creatine in improving the athletic performance of young, healthy people during brief high-intensity activity such as sprinting. But older adults dont seem to benefit. Creatine doesnt seem to improve strength or body composition in people over 60. Creatine is allowed by the International Olympic Committee, National Collegiate Athletic Association (NCAA), and professional sports. However, the NCAA no longer allows colleges and universities to supply Creatine to their students with school funds. Students are permitted to buy Creatine on their own and the NCAA has no plans to ban Creatine unless medical evidence indicates that it is harmful. With current testing methods, detection of supplemental Creatine use would not be possible. In addition to improving athletic performance, Creatine is used for congestive heart failure (CHF), depression, bipolar disorder, Parkinsons disease, diseases of the muscles and nerves, an eye disease called gyrate atrophy, and high cholesterol. It is also used to slow the worsening of amyotrophic lateral sclerosis (ALS, Lou Gehrigs disease), rheumatoid arthritis, McArdles disease, and for various muscular dystrophies. Americans use more than 4 million kilograms of Creatine each year.

How effective is it?

It is possibly effective for improving the athletic performance of young, healthy people during brief, high-intensity exercise such as sprinting. Many factors seem to influence the effectiveness of Creatine, including the fitness level and age of the person using it, the type of sport, and the dose. Creatine does not seem to improve performance in aerobic exercises, or benefit older people. Also, Creatine does not seem to increase endurance or improve performance in highly trained athletes. There is some evidence that Creatine loading, using 20 grams daily for 5 days, may be more effective than continuous use. But remember, there is still some uncertainty about exactly who can benefit from Creatine and at what dose. Studies to date have included small numbers of people (all have involved fewer than 40 participants), and it is not possible to draw firm conclusions from such small numbers.

How does it work?

Creatine is involved in making the energy muscles need to work. Vegetarians and other people who have lower total Creatine levels when they start taking Creatine supplements seem to get more benefit than people who start with a higher level of Creatine. Skeletal muscle will only hold a certain amount of Creatine; adding more wont raise levels any more. This saturation point is usually reached within the first few days of taking a loading dose. 56

Are there safety concerns?

Creatine is LIKELY SAFE for most people when used at recommended doses. Creatine can cause stomach pain, nausea, diarrhea, and muscle cramping. When taken by mouth in high doses, Creatine is POSSIBLY UNSAFE. There is some concern that it could harm the kidney, liver, or heart function. However, a connection between high doses and these negative effects has not been proven. Creatine causes muscles to draw water from the rest of your body. Be sure to drink extra water to make up for this. Also, if you are taking Creatine, don't exercise in the heat. It might cause you to become dehydrated. Many people who use Creatine gain weight. This is because Creatine causes the muscles to hold water, not because it actually builds muscle. There is some concern that combining Creatine with caffeine and the herb ephedra (also called Ma Huang) might increase the chance of having serious side effects such as stroke. There is concern that Creatine might cause irregular heartbeat or a skin condition called pigmented purpuric dermatitis in some people. But more information is needed to know if Creatine can cause these problems.

Special precautions & warnings:

Pregnancy and breast-feeding: Not enough is known about the use of Creatine during pregnancy and breast-feeding. Stay on the safe side and avoid use. Kidney disease or diabetes: Dont use Creatine if you have kidney disease or a disease such as diabetes that increases your chance of developing kidney disease. There is some concern that Creatine might make kidney disease worse.

Are there interactions with medications?

Taking high doses of Creatine might harm the kidneys. Some medications can also harm the kidneys. Taking Creatine with other medications that can harm the kidneys, such as Ibuprofen, Advil, Motrin, Nuprin, and numerous others, might increase the chance of kidney damage.

Are there interactions with herbs and supplements?

Caffeine There is some concern that combining caffeine, ephedra, and Creatine might increase the risk of serious adverse effects. There is a report of stroke in an athlete who consumed Creatine monohydrate 6 grams, caffeine 400-600 mg, ephedra 40-60 mg, and a variety of other supplements daily for 6 weeks. Caffeine might also decrease Creatine's beneficial effects on athletic performance. Ephedra There is some concern that combining ephedra, caffeine, and Creatine might increase the risk of serious adverse effects. There is a report of stroke in an athlete who consumed Creatine monohydrate 6 grams, caffeine 400-600 mg, ephedra 40-60 mg, and a variety of other supplements daily for 6 weeks.

Are there interactions with foods?

Carbohydrates Combining carbohydrates with Creatine can increase muscle Creatine levels more than Creatine alone. Supplementing 5 grams of Creatine with 93 grams of simple carbohydrates 4 times daily for 5 days can increase muscle Creatine levels as much as 60% more than Creatine alone.

57

Creatine Worksheet
1. What is Creatine?

2. What are Creatines most common uses?

3. In addition to improving athletic performance, what are the other uses for Creatine?

4. Explain the effectiveness of Creatine.

5. How does Creatine work?

6. What is saturation point?

7. Make a list of safety concerns?

8. What should you know about pregnancy and breast-feeding? 9. What are the concerns of Creatine interacting with medications?

10. What are the concerns of Creatine interacting with herbs and supplements?

58

Flag Football Rules

Game Rules: The center snap starts play. If the football hits the ground during the snap it is a live ball. The snap count: QB calls, SET (Telling the center everyone is ready). Then the center snaps the ball. The center is eligible. If the teams are even. All teams MUST have a defensive player rush on every play. No Counting! The rushing player lines up over the center. This will designate who is rushing for the opposing team. You are allowed to rush one player only. During a PAT (Point after touchdown) you may use 2 rushers. The rushers must be over the center. Each team gets 4 plays to gain 10 yards and a new set of downs. One run play will be allowed per 4 downs. No QB runs! The QB must hand off or pass the ball! Reverses are allowed as long as the ball is handed off. If a reverse is used, it counts as a run play. The ball is down where a flag guard occurs! If it continues, the player will be removed. Football placement rules: The game starts with ball placed on the 10- yard line. The ball is placed on the 10-yard line after a touchdown and the PAT try. A team scoring a Safety takes possession of the ball on their own 10- yard line. If an interception occurs in the end zone (touchback), the ball will be placed on the 10- yard line. When spotting the football after a flag has been pulled, always center the ball on the field of play. Scoring Rules: Touchdown = 6 points PAT =1 point. The PAT try is from the 3- yard line. The team gets 1 play to score. The defense may rush 2 players. If no score, the play is dead. (There are no interceptions for touchdowns on the PAT try!) PAT= 2 point. The PAT try is from the 10 yard line. Safety = 2 points. A safety occurs when a flag is pulled in end zone or the ball rolls out the back of the end zone. The team that scored the safety gets 2 points and possession on their own 10 yard line. Captains Responsibilities: Assign positions and insure everyone is involved. If there is a problem with a team mates effort, let your teacher know. Call the huddle and call plays. PLAYERS DO NOT QUESTION REFEREE CALLS! The only 2 players allowed to talk to the referee are the captains. Failure to comply will result in a 5 yard penalty or removal from the game! Referee Responsibilities: Use Rock-paper-scissors to determine first possession. Position the ball in the center of the field after each down. When there are issues that cant be resolved the referee will take it to the teacher. The teacher will make the final ruling based on the information the Ref has supplied. Referee must wear Referee pennies, so they are easily identified. After a first down has been achieved move first down cone 10 yards from the spot of the ball to signify where the next first down is. 59

