PHED 212-002 Class List
Arnold, Jason
Barrone, Brittani
Clough, Jonathan
Euglow, Joshua
Fyfe, Zane
Glaser, David
Grey, Jennifer
Hatch, James
Hitt, Thomas
Janulewicz, Daniel
Johnson, Daniel
Kepnes, Jared
MacDonald, Wayne
Poulin, Brendon
Powers, Jeffrey
Reardon, Daniel
Seibert, Brian
Steves, Karen
Instructor: Prof. Heidi Bohler
PHED 212-002: Syllabus
Bridgewater State College
Department of Movement Arts Health Promotion & Leisure Studies
PHED 212-002: Strategies and Analysis of Motor Skills
Professor: Heidi R. Bohler Office: Tinsley 236, Thursday 12:15 - 3:15
Class: Burnell, Rm. 112/Gym Time: Thursday, 4:00 p.m. - 6:40 p.m.
Emergency phone: 806-928-6973 Semester: Spring 2009
Email: hbohler@bridgew.edu Credits: 3 hours
Course Description:
PHED 212 is designed to introduce students to generic teaching strategies and techniques within
the context of teaching motor skills/tactics and fitness activities in physical education. The focus
will be on the learning process and development of motor skills and movement principles.
Fundamental assessment and evaluation concepts and procedures will be studied and applied.
Prerequisites: PHED 205
Required Texts:
1. Rink, J. (2004). Teaching Physical Education for Learning. Boston, W. C.
Brown McGraw-Hill.
2. NASPE (2004). Moving Into the Future: National Standards for Physical Education:
A Guide to Content and Assessment. Mosby.
3. Appropriate Practices Documents (Middle School and High School).
4. * Supplementary articles will be distributed or assigned for reading throughout the
semester.
Teaching Methods:
A constructivist approach to teaching and learning will be used in class. Student questioning, peer
interaction, thinking, and reflection will be emphasized. Class and small group discussion, peer
teaching, observation and cooperative learning will provide students with the opportunity to
demonstrate their knowledge.
Philosophy of Teaching:
Consistent with the constructivist approach to learning I believe that the classroom environment
must allow for action and interaction among students and the teacher. Students actively construct
knowledge and must be provided with multiple avenues to demonstrate this knowledge. Class is
constructed to provide learning experiences based on the individual students’ prior knowledge
and personal experiences with the goal of enhancing learning through social interaction and
collaborative class activities.
2
Outcome Goals:
As a result of this course students will be able to…
• Create, implement and reflect upon developmentally appropriate and effective physical
education lesson segments using a variety of teaching techniques.
• Demonstrate the ability to appropriately use a variety of instructional techniques for
classroom procedures, organization of physical space and student behaviors in order to
increase teacher effectiveness.
• Demonstrate content knowledge in physical education across generic levels of skills and
proficiency.
• Utilize a variety of appropriate assessment methods for physical education and maintain
accurate records of these assessments.
• Demonstrate professional behaviors and a commitment to professional growth.
• Develop, implement, and evaluate a personal wellness plan based on the results of their
FITNESSGRAM.
Objectives for Goal 1- The student will…
• Write performance objectives using four components in all three domains of learning for physical
education on lab assignments, lesson plans, and exams.
• Demonstrate appropriate instructional strategies that provide maximum opportunities to respond
and time on task in physical education during all teaching experiences.
• Effectively reflect on each lesson segment taught through written reflections and by
implementation of changes as identified in post-lesson supervisory feedback.
• Utilize specific skill feedback in error correction and skill development and appropriately extend
the given task based on learner’s performance.
Objectives for Goal 2- The student will…
• Identify and implement various ways to move students from one task to another, distribute
equipment, open and close a lesson in several settings without interfering with the smoothness and
momentum of the lesson.
• Describe and identify the knowledge of managerial and organizational terminology by scoring a
minimum of 70% on tests.
• Demonstrates various management techniques that maintain appropriate class control during all
teaching experiences over 90% of the engaged time.
Objectives for Goal 3- The student will…
• Demonstrate knowledge of skill analysis of basic motor skills by scoring over 70% on written
assignments, quizzes and exams.
• Demonstrate knowledge of generic levels of skill proficiency by scoring over 70% on written
assignments, quizzes and exams.