Name ______________________________________ Peer Assessors Name _______________________________________ Date ________________________________________ FOOTBALL

*Based on a scale of 1 to 5. 1 = does not do the skill, 2 = rarely does the skill 3 = did the skill half the time, 4 = does the skill most of the time, 5 = always performs the skill. THROWING 1. Fingers on laces w/ pointer finger off and fingers spread out. 2. Space between ball & palm. 3. Non-dominant foot forward (60/40). 4. Release point is out in front of the body. 5. Throwing arm comes down to opposite side of the body. Total Score

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 ____ 25

4 4 4 4 4

5 5 5 5 5

RECIEVING 1. Hands in a triangle before the catch. 2. Catch is out in front of the body. 3. Athletic stance/ready position before the catch. 4. Catch w/ the pads of the fingers. 5. Tuck the ball w/ dominant arm. Total Score

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 ____ 25

4 4 4 4 4

5 5 5 5 5

60

Softball Rules Simplified

THE GAME There are a minimum of 9 players on a softball team. The playing field is divided into the infield and outfield The lines between the bases are 60 apart and when joined they form a diamond, inside the baseline is known as the infield Outside the baseline but inside the playing field is called the outfield. Any ball going outside the 1st or 3rd base line is a foul ball (runners cannot advance and the batter gets another try unless the ball was caught in the air, which translates to an out) An official game is 7 innings (an inning is when both teams have had their turn to bat) PITCHING The pitcher can only take one step forward while pitching. The ball must be thrown underhand. Both hands must be on the ball at the start of the pitch. Must be delivered with a minimum arc equal to the batters height. BATTING Batters must follow the same order throughout the whole game The batter is out if and when: a) three strikes have been called b) a fly ball is caught c) the batter does not stand in the batters box BASE RUNNING Runners must touch each base in order Runners may overrun 1st base only, all other bases the runner may be tagged and called out if they are off the base. Runners cannot lead off a base, they must be on base until the ball as left the pitchers hand After a fly ball has been caught the base runner must tag the occupied base before advancing to the next base One base runner cannot pass another base runner that is ahead of them. Stealing a base is not permitted A runner is out if: a. they are tagged with the ball before reaching a base b. the ball gets to 1st base before the runner c. they run more than 3 feet out of the base line to avoid being tagged d. they run into the batted ball. TERMS: Ball- a legally pitched ball that does not enter the strike zone (four balls equals a walk) Grounder- A ball that is hit on the ground Force out- when the runner has to advance to the next base to make room for the following base runner. Fly ball- ball hit up in the air to the infield On deck- the next batter Pop up- ball hit up in the air to the infield Strike- term used when a ball is swung at and missed or is called when the ball enters the strike zone and is not swung at all. Strike zone- the ball passes the batter over the plate between their chest and knees

61

Name ______________________________________ Peer Assessors Name _______________________________________ Date ________________________________________ SLOW PITCH SOFTBALL SKILLS TEST PEER ASSESSMENT

*Based on a scale of 1 to 5. 1 = does not do the skill, 2 = rarely does the skill 3 = did the skill half the time, 4 = does the skill most of the time, 5 = always performs the skill. THROWING 1. Eyes on target before and after throw 2. Non-dominant foot forward and step in direction of throw 3. Weight rotates from 60/40 to 40/60 during execution 4. Lead with the elbow and snap with the wrist 5. Follow through Total Score

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 ____ 25

4 4 4 4 4

5 5 5 5 5

GROUNDERS 1. Athletic stance (feed shoulder width, bent, on toes) 2. Bent knees, not waist 3. Butt down 4. Fingers pointed down at the ground 5. Head down, chin down while fielding the ball Total Score

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 ____ 25

4 4 4 4 4

5 5 5 5 5

BATTING 1. Hands on the bat (close together, dominant hand on top) 2. Bat position (45 degree angle, elbows L shaped) 3. Step & Squish the bug 4. Hands move towards the ball 5. Eyes on the ball all the way through the swing Total Score

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 ____ 25

4 4 4 4 4

5 5 5 5 5

62

63

Volleyball
Officially six players make up a volleyball team, but it is suitable for any grouping of players from four to nine to compose a team at middle school level. The new rules of volleyball state you make serve any place behind the end line. In our classes we will allow servers to move closer to the net according to their ability. As a student is successful with the serve they should gradually move back toward the end line. According to the new rules a serve that hits the net and goes over is considered good. Each server in the class is required to state their score and their opponents score before hitting the ball. A server may score five points before they rotate their serve to a different team member. Volleyball games are now played to 25 points where you must win by two points. Points are awarded each play instead of only when the serving team scores points as it is was in the old rules. Also the ball may be returned by any part of a players body. Basic Rules: 1. 2. 3. 4. A ball may be hit a maximum of three times before being hit over the net. A player may not hit the ball twice except off a block. A ball landing on the boundary line is considered in play. A player may not touch the net or cross the centerline. If they do a point will be awarded to the other team. 5. A player may leave the court to play the ball. 6. It is called a carry if a player momentarily holds the ball before hitting it. This is a point for the other team. 7. A ball that hits the net and goes over is considered good if the ball lands in your opponents court. Skills: Blocks: A player jumps high at the net with both arms extended and attempts to block a spike. Spike: Striking the ball above the net and driving it down into the opponents court with force. Setup: A pass that sets the ball for a possible spike. Dig: A diving save that attempts to hit the ball with one arm or cupped fist. Overhead Set: A pass that is done with two hands over your head. Contact is made with fingertips. Serve: Players can use am overhead or underhand serve. Bump: Both arms are straight with hands clasp together and thumbs touching and pointing in the same direction. The ball should contact the forearms. Rotation: Six and nine person rotation. Courtesies: Always return the ball by rolling it under the net to the next server. Remember to call your fouls quickly and honestly. 64

Name ______________________________________ Peer Assessors Name _______________________________________ Date ________________________________________ VOLLEYBALL *Based on a scale of 1 to 5. 1 = does not do the skill, 2 = rarely does the skill 3 = did the skill half the time, 4 = does the skill most of the time, 5 = always performs the skill. UNDERHAND SERVE 1. Dominant hand by side 2. Athletic position (feet staggered, non-dominant foot forward, knees slightly bent, head up, eyes on target.) 3. Ball on fingertip pads of non-dominant hand 4. Elbow slightly bent/relaxed position 5. Follow through Total Score 1 2 3 4 5 1 2 3 1 2 3 1 2 3 1 2 3 ____ 25 4 4 4 4 5 5 5 5

SETTING 1. Athletic position (feet staggered, non-dominant foot forward, knees slightly bent, head up, eyes on target.) 2. Arm position (raised above the head 6 in., elbows flexed @ 90 degrees) 3. Wrists and thumbs (wrist flexed back, thumbs about 3 in. apart) 4. Ball is aligned w/ forehead hairline just before contact. 5. Contact (fingertips, legs, arms) Total Score

1 2 3 4 5

1 2 3 1 2 3 1 2 3 1 2 3 ____ 25

4 4 4 4

5 5 5 5

PASS 1. Hands together waist high 2. Athletic position (feet staggered, non-dominant foot forward, knees slightly bent, head up, eyes on target.) 3. Shoulders shrugged 4. Elbow straight, locked 5. Eyes on ball Total Score

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ____ 25

65

WRESTLING
MATCH
A match consists of 3 two-minute rounds. The first round begins with each wrestler in the standing or neutral position. The second round begins with choice of position awarded to the winner of a coin toss. Choices include: top position, bottom position, neutral position or the wrestler can defer to the 3rd round. The third round begins with the choice given to the wrestler that has not already chosen. The position in which one wrestler is up and the other is down is referred to as the referees position.

TERMINOLOGY
TAKEDOWN: from a neutral position, the wrestler takes his opponent to the mat and gains control ESCAPE: the defensive wrestler gains a neutral position REVERSAL: the defensive wrestler gains control without an escape NEAR FALL: a situation in which the offensive wrestler has control of his opponent in a pinning situation for more than 2 seconds. FALL or PIN: any part of both shoulders held in contact with the mat for 2 seconds

MATCH POINTS
TAKEDOWN = 2 points, scored form a neutral position ESCAPE = 1 point, scored from a position of disadvantage REVERSAL = 2 points, scored form a position of disadvantage NEAR FALL = 2 points if held for 2-4 seconds (position of advantage) 3 points if held for 5 or more seconds (position of advantage)

TEAM POINTS
FALL DECISIONS = 6 team points and individual victory = 3 team points if victory was 7 points of less. = 4 team points if victory is between 8-14 points (major decision) = 5 team points if victory gets to 15 points ahead (technical fall) 66

Floor Hockey Rules

1. 6 players on floor plus goalie. 2. Game begins with face off at centerline and resume there after each goal. 3. Face off is called when ball is out of play, thrown or caught by any player other than goalie. 4. Ball may be stopped by hand, but not held, passed or advanced by hand. 5. A player may advance ball with their feet, but MAY NOT kick it directly into net to score. 6. A ball CANNOT be thrown into the goal to score. 7. When a goalie catches or stops the ball, they must be given room to pass to a teammate. 8. A Goal is scored when player hits, sweeps or pushes the ball into the net directly off the stick or it is deflected off one of their teammates or defensive player into net.

Penalties with 1-minute first offense and two minutes for repeat violations

HIGH STICKING: anytime the stick is raised above the knees. SLASHING: intentional or unintentional hitting with stick. INTERFERENCE: anytime an opposing player pushes a player out of position. ELBOWING: using one's elbow to hit an opponent CROSS CHECKING: use of stick to push opponent out of the way TRIPPING AND HOOKING: use of stick to trip or hold back an opponent

67

Floor Hockey Skills Test Critical Cues Checklist Rubric

Criteria Student performs all three critical cues correctly Student performs at least two critical cues correctly Students performs only one critical cue correctly Dribbling (3 points) _______Hands spread apart on stick _______Keep stick and ball out in front of you _______Use both sides of the blade Passing (3 points) _______Stick and ball to one side of the body _______Step toward target _______Follow through to your target with stick below knee Shooting (3 points) _______Stick and ball away from the body _______Step toward the goal _______Follow through toward goal with stick below knee Points Earned 3 2 1

68

The Laws of Badminton

1. SCORING A match shall consist of the best of three games A game shall be won by the side which first scores 21 points Win by 2 or the first to 30 The side winning a game shall serve first in the next game. Players shall change ends at the end of each game 2. SERVICE Players shall serve from, and receive in, the right service court when the servers score is 0 or an even number. Players shall serve from, and receive in, the left service courts when the servers score is an odd number. The serve shall be underhand In attempting to serve, the server shall not miss the shuttle Alternate service court after each point Sequence of serving The serve shall pass consecutively: from the initial server who started the game to the partner of the initial receiver. to the partner of the initial server to the initial receiver, to the initial server and so on. No player shall serve or receive out of turn, or receive two consecutive services in the same game 3. FAULTS if, in service, the shuttle: is caught on the net and remains suspended on its top; is hit by the receiver's partner; if in play, the shuttle: lands outside the boundaries of the court (i.e. not on or within the boundary lines); passes through or under the net; fails to pass over the net; touches the person or dress of a player; touches any other object or person outside the court; is caught and held on the racket and then slung during the execution of a stroke; is hit twice in succession by the same player. is hit by a player and the player's partner successively if, in play, a player: touches the net or its supports with racket, person or dress; invades an opponent's court over the net with racket or person except that the striker may follow the shuttle over the net with the racket in the course of a stroke after the initial point of contact with the shuttle is on the striker's side of the net; invades an opponent's court under the net with racket or person such that an opponent is obstructed or distracted; or obstructs an opponent, i.e. prevents an opponent from making a legal stroke where the shuttle is followed over the net; 69

Badminton Skills
Forehand Grip
- This grip is used to hit shots that are on the forehand side of your body and around the head shots. - Hold the racket head with your non-playing hand so that the handle points towards you. - Your racket face shall be perpendicular to the floor. - Place your playing hand on the handle as if you are shaking hands with it. - There shall be a V shape in between your thumb and your index finger. - The racket handle shall rest loosely in your fingers for greater flexibility. - Can try shortening your grip and place it nearer to the shaft to increase control and accuracy when serving and hitting from the forecourt and midcourt.