• Sequence motor skills into a coherent lesson so each learner will progress at individual pace across
the generic levels of skill proficiency during each teaching experience.
• Identify the mechanical principles of movement in teaching selected activities during each
teaching experience.
3
Objectives for Goal 4- The student will…
• Use various assessment tools for evaluating motor skills and physical fitness during teaching
experiences and class presentations.
• Identify the relationship between assessment and grading in physical education by scoring over
70% on written assignments, quizzes and exams.
• Identify and demonstrate examples of physical ability test (power, agility, balance, speed, reaction
time) and motor performance by scoring over 70% on written assignments and tests and through
teaching experiences.
Objectives for Goal 5- The student will…
• Demonstrate basic reading and writing skills that will be needed to pass the Massachusetts
Teacher Educators Test on all written assignments.
• Demonstrate a desire to be the best teacher possible by effectively preparing for all class
assignments and getting involved in professional experiences outside of class that will enhance
each student’s development as a teacher as self-assessed on the BSC teaching dispositions rubric.
Objectives for Goal 6- The student will…
• Write fitness goals using the FITT principles based on baseline fitness results from the
FITNESSGRAM.
• Demonstrate a commitment to regular physical activity through the use of a fitness journal.
• Identify web-based and/or community based resources which can support exercise adherence.
Course Content by Units:
1. Unit 1-Developmentally Appropriate Physical Education/ NASPE Documents (REVIEW
FROM PHED 205) ( Chapter 1 in Rink)
a. Developmentally appropriate practices (middle and high school)
b. Standards based teaching (NASPE, State Frameworks)
c. Physical Education Hall of Shame (lab work and competition reflection).
2. Unit 2-Components of Skill Analysis (Chapter 2)
a. Observational skills
b. Motor learning principles involved in skill learning
c. Skill analysis
3. Unit 3- Effective Teaching Skills (Chapter 4, 5)
a. Generic instructional strategies and teaching skills
b. Class management and organization (LAB- Formations)
c. Differentiated instruction (tentative)
d. Teaching strategies specific to Gymnastics, Weight Training, Fitness, Dance, and
Outdoor Pursuits
4. Unit 4-Application of Effective Teaching Strategies in Selected Activities (Chapter
6): Gymnastics, Weight Training, Fitness, Dance, and Outdoor Pursuits (You will need to
find a variety of resources from library and web)
a. Micro teaching of specific activities
b. Providing skill specific feedback
5. Unit 5-Assessment and Evaluation (tentative) Chapter 12
a. Statistical procedures
b. Criteria for assessment
c. Administration of published physical fitness, and motor skill assessment
4
Selected Course Assignments and due dates (Not inclusive of all assignments):
1. Personal Fitness Plan- Based on the results of your FITNESSGRAM testing in PHED 205
develop, implement and assess a personal fitness/physical activity plan. Due April 23.
a. Use your results to write at least three measurable fitness/physical activity goals for
yourself this semester.
b. Maintain a physical activity log. You are responsible for finding a web-based system
to maintain your log. You will provide a hard copy of this log to me.
c. Develop a packet of materials/resources from professional resources, which provide
information about youth/teen fitness, exercise adherence, and motivation to exercise.
Provide a 1 page summary of the contents of this packet.
d. Write a 2-3 page reflection on your journey and progress throughout the semester in
relationship to your fitness plan. Mention factors that encouraged adherence and
factors that worked against adherence to your plan.
2. Micro Teaching Assignments- We will have three micro teaching experiences. Students must
be dressed in appropriate attire (tucked in collared shirt (polo type) and wind pants, or
matching warm-up outfits and sneakers), have a lesson plan, watch, and clipboard or they will
not be allowed to teach and will not receive credit for the lab. All peer teaching assignments
will include a) lesson plan, b) post-reflection, and c) teacher or peer evaluation of teaching
skills. Due: Throughout semester
a. Micro Teach 1 – Set Induction and Demonstration of a motor skill. Select a complex
motor skill (appropriate for MS or HS students) that you know well and teach this
skill to your peers. You have 7-minutes to demonstrate the skill and get the students
into a practice of the skill for 1-2 minutes. Make sure the skill is practiced in the
situation it is used in a game or physical activity. Must have a completed wordprocessed
lesson plan (just the four columns filled in-no cover page), clipboard,
watch, and whistle. You will be expected to arrange for equipment so you maximize
student involvement. Make sure you have enough content for 7 minutes. You will be
evaluated using the Demonstration checklist. Complete the reflection questions and
pass in with your lesson plan.
b. Micro Teach 2-Teach one item on the FITNESSGRAM to a group of your peers.