Backhand Grip
- This grip is used to hit shots that are on the backhand side of your body. - Hold the racket as you would on a forehand grip. - Turn the racket anti-clockwise so that the V shape moves leftwards. - Place your thumb against the back bevel of the handle for greater leverage and power. - The racket handle shall also rest loosely in your fingers. - Can try shortening your grip and place it nearer to the shaft to increase control and accuracy when serving and hitting from the forecourt and midcourt.

70

High Serve
Use this badminton serve during singles play to move your opponent as far back in court as possible, thus opening up his court. Be more cautious if you use this serve during doubles. Opponents with strong attacking abilities will work this serve to your disadvantage. - Played with a forehand underarm action. - Stand two to three feet behind the short service line. - Relax your body and bent your knees slightly. - Lead with your non-racket leg and place your racket leg behind. - Bring your racket back to shoulder level then swing it forward following the rhythm of the stroke. - Hold the shuttle by the feathers and let it drop slightly in front of you. - Hit it with the flat face of racket and follow through until racket reaches the non-racket side of your head.

Low Serve
Use this badminton serve when you want your opponent to lift the shuttle. It is commonly used during doubles, but you can use it during singles too if your opponent's attack is too strong. - Played with a forehand underarm action. - Stand two to three feet behind the short service line. - Relax your body and bent your knees slightly. - Lead with your non-racket leg and place your racket leg behind. - Bring your racket back to your waist level then start your forward swing. - Hold the shuttle by the feathers and bring it closer to meet the racket instead of dropping it in front. - Contact the shuttle at a higher point but still below your waist line. - Push the shuttle with the racket face and try to make the shuttle skim the tape of the net. If you normally use high serve during singles, mix the low serve in occasionally. You might be able to catch your opponent off-guard if you can execute it well.

71

Overhead Clear
Use the clear to move your opponent to the backcourt and create space in the frontcourt. It will also give you more time to go back to your base. The optimum hitting zone is located somewhere above the central area of your racket. Defensive Clear has a high and deep trajectory. These badminton shots give you more time to return to your base and prepare for the next shot. The shuttle is hit with your racket face leaning slightly backwards.

Forehand Overhead Clear

The forehand overhead badminton clear is similar to the action of throwing a ball. If you can throw a ball well, you shouldn't have problem playing this stroke. - Adopt the forehand grip. - Turn your body and stand sideways to the net with your non-racket shoulder facing the net. - Shift your weight on to your rear foot. - Bend your elbow and lock your wrist preparing to swing forward. - Raise your non-racket hand and point at the shuttle to improve timing and balance. - Contact the shuttle as high as possible and in front of your body using a strong throwing action as if you are going to throw your racket high and forward through the air. - Straighten your elbow as you hit the shuttle. - Let your wrist unlock with a whip action as you hit the shuttle. - Follow through with your racket and shift your weight from your rear foot to your front foot. - Move back to your base position.

Underhand Clear
The underhand clear is usually played from the front court area to your opponent's back court. Your wrist action is the crucial element in creating a deception for your shots.

- Adopt the forehand grip - Extend and put your racket up when you go for the shot. - The point of impact shall be well out in front of you and as high as possible with your racket leg leading in a lunge position. - Swing your racket upwards as the shuttle drops in the hitting area. - Unlock your wrist as you contact the shuttle, producing a whip action. - Follow through with your racket in the direction of the shuttle's trajectory. - Push with both legs and move back to your base position.

72

Drop Shot
Use the badminton drop shot to move your opponent to the frontcourt. It will create space in the midcourt and backcourt for you to exploit. Wrist action is essential in providing the disguise and element of surprise. The optimum hitting zone is located somewhere above the central area of your racket. A drop shot shall land in your opponent's frontcourt area, as close to the net as possible. The point of impact is above the racket shoulder. It is intended to move your opponent to the frontcourt, hopefully forcing a weak return to your midcourt for you to kill.

The forehand overhead drop shot is similar to the action of throwing a ball. If you can throw a ball well, you shouldn't have problem playing it.

- Adopt the forehand grip. - Turn your body and stand sideways to the net with your non-racket shoulder facing the net. - Shift your weight on to your rear foot. - Bend your elbow and lock your wrist preparing to swing forward. - Raise your non-racket hand and point at the shuttle to improve timing and balance. - Contact the shuttle as high as possible and out in front of your body. - Straighten your elbow as you hit the shuttle. - Slice or tap the shuttle as you hit it, reducing the speed of the racket head. - The angle of the racket face will determine the direction of your shot. - Follow through with your racket and shift your weight from your rear foot to your front foot. - Move back to your base position.

73

Smash
The smash is a shot hit with power and speed downward to your opponent's court. The angle and the steepness of the shuttle's trajectory will make it hard for your opponent to retrieve. Contact the shuttle further in front of your body than the clear or the drop shot. The optimum hitting zone is located somewhere above the central area of your racket.

The feeling of being able to smash powerfully and kill off a point is really great. But try not to get carried away. As the badminton smash requires a lot of energy, use it only when the opportunity arises. For example, a weak clear from your opponent to your midcourt area. Do not tire yourself out unnecessarily.

Forehand Smash
- Adopt the forehand grip. - Turn your body and stand sideways to the net with your non-racket shoulder facing the net. - Shift your weight on to your rear foot. - Bend your elbow and lock your wrist preparing to swing forward. - Raise your non-racket hand and point at the shuttle to improve timing and balance. - Contact the shuttle as high as possible and in front of your body using a strong throwing action as if you are going to throw your racket high and forward through the air. - Straighten your elbow as you hit the shuttle. - Snap down your wrist at the point of impact giving the shuttle extra power and angle towards your opponent's court. - Follow through with your racket and shift your weight from your rear foot to your front foot. - Move back to your base position.

74

Forehand Grip 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ 4. ________________________________________________________________________________ 5. ________________________________________________________________________________ Backhand Grip 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ 4. ________________________________________________________________________________ 5. ________________________________________________________________________________ High Serve 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ 4. ________________________________________________________________________________ 5. ________________________________________________________________________________ Low Serve 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ 4. ________________________________________________________________________________ 5. ________________________________________________________________________________ 75

Overhead Clear 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ 4. ________________________________________________________________________________ 5. ________________________________________________________________________________ Underhand Clear 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ 4. ________________________________________________________________________________ 5. ________________________________________________________________________________ Drop Shot 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ 4. ________________________________________________________________________________ 5. ________________________________________________________________________________ Smash 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________ 4. ________________________________________________________________________________ 5. ________________________________________________________________________________ 76

Name ______________________________________ Peer Assessors Name _______________________________________ Date ________________________________________

BADMINTON

*Based on a scale of 1 to 5. 1 = does not do the skill, 2 = rarely does the skill 3 = did the skill half the time, 4 = does the skill most of the time, 5 = always performs the skill. 1. Clear shot drive to the back line. 2. Drop shot lands just over the net. 3. Drive shot driven with a follow through. 4. Smash shot hit downward with a follow through. 5. Moves in front of the birdie. Total Score 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ____ 25

77

Table Tennis Rules

Scoring A match is played best 2 of 3 games. For each game, the first player to reach 11 points wins that game, however a game must be won by at least a two point margin. A point is scored after each ball is put into play, rally scoring. The edges of the table are part of the legal table surface. Flow of the Match Each player serves two points in a row and then switch server. However, if a score of 10-10 is reached in any game, then each server serves only one point and then the server is switched. After each game, the players switch side of the table. In the final game (i.e. 3rd game), the players switch side again after either player reaches 5 points. Legal Service The ball must rest on an open hand palm. Then it must be tossed up at least 6 inches and struck so the ball first bounces on the server's side and then the opponent's side. If the serve is legal except that it touches the net, it is called a let serve. Let serves are not scored and are reserved. In doubles, at each change of service, the previous receiver shall become the server and the partner of the previous server shall become the receiver.

78

Basketball Basics
The Rules
Basketball is a team sport. Two teams of five players each try to score by shooting a ball through a hoop elevated 10 feet above the ground. The game is played on a rectangular floor called the court, and there is a hoop at each end. The court is divided into two main sections by the mid-court line. Once the offensive team gets the ball over the midcourt line, it can no longer have possession of the ball in the area in back of the line. If it does, the defense is awarded the ball. The ball is moved down the court toward the basket by passing or dribbling. The team with the ball is called the offense. The team without the ball is called the defense. They try to steal the ball, contest shots, steal and deflect passes, and garner rebounds. When a team makes a basket, they score two points and the ball goes to the other team. If a basket, or field goal, is made outside of the three-point arc, then that basket is worth three points. A free throw is worth one point. Fouling a shooter always results free throws being awarded the shooter. Other types of fouls do not result in free throws being awarded until a certain number have accumulated during a half. Each team is assigned a basket or goal to defend. This means that the other basket is their scoring basket. At halftime, the teams switch goals. The game begins with one player from either team at center court. A referee will toss the ball up between the two. The player that gets his hands on the ball will tip it to a teammate. This is called a tip-off.

FOULS Personal fouls: Personal fouls include any type of illegal physical contact. Hitting Pushing Slapping Holding Illegal pick/screen -- when an offensive player is moving. When an offensive player sticks out a limb and makes physical contact with a defender in an attempt to block the path of the defender.

Personal foul penalties: If a player is shooting while a being fouled, then he gets two free throws if his shot doesn't go in, but only one free throw if his shot does go in. Three free throws are awarded if the player is fouled while shooting for a three-point goal and they miss their shot. If a player is fouled while shooting a three-point shot and makes it anyway, he is awarded one free throw. Thus, he could score four points on the play. Inbounds. If fouled while not shooting, the ball is given to the team the foul was committed upon. They get the ball at the nearest side or baseline, out of bounds, and have 5 seconds to pass the ball onto the court. One & one. If the team committing the foul has seven or more fouls in the game, then the player who was fouled is awarded one free throw. If he makes his first shot, then he is awarded another free throw.

Charging. An offensive foul that is committed when a player pushes or runs over a defensive player. The ball is given to the team that the foul was committed upon. Blocking. Blocking is illegal personal contact resulting from a defender not establishing position in time to prevent an opponent's drive to the basket. Flagrant foul. Violent contact with an opponent. This includes hitting, kicking, and punching. This type of foul results in free throws plus the offense retaining possession of the ball after the free throws. Intentional foul. When a player makes physical contact with another player with no reasonable effort to steal the ball. It is a judgment call for the officials.

79

Technical foul. Technical foul. A player or a coach can commit this type of foul. It does not involve player contact or the ball but is instead about the 'manners' of the game. Foul language, obscenity, obscene gestures, and even arguing can be considered a technical foul, as can technical details regarding filling in the scorebook improperly or dunking during warm-ups.

VIOLATIONS Walking/Traveling. Taking more than 'a step and a half' without dribbling the ball is traveling. Moving your pivot foot once you've stopped dribbling is traveling. Carrying/palming. When a player dribbles the ball with his hand too far to the side of or, sometimes, even under the ball. Double Dribble. Dribbling the ball with both hands on the ball at the same time or picking up the dribble and then dribbling again is a double dribble. Held ball. Occasionally, two or more opposing players will gain possession of the ball at the same time. In order to avoid a prolonged and/or violent tussle, the referee stops the action and awards the ball to one team or the other on a rotating basis. Goaltending. If a defensive player interferes with a shot while it's on the way down toward the basket, while it's on the way up toward the basket after having touched the backboard, or while it's in the cylinder above the rim, it's goaltending and the shot counts. If committed by an offensive player, it's a violation and the ball is awarded to the opposing team for a throw-in. Backcourt violation. Once the offense has brought the ball across the mid-court line, they cannot go back across the line during possession. If they do, the ball is awarded to the other team to pass inbounds. Time restrictions. A player passing the ball inbounds has five seconds to pass the ball. If he does not, then the ball is awarded to the other team. Other time restrictions include the rule that a player cannot have the ball for more than five seconds when being closely guarded and, in some states and levels, shot-clock restrictions requiring a team to attempt a shot within a given time frame.

Player Positions
Center. Centers are generally your tallest players. They generally are positioned near the basket.
Offensive -- The center's goal is to get open for a pass and to shoot. They are also responsible for blocking defenders, known as picking or screening, to open other players up for driving to the basket for a goal. Centers are expected to get some offensive rebounds and put-backs. Defensive -- On defense, the center's main responsibility is to keep opponents from shooting by blocking shots and passes in the key area. They also are expected to get a lot of rebounds because they're taller.

Forward Your next tallest players will most likely be your forwards. While a forward may be called upon to play under
the hoop, they may also be required to operate in the wings and corner areas. Offensive -- Forwards are responsible to get free for a pass, take outside shots, drive for goals, and rebound. Defensive -- Responsibilities include preventing drives to the goal and rebounding.