Items will be assigned in class (BMI, PACER Test, Shoulder Flexibility, curl-up,
push up, sit and reach)
i. You must prepare and post two professional quality posters of the item you
are testing to support your teaching. Posters must be word processed-not
hand written! Include a graphic. Use LARGE FONT. First, explain how to
do the test item with specific cues. Second, include on another poster what
component of fitness the item tests and how this influences wellness. Make
it large enough for students to see from a distance. Third, develop wordprocessed
score sheet to keep track of results at your station. You will be
required to pass in the results of your all the participants in your group.
c. Micro Teach 3-Teach a 20 minute lesson to ½ of our class. Your activity will be
assigned and this will be team taught. The purpose of this is to show that you can
teach a lesson with a brief intro, a progression of tasks, and a closure (Dance,
Gymnastics, Fitness, Weight Training, Outdoor Pursuits, Challenge Activities) to
peers. This will be video taped and you will be required to complete an ALT-PE
coding sheet from the video, and complete the required written reflection(pass in 1
lesson plan for the group, each do an ALT-PE coding sheet, and each do an
evaluation)
5
3. Group Project Associated With Micro-Teaching Three. Provide a justification for inclusion
of your non-team sport activity in a high quality secondary physical education program. In
addition to teaching for Micro 3 you must complete the following three separate items. You
may do this with your teaching partner and turn in one project for your group. Use class time
on April 9th and 11th to do this group project. Due: April 16th
a. Write a 400-500 word justification of and benefits for including the activity (general
topic- e.g., dance, not line dance) from Micro-teach 3 in a quality secondary physical
education program. Imagine this is a letter home to parents explaining the upcoming
unit. Mention benefits of the activity and how this connects to your overall program
goals (NASPE Standards). Also consider how your “non-traditional” activity
contributes to equity for all and how you will attempt to meet the needs of a diverse
group of students.
b. Develop an assessment instrument that could be used to assess student learning in
your lesson. Make sure the assessment is in a form ready to give students or for the
teacher to use. Give it an appropriate name. Include directions on how to use the
assessment and have a clear scoring system,
c. Research your broad area of instruction. Create an annotated bibliography with 5
professional journal articles about teaching, coaching, or the physical benefits from
the activity category you are teaching. An annotation is a 100-200 word summary of
the article. You must use proper APA format when writing the reference for the
article. Articles must be from 1998-2009. Select articles from the Journals listed in
syllabus. Include a copy of the articles.
4. Readings- Students are expected to keep up with outside of class readings from the textbook.
This content will not always be covered in class. Students are expected to read, take notes,
and ask questions in class about weekly readings. Schedule for readings include Chapters 1,
2, 4, 5, 6 for the midterm examination- I suggest reading a chapter per week, creating an
outline, writing down definitions, and then reviewing chapters/notes in the week before the
midterm. Final examination readings include Chapter 12, fitness testing and development,
teaching specific non-traditional activities and will be announced after the midterm. Content
of readings will be assessed on the midterm and final examinations. Not all Chapters will be
covered in class lectures.
5. Class Notebook/Web Page- Organize all class materials into clearly marked sections by
content of class. Include a written reflection of what you learned as a result of each of the
units. It is important to reflect rather than to summarize. Include all classmates skill analysis
work, copies of group projects (e.g., fitness), and any in class group work. Due: April 23
6. Written Tests- Mid-term: March 5. Comprehensive exam based on lecture, lab, and outside
reading. The format will be multiple choice and short answer. Final examination: April 30th
as assigned by college. Comprehensive from the beginning of semester and it will be
multiple choice and short answer.
7. Skill 2 Analysis Assignment (1 and2 )- Due two times in the semester. See assignment sheet.
Due Feb 12th and March 19th
8. Integrating Physical Activity and Fitness into Physical Education- Cooperative Learning
Activity. (see assignment sheet). Due Feb 26.