Guard These are potentially your shortest players and they should be really good at dribbling fast, seeing the court,
and passing. It is their job to bring the ball down the court and set up offensive plays. Offensive -- Dribbling, passing, and setting up offensive plays are a guard's main responsibilities. They also need to be able to drive to the basket and to shoot from the perimeter. Defensive -- On defense, a guard is responsible for stealing passes, contesting shots, preventing drives to the hoop, and for boxing out.

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81

Team Handball Rules

Teams consist of 12 field players and a goalie. Field players must remain on the defense or offense side of the court. Goalie must remain within the 3 point area. Games consist of 3 minute periods. Fouls: result in a free shot on goal, (Behind 3pt line, no goalie) and offense maintains possession Hitting, pushing, tripping, etc. Pulling, hitting or punching the ball out of the hands of an opponent. Violations: result in the ball turned over to the opposing team at the point of the violation. Kicked ball. (Goalies may use kick saves) Taking more than 3 steps with the ball (landing after catching a ball is step 0) Holding the ball for longer than 5 seconds. Passing to yourself. Consecutive possessions by the same player may only occur after a blocked shot or tipped ball by the defense.

A female must possess the ball at least once on any scoring attempt. If an offensive player retains possession of the ball due to a rebounded shot outside the arc, the team must again pass to a girl before attempting to shoot. If the ball is knocked down by the opposing team and stays within the boundaries, the ball will change possession. Field players may not enter the shooting arc (3 point line) unless their momentum carries them into the area. If this happens, they must immediately leave the shooting arc once their momentum has stopped. If jumping into the area, the ball must be released before touching the ground. The offensive player must immediately leave. The offensive player may not rebound his/her own shot inside the 3 point area. If a rebound is gained by the offensive team, and is scored while an offensive player is within the 3 point area, the goal is null. When the goalie throws the ball into play, the pass may not cross the half court line. If done so, then a change of possession occurs at half court. A ball blocked by the goalie can be retrieved by either team, given that neither team retrieves the ball within the three point arc. A goal is scored when all the ball is thrown into the goal. 82

Soccer
Goal A score occurs if the ball enters the goal. Throw-in When the ball passes over the touchline (sideline). The throw-in must be two-handed over the head. Indoor goalie may only throw-in using a bowling motion. Goal Kick When the ball passes over the goal line and was last touched by the offense. The ball is placed in the goal area and kicked by the goalie. All offensive players must remain outside the penalty area. Corner Kick When the ball passes over the goal line and was last touched by the defense. The ball is placed in the corner arc and kicked by an attacking player. Penalty Foul - results in a Direct Free kick or Penalty kick Kicking, Tripping, Striking, Pushing, or Holding an opponent Deliberately handling the ball (except by goal-keeper) Penalty Kick When a foul is committed by the defense in its own penalty area. The ball is placed on the penalty mark The goal-keeper stands on the goal-line and may not move forward until the ball is kicked. All other players must remain outside the penalty area until the ball has been kicked. Direct Free Kick When a foul is committed outside the defensive penalty area. The ball is placed at the point of the infraction. The ball may be kicked directly into the opponent's goal. Off-side When a player is nearer to the opponents' goal line than the ball Unless the player is in their own half of the field, or there are at least two opponents between the attacker and the goal-line. When off-side, the opposing team gets the ball placed where the infringement occurred.

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Misconduct Resulting in a Caution and a Showing of the Yellow car 1. Dissent with the referee's decision 2. Unsporting behavior 3. Persistent infringement of the Laws of the Game 4. Delaying the restart of play 5. Failing to respect the required distance when play is restarted with a corner kick or free kick. 6. Entering or leaving the field of play without the referee's permission Misconduct Resulting in a Send-off and a Showing of the Red Card (team plays down a player) 1. Violent conduct 2. Serious foul play 3. Spitting at an opponent or any other person 4. Denying the opponents a goal or an obvious goal scoring opportunity by either deliberately handling the ball or committing a foul that would be punishable by a free kick or penalty kick. 3. Offensive, insulting, or abusive language 4. A player committing a second cautionable offense after having already received a caution

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Name ______________________________________ Peer Assessors Name _______________________________________ Date ________________________________________

SOCCER

*Based on a scale of 1 to 5. 1 = does not do the skill, 2 = rarely does the skill 3 = did the skill half the time, 4 = does the skill most of the time, 5 = always performs the skill. 1. Absorb ball w/ dominant foot. 2. Trap w/ inside of foot. 3. Weight is 50/50. 4. Hands out to sides. 5. Eyes on ball throughout execution. Total Score 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ____ 25

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Ultimate Frisbee Objectives:

1. To catch the disc inside the end zone. 2. To throw the disc to a teammate in the end zone.

The Throw-Off:
1. Only five to six players on a team. 2. A throw-off will occur after a goal is scored, with both teams switching ends. 3. Team A throws to team B A. If B catches it, they may start to immediately at that point. B. If B attempts to catch the disc but drops it, A takes it at that point. C. If B lets it hit the field, they take it at that spot. D. If the disc goes out of bounds, B chooses to take it at that spot or have A throw it again. E. If the throw goes into the end zone, B takes it on the goal line.

Offense:
1. Must attempt to throw and catch the disc. If the disc is not caught by the offense for whatever reason, the defense takes possession where it first lands. 2. May toss the disc in any matter. 3. The disc may not be handed from one player to another. 4. Players may not take steps once they are in possession. However, momentum must be takes into consideration when a player catches a disc and takes a step or two while trying to stop. 5. A player with possession may use one foot as a pivot. 6. If the disc is dropped, thrown out of bounds, or not caught, the defensive team takes possession at that point. 7. The thrower may not push the defensive person out of the way. 8. The thrower may not catch the disc again after is has been released. 9. The thrower has only 10 seconds of possession time. If the disc is held longer, the defense gets possession. 10. A point is scored if the disc is caught while both feet are in the end zone.

Defense:
1. 2. 3. 4. 5. 6. Only one person may guard the player who has the possession of the disc. The disc may not be forcefully taken or knocked away from the offense. Play the disc, not the player with the disc. The defense makes the calls and is always right. Can count out loud to let the offensive person know the time of possession. If the defense deflects the disc to the ground, they still gain possession.

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Name ______________________________________ Peer Assessors Name _______________________________________ Date ________________________________________

FRISBEE

*Based on a scale of 1 to 5. 1 = does not do the skill, 2 = rarely does the skill 3 = did the skill half the time, 4 = does the skill most of the time, 5 = always performs the skill. 1. Finger placement 2. Throwing arm shoulder is pointed toward the target. 3. Throwing arm is in an L-shape before the throw. 4. The Frisbee is thrown level and towards the target. 5. Catcher moves towards the Frisbee to catch it. Total Score 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ____ 25

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Golf Handout
Etiquette
1. On the tee; A. Observe the tee box markers. B. The player with the honors drives first. C. Never talk or move around when another player is driving. 2. In the fairway; A. the player who is away plays first. B. Never stand in the way of a players hole-line and be still while the shot is being hit. C. If your group is playing more slowly than the group behind you, let them play though. D. Replace and repair all divots. E. Yell fore if your ball goes near another player. 3. On the green; A. Leave your bag at the end of the green. B. The player away puts first. C. Keep your body and your shadow out of the line of any players putt. D. When removing the flag, place it at the edge of the green. E. Leave the green immediately after holing out. 4. In the Sand Trip A. Enter and leave the trap at the point nearest your ball. B. Rake the sand trap where you were, when you are done hitting your ball. C. Leave your bag outside of the trap

CLUBS
DRIVER: club used off the tee, used for maximum distance. 2,3,4,5 WOOD: used for long shots off the fairway, and sometimes off of the tee box. Irons; 1,2,3,4: used for long more accurate shots off of the fairway. 5,6,7,8: used for shorter approach shots from the fairway to the green. 9, sand wedge, pitching wedge, gap wedge: for shots from the fairway to the green. PUTTER: a club used on the green to roll the ball into the cup. BEGINNERS SET: usually five clubs (3 wood, 9,7, & 5 irons, putter) FULL SET: maximum number of clubs is 14, in any variation.

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GOLF TERMS
STANCE: the positioning of oneself to the ball in order to hit the ball. ADRESS THE BALL: get into position to play the ball LIE: the position of the ball as it sits on the ground.

PAR: the number of strokes established for the hole based partly on its length. BIRDIE: one stroke below par. EAGLE: two strokes below par on a given hole BOGIE: one stroke over par PENALTY STROKE: a stroke added to the score under certain rules.

DRIVE: the shot taken off each Tee to begin each hole APPROACH SHOT: a shot made with the intention of landing on the green. PUTT: a stroke taken with a putter in which the ball is rolled along the green. HOOK: refers to the curing of the ball during flight, curve hard left to a right handed player. SLICE: refers to the curing of the ball during flight, curves hard right to a right-handed player. HOLEING OUT: stroking the ball into the cup.

TEE: that part of the grass, which is closely cut, where each hole begins. GREEN: that part of the grass, which is closely cut, surrounds the cup, and is putting surface. FAIRWAY: that part of the grass, which is closely cut, between the Tee and is Green. ROUGH: the grass surrounding the green or fairway that is not cut or cut much taller. SAND TRAP: a portion of ground from which the topsoil has been removed and sand substituted.

CLUB: the implement with which the ball is hit. WOOD or METAL: a graded series of clubs with metal heads (used for longer shots) IRONS: the graded series of metal headed clubs. GRIP: part of the club, which is grasped by the player HEAD OF THE CLUB: the heavier part of the club, used for striking the ball. LOFT: the angel of the head of the club, to elevate the ball.

HONOR: the privilege of playing first, by winning the previous hole. LINKS: the old course. CUP: the hole in the green where the ball must be played to end the hole DIVOT: the piece of turf removed by the club when making a shot. FORE: the warning cry on a golf course

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Name ______________________________________ Peer Assessors Name _______________________________________ Date ________________________________________ GOLF

*Based on a scale of 1 to 5. 1 = does not do the skill, 2 = rarely does the skill 3 = did the skill half the time, 4 = does the skill most of the time, 5 = always performs the skill. SWING 1. Firm, yet relaxed (does not look too stiff) 2. Chooses a target before getting into the stance position 3. Golf club is swung as far back as possible w/out loosing balance 4. When the back is turned the head remains on the golf ball 5. Hands finish high Total Score 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ____ 25

PUTT 1. Dominant hand is on the bottom of the grip 2. All five fingers of the bottom hand are gripping the club 3. Eyes are directly over the ball 4. The back swing is kept low 5. The putter face is kept square to the putting line Total Score 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 ____ 25

90

91

Calculating your Target Zone

Resting Heart Rate: This is the number of beats per minute pumped by the heart while at rest. As your fitness level improves, your Resting Heart Rate will drop. Maximum Heart Rate: This is the fastest your heart can beat. It is genetically determined and does not predict athletic performance. Target Heart Rate: This is the heart rate you attempt to maintain during exercise. Recovery Heart Rate: This is your heart rate after you have completed an exercise regimen and had time to rest (recover). Two ways to find your pulse: Carotid (neck) pulse: This pulse comes from the carotid arteries. Radial (wrist) pulse: The pulse comes from the radial artery in your arm. Target Zone: (Target Heart Rate) When you are exercising within your Target Zone, you are exerting the correct amount of challenge to your system. Too much challenge, a pulse rate beyond your Target Zone, indicates a need to slow down into a safer range. Too little challenge, a pulse rate below your Target Zone, may still be good exercise, but may not add significantly to your cardiovascular fitness level. You may want to increase your speed and get back into the Target Zone. To calculate your Target Zone, you must first know your Max. HR. 1. Figure out you maximum heart rate by subtracting your age from 220. 220-______=______ Max HR NEVER EXERCISE AT YOUR MAXIMUM HEART RATE!!! 2. Multiply you maximum heart rate figure by .6 or 60%. MHR _____X .6= _____ bpm **** This is the lower end of your Target Zone

3. Multiply your maximum heart rate figure by .8 or 80%. MHR _____X .8= _____ bpm **** This is the upper end of your Target Zone

4. Your Target Zone is between ______ and _____ bpm. Activity: Do these exercises for 1 minute take your pulse for 6 seconds and record. Pulse rate for 6 seconds Sitting Walking in place Jumping Jacks Bleacher step-ups Jogging Multiply Beats per. minute by 10 X10 = X10 = X10 = X10 = X10 = 92

Fitnessgram Testing
Muscular Strength and Endurance
Curl-up: Lie on your back and bend your knees about 140 degrees. Feet should be slightly apart and flat on the floor. Place arm on the top of your thighs. Curl your shoulders up slowly and slide hands up thighs to top of knees. Lower your back slowly until your head rests back on the floor. You should do one curl-up every 3 seconds. You are finished when you cannot do another sit-up or if you cant keep up with a 3-second count.