6
Course Requirements/Expectations:
1. Attendance is deemed important and a professional responsibility for all students.
Students are expected to attend all class sessions. Each unexcused absence or tardy after
1 will be minus 5 points from the total accumulated point distribution. Students are
expected to be on time to class. Notification and reason for emergency must be
communicated to instructor prior to the class. Excessive (3 or more) absence, of any
type, will constitute failure in the course.
2. Students are expected to actively participate in class. This includes large group
discussions, and focused thoughtful participation in small group work. It is important to
be alert and engaged in the class. You are not allowed to text message during class or use
technology in a way that takes your attention away from the class content.
3. All assignments must be word-processed. A hard copy of each assignment is due at the
beginning of class. Any work not provided in this way will be considered late and will
result in a 15% reduction in grade for each day it is late. Due date means at the start of
the class session. Lesson plans must be completed in order to teach. Assignments can be
placed in the digital drop box on BLACKBOARD prior to the class session in which it is
due if you have an emergency or printer failure, however it is subject to a 5%
reduction in grade. You must provide me a hard copy before the next class session. If
you are absent from class on the day of an assignment the assignment must be turned in
to me prior to the class session (e.g., via Blackboard) in order to receive credit. Buy an
extra print cartridge! Late work is not tolerated. Absence from class does not excuse
late work. Lesson plans must be completed and word-processed in order to teach in lab.
You must have a back up plan if your printer doesn’t work!
4. Do not wear your hat in the classroom or in lab session. This is not appropriate dress.
Shut off cell phones and do not text message or check email or other websites during
class sessions.
5. Students must take tests on required dates. Students who do not show up for a test will
not be given a make-up exam. Students are required to retake any test that they receive a
score of 70% or lower. Scores will be averaged.
6. Lab sessions will be announced prior to a lab day. Labs will meet in Burnell Gym after
meeting in room 112 first. During lab sessions students must wear a polo shirt, khaki
shorts (without cargo pockets) or appropriate warm-ups, and sneakers. Shirts must be
tucked in.
7. Any student found plagiarizing will be subject to course failure. This includes copying
from a classmate or another’s assignment or from any documented professional
publication. Must include citations on all lesson plans and all written work. See
proper APA format at the Maxwell Library website. It is your responsibility to learn
how to write a paper, lesson plan or project and site work appropriately using APA
format.
8. Students who qualify as disabled persons (Section 504 of the Rehabilitation Act of 1973
or the Americans with Disabilities Act of 1990) where circumstances exist that might
interfere with course work must meet with the instructor at the beginning of the semester
so that reasonable modifications on course requirements can be made when necessary.
9. Students must claim their Blackboard account and are expected to check the site before
each class session. It is helpful to print copies of the lectures before class.
7
Evaluation:
1. Examinations: Midterm and Final 30%
2. Micro Teaching 1,2,3 20%
3. Written Project on Selected Non-Team Sport Activity 5%
4. Skill Analysis Project 1,2 10%
5. Notebook/Web Page with reflections 5%
6. Group Fitness Integration Project 10%
7. Class work assigned throughout/quizzes 10%
8. Personal Fitness Plan and Journal 5%
9. Participation and Professionalism 5%
Dates to Note:
• March 5th –Midterm Examination
• April 2nd- No class AAHPERD National Convention
• April 30th- Final Examination
Grading Scale:
Grades are based on the percent of total number of points awarded in semester. Note: Students
who receive a grade below a C- in any teacher preparation course must retake that course.
A+ 98-100 C+ 77-79
A 94-97 C 74-76
A- 90-93 C- 70-73
B+ 87-89 D+ 67-69
B 84-86 D- 60-63
B- 80-83 F 0-59
Professional Journals:
• Journal of Teaching in Physical Education
• Journal of Physical Education, Recreation, and Dance (JOPERD)
• The Physical Educator
• Research Quarterly for Exercise and Sport
• Strategies: A Journal for Sport and Physical Education
• Educational Leadership
Important Web Sites:
www.aahperd.org http://www.humankinetics.com.links/index.cfm
www.Pecentral.org www.humankinetics.com
www.pedigest.com www.gameskidsplay.net
www.pelink4u.org www.unlockresearch.com
www.mahperd.org http://www.bridgew.edu/library/
Department of Movement Arts Health Promotion & Leisure Studies
PHED 212-002: Strategies and Analysis of Motor Skills
Professor: Heidi R. Bohler Office: Tinsley 236, Thursday 12:15 - 3:15
Class: Burnell, Rm. 112/Gym Time: Thursday, 4:00 p.m. - 6:40 p.m.
Emergency phone: 806-928-6973 Semester: Spring 2009
Email: hbohler@bridgew.edu Credits: 3 hours
Course Description:
PHED 212 is designed to introduce students to generic teaching strategies and techniques within
the context of teaching motor skills/tactics and fitness activities in physical education. The focus
will be on the learning process and development of motor skills and movement principles.
Fundamental assessment and evaluation concepts and procedures will be studied and applied.
Prerequisites: PHED 205
Required Texts:
1. Rink, J. (2004). Teaching Physical Education for Learning. Boston, W. C.
Brown McGraw-Hill.
2. NASPE (2004). Moving Into the Future: National Standards for Physical Education:
A Guide to Content and Assessment. Mosby.
3. Appropriate Practices Documents (Middle School and High School).
4. * Supplementary articles will be distributed or assigned for reading throughout the
semester.
Teaching Methods:
A constructivist approach to teaching and learning will be used in class. Student questioning, peer
interaction, thinking, and reflection will be emphasized. Class and small group discussion, peer
teaching, observation and cooperative learning will provide students with the opportunity to
demonstrate their knowledge.
Philosophy of Teaching:
Consistent with the constructivist approach to learning I believe that the classroom environment
must allow for action and interaction among students and the teacher. Students actively construct
knowledge and must be provided with multiple avenues to demonstrate this knowledge. Class is
constructed to provide learning experiences based on the individual students’ prior knowledge
and personal experiences with the goal of enhancing learning through social interaction and
collaborative class activities.
2
Outcome Goals:
As a result of this course students will be able to…
• Create, implement and reflect upon developmentally appropriate and effective physical
education lesson segments using a variety of teaching techniques.
• Demonstrate the ability to appropriately use a variety of instructional techniques for
classroom procedures, organization of physical space and student behaviors in order to
increase teacher effectiveness.
• Demonstrate content knowledge in physical education across generic levels of skills and
proficiency.
• Utilize a variety of appropriate assessment methods for physical education and maintain
accurate records of these assessments.
• Demonstrate professional behaviors and a commitment to professional growth.
• Develop, implement, and evaluate a personal wellness plan based on the results of their
FITNESSGRAM.
Objectives for Goal 1- The student will…
• Write performance objectives using four components in all three domains of learning for physical
education on lab assignments, lesson plans, and exams.
• Demonstrate appropriate instructional strategies that provide maximum opportunities to respond
and time on task in physical education during all teaching experiences.
• Effectively reflect on each lesson segment taught through written reflections and by
implementation of changes as identified in post-lesson supervisory feedback.
• Utilize specific skill feedback in error correction and skill development and appropriately extend
the given task based on learner’s performance.
Objectives for Goal 2- The student will…
• Identify and implement various ways to move students from one task to another, distribute
equipment, open and close a lesson in several settings without interfering with the smoothness and
momentum of the lesson.
• Describe and identify the knowledge of managerial and organizational terminology by scoring a
minimum of 70% on tests.
• Demonstrates various management techniques that maintain appropriate class control during all
teaching experiences over 90% of the engaged time.
Objectives for Goal 3- The student will…
• Demonstrate knowledge of skill analysis of basic motor skills by scoring over 70% on written
assignments, quizzes and exams.
• Demonstrate knowledge of generic levels of skill proficiency by scoring over 70% on written
assignments, quizzes and exams.
• Sequence motor skills into a coherent lesson so each learner will progress at individual pace across
the generic levels of skill proficiency during each teaching experience.
• Identify the mechanical principles of movement in teaching selected activities during each
teaching experience.
3
Objectives for Goal 4- The student will…
• Use various assessment tools for evaluating motor skills and physical fitness during teaching
experiences and class presentations.