Curl ups
Date 75 65 55 45 35 25 15 5 Boys 24-47 > 47 37 47 24 36 18 23 12 17 1 11 Girls 18-35 > 35 = + 1 ec 26 35 = 10 pts 18 26 = 9 pts 12 17 = 8 pts 6 11 = 7 pts 15 = 6 pts

Push-up: Lie face down with your hands under your shoulders, your fingers spread, and your legs straight. Your legs should be slightly apart and your toes tucked under. Push up until your arms are straight. Keep your legs and back straight; your body should form a straight line. Lower your body by bending your elbows until they are parallel to the floor (a 90 degree angle), then push up until your arms are fully extended. Do one push-up every 3 seconds until you can no longer perform properly.

Push ups
Date 50 45 40 35 30 25 20 15 10 93 Boys 14 - 35 > 35 25 - 35 14 24 10 13 59 14 Girls 7 15 > 15 11 15 7 10 56 34 12 = = = = = = + 1 ec 10 pts 9 pts 8 pts 7 pts 6 pts

Cardiovascular Fitness
Mile run: The goal is to run the fastest time possible. Remember to pace yourself, dont start out too quickly. A steady pace during most of the run will usually result in a better time.

Mile
Date 6:00 7:00 8:00 9:00 10:00 11:00 12:00 Boys 7-9:30 < 7 min 7-8 min 8-9 min 9-10 min 10-11 min 11-12 min Girls 8-11 < 8 min 8-9 min 9-10 min 10-11 min 11-12 min 12-13 min = = = = = = + 1 EC 10pts 9 pts 8 pts 7 pts 6 pts

Pacer: This test is progressive; it is easy at the beginning and gets harder. The objective is to run as long as possible back and forth across a 15-meter space at a specified pace which gets faster each minute.

Pacer
Date 6:00

Boys 7-9:30 < 125 110 90 70 60 50

Girls 8-11 < 70 60 50 40 30 20 = = = = = = + 1 EC 10pts 9 pts 8 pts 7 pts 6 pt

Shuttle run: This test measures speed, quickness, and agility.

Shuttle Run
Date 8 9 10 11 12 13 14 15 94 Boys 7-9:30 < 8 sec 9 sec 10 sec 11 sec 12 sec 13 sec Girls 8-11 < 10 sec 11 sec 12 sec 13 sec 14 sec 15 sec = = = = = = + 1 EC 10pts 9 pts 8 pts 7 pts 6 pts

Flexibility
Back Saver Sit and Reach: Place a measuring stick on top of a 12-inch-high box. Make sure the stick extends 9 inches over the box with the lower numbers toward you. To measure the flexibility of your right leg, fully extend it and place your right foot flat against the box. Bend your left leg with knee slightly turned out. Extend your arms forward over the measuring stick, one of top of the other, and lean forward with arms and fingers four times. On the fourth reach hold for 3 seconds and observe the inch mark below your fingertips. Record your score to the nearest inch. Repeat with the left leg.

Sit & Reach

Date 20 18 16 14 12 10 8 6 Boys > 8 in. 7 8 in 6 7 in 5 6 in 4 5 in 3 4 in 2 3 in 1 2 in Girls > 12 in. 11 12 in 10 11 in 9 10 in 8 9 in 7 8 in 6 7 in 5 6 in = = = = = = = = +1 ec 10 pts 8 pts 6 pts 5 pts 4 pts 3 pts 2 pts

Body Composition
Body Composition: Body composition measurement refers to the relative proportion of fat and lean tissue in the body. Adult obesity is associated with a number of chronic health problems. Many of these health problems can begin early in life.

% Body Fat
Date

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Jump Rope Skills

Date Basic
30 sec.

Run

30 sec.

High Knee
30 sec

Front/Back
30 sec.

Side/Side
30 sec.

4 Square
30 sec.

Doubles Cross

At the end of each semester you will have the opportunity to demonstrate your jump-rope skills for extra credit.

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Semester 1
PE Make-up #1 Name __________________________________ Period ________ Teacher _____________________ Return this completed form within one week of returning to school. Failure to do so will require the make-up to be done at school during flex. Date of Absence(s) _____________________________ Return Date ______________ Activity / Time / Date ________________________________________________________________ What kind of health-related fitness did this activity primarily develop? Aerobic ____ Anaerobic ____ Flexibility ____

Did you enjoy this activity?

Yes ____ No ____

_________________________________________ (Parent Verification)

PE Make-up #2 Name __________________________________ Period ________ Teacher _____________________ Return this completed form within one week of returning to school. Failure to do so will require the make-up to be done at school during flex. Date of Absence(s) _____________________________ Return Date ______________ Activity / Time / Date ________________________________________________________________ What kind of health-related fitness did this activity primarily develop? Aerobic ____ Anaerobic ____ Flexibility ____

Did you enjoy this activity?

Yes ____ No ____

_________________________________________ (Parent Verification)

PE Make-up #3 Name __________________________________ Period ________ Teacher _____________________ Return this completed form within one week of returning to school. Failure to do so will require the make-up to be done at school during flex. Date of Absence(s) _____________________________ Return Date ______________ Activity / Time / Date ________________________________________________________________ What kind of health-related fitness did this activity primarily develop? Aerobic ____ Anaerobic ____ Flexibility ____

Did you enjoy this activity?

Yes ____ No ____

_________________________________________ (Parent Verification)

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Semester 2
PE Make-up #1 Name __________________________________ Period ________ Teacher _____________________ Return this completed form within one week of returning to school. Failure to do so will require the make-up to be done at school during flex. Date of Absence(s) _____________________________ Return Date ______________ Activity / Time / Date ________________________________________________________________ What kind of health-related fitness did this activity primarily develop? Aerobic ____ Anaerobic ____ Flexibility ____

Did you enjoy this activity?

Yes ____ No ____

_________________________________________ (Parent Verification)

PE Make-up #2 Name __________________________________ Period ________ Teacher _____________________ Return this completed form within one week of returning to school. Failure to do so will require the make-up to be done at school during flex. Date of Absence(s) _____________________________ Return Date ______________ Activity / Time / Date ________________________________________________________________ What kind of health-related fitness did this activity primarily develop? Aerobic ____ Anaerobic ____ Flexibility ____

Did you enjoy this activity?

Yes ____ No ____

_________________________________________ (Parent Verification)

PE Make-up #3 Name __________________________________ Period ________ Teacher _____________________ Return this completed form within one week of returning to school. Failure to do so will require the make-up to be done at school during flex. Date of Absence(s) _____________________________ Return Date ______________ Activity / Time / Date ________________________________________________________________ What kind of health-related fitness did this activity primarily develop? Aerobic ____ Anaerobic ____ Flexibility ____

Did you enjoy this activity?

Yes ____ No ____

_________________________________________ (Parent Verification)

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