• Identify the relationship between assessment and grading in physical education by scoring over
70% on written assignments, quizzes and exams.
• Identify and demonstrate examples of physical ability test (power, agility, balance, speed, reaction
time) and motor performance by scoring over 70% on written assignments and tests and through
teaching experiences.
Objectives for Goal 5- The student will…
• Demonstrate basic reading and writing skills that will be needed to pass the Massachusetts
Teacher Educators Test on all written assignments.
• Demonstrate a desire to be the best teacher possible by effectively preparing for all class
assignments and getting involved in professional experiences outside of class that will enhance
each student’s development as a teacher as self-assessed on the BSC teaching dispositions rubric.
Objectives for Goal 6- The student will…
• Write fitness goals using the FITT principles based on baseline fitness results from the
FITNESSGRAM.
• Demonstrate a commitment to regular physical activity through the use of a fitness journal.
• Identify web-based and/or community based resources which can support exercise adherence.
Course Content by Units:
1. Unit 1-Developmentally Appropriate Physical Education/ NASPE Documents (REVIEW
FROM PHED 205) ( Chapter 1 in Rink)
a. Developmentally appropriate practices (middle and high school)
b. Standards based teaching (NASPE, State Frameworks)
c. Physical Education Hall of Shame (lab work and competition reflection).
2. Unit 2-Components of Skill Analysis (Chapter 2)
a. Observational skills
b. Motor learning principles involved in skill learning
c. Skill analysis
3. Unit 3- Effective Teaching Skills (Chapter 4, 5)
a. Generic instructional strategies and teaching skills
b. Class management and organization (LAB- Formations)
c. Differentiated instruction (tentative)
d. Teaching strategies specific to Gymnastics, Weight Training, Fitness, Dance, and
Outdoor Pursuits
4. Unit 4-Application of Effective Teaching Strategies in Selected Activities (Chapter
6): Gymnastics, Weight Training, Fitness, Dance, and Outdoor Pursuits (You will need to
find a variety of resources from library and web)
a. Micro teaching of specific activities
b. Providing skill specific feedback
5. Unit 5-Assessment and Evaluation (tentative) Chapter 12
a. Statistical procedures
b. Criteria for assessment
c. Administration of published physical fitness, and motor skill assessment
4
Selected Course Assignments and due dates (Not inclusive of all assignments):
1. Personal Fitness Plan- Based on the results of your FITNESSGRAM testing in PHED 205
develop, implement and assess a personal fitness/physical activity plan. Due April 23.
a. Use your results to write at least three measurable fitness/physical activity goals for
yourself this semester.
b. Maintain a physical activity log. You are responsible for finding a web-based system
to maintain your log. You will provide a hard copy of this log to me.
c. Develop a packet of materials/resources from professional resources, which provide
information about youth/teen fitness, exercise adherence, and motivation to exercise.
Provide a 1 page summary of the contents of this packet.
d. Write a 2-3 page reflection on your journey and progress throughout the semester in
relationship to your fitness plan. Mention factors that encouraged adherence and
factors that worked against adherence to your plan.
2. Micro Teaching Assignments- We will have three micro teaching experiences. Students must
be dressed in appropriate attire (tucked in collared shirt (polo type) and wind pants, or
matching warm-up outfits and sneakers), have a lesson plan, watch, and clipboard or they will
not be allowed to teach and will not receive credit for the lab. All peer teaching assignments
will include a) lesson plan, b) post-reflection, and c) teacher or peer evaluation of teaching
skills. Due: Throughout semester
a. Micro Teach 1 – Set Induction and Demonstration of a motor skill. Select a complex
motor skill (appropriate for MS or HS students) that you know well and teach this
skill to your peers. You have 7-minutes to demonstrate the skill and get the students
into a practice of the skill for 1-2 minutes. Make sure the skill is practiced in the
situation it is used in a game or physical activity. Must have a completed wordprocessed
lesson plan (just the four columns filled in-no cover page), clipboard,
watch, and whistle. You will be expected to arrange for equipment so you maximize
student involvement. Make sure you have enough content for 7 minutes. You will be
evaluated using the Demonstration checklist. Complete the reflection questions and
pass in with your lesson plan.
b. Micro Teach 2-Teach one item on the FITNESSGRAM to a group of your peers.
Items will be assigned in class (BMI, PACER Test, Shoulder Flexibility, curl-up,
push up, sit and reach)
i. You must prepare and post two professional quality posters of the item you
are testing to support your teaching. Posters must be word processed-not
hand written! Include a graphic. Use LARGE FONT. First, explain how to
do the test item with specific cues. Second, include on another poster what
component of fitness the item tests and how this influences wellness. Make
it large enough for students to see from a distance. Third, develop wordprocessed
score sheet to keep track of results at your station. You will be
required to pass in the results of your all the participants in your group.
c. Micro Teach 3-Teach a 20 minute lesson to ½ of our class. Your activity will be
assigned and this will be team taught. The purpose of this is to show that you can
teach a lesson with a brief intro, a progression of tasks, and a closure (Dance,
Gymnastics, Fitness, Weight Training, Outdoor Pursuits, Challenge Activities) to
peers. This will be video taped and you will be required to complete an ALT-PE
coding sheet from the video, and complete the required written reflection(pass in 1
lesson plan for the group, each do an ALT-PE coding sheet, and each do an
evaluation)
5
3. Group Project Associated With Micro-Teaching Three. Provide a justification for inclusion
of your non-team sport activity in a high quality secondary physical education program. In
addition to teaching for Micro 3 you must complete the following three separate items. You
may do this with your teaching partner and turn in one project for your group. Use class time
on April 9th and 11th to do this group project. Due: April 16th
a. Write a 400-500 word justification of and benefits for including the activity (general
topic- e.g., dance, not line dance) from Micro-teach 3 in a quality secondary physical
education program. Imagine this is a letter home to parents explaining the upcoming
unit. Mention benefits of the activity and how this connects to your overall program
goals (NASPE Standards). Also consider how your “non-traditional” activity
contributes to equity for all and how you will attempt to meet the needs of a diverse
group of students.
b. Develop an assessment instrument that could be used to assess student learning in
your lesson. Make sure the assessment is in a form ready to give students or for the
teacher to use. Give it an appropriate name. Include directions on how to use the
assessment and have a clear scoring system,
c. Research your broad area of instruction. Create an annotated bibliography with 5
professional journal articles about teaching, coaching, or the physical benefits from
the activity category you are teaching. An annotation is a 100-200 word summary of
the article. You must use proper APA format when writing the reference for the
article. Articles must be from 1998-2009. Select articles from the Journals listed in
syllabus. Include a copy of the articles.
4. Readings- Students are expected to keep up with outside of class readings from the textbook.
This content will not always be covered in class. Students are expected to read, take notes,
and ask questions in class about weekly readings. Schedule for readings include Chapters 1,
2, 4, 5, 6 for the midterm examination- I suggest reading a chapter per week, creating an
outline, writing down definitions, and then reviewing chapters/notes in the week before the
midterm. Final examination readings include Chapter 12, fitness testing and development,
teaching specific non-traditional activities and will be announced after the midterm. Content
of readings will be assessed on the midterm and final examinations. Not all Chapters will be
covered in class lectures.
5. Class Notebook/Web Page- Organize all class materials into clearly marked sections by
content of class. Include a written reflection of what you learned as a result of each of the
units. It is important to reflect rather than to summarize. Include all classmates skill analysis
work, copies of group projects (e.g., fitness), and any in class group work. Due: April 23
6. Written Tests- Mid-term: March 5. Comprehensive exam based on lecture, lab, and outside
reading. The format will be multiple choice and short answer. Final examination: April 30th
as assigned by college. Comprehensive from the beginning of semester and it will be
multiple choice and short answer.
7. Skill 2 Analysis Assignment (1 and2 )- Due two times in the semester. See assignment sheet.
Due Feb 12th and March 19th
8. Integrating Physical Activity and Fitness into Physical Education- Cooperative Learning
Activity. (see assignment sheet). Due Feb 26.
6
Course Requirements/Expectations:
1. Attendance is deemed important and a professional responsibility for all students.
Students are expected to attend all class sessions. Each unexcused absence or tardy after
1 will be minus 5 points from the total accumulated point distribution. Students are
expected to be on time to class. Notification and reason for emergency must be
communicated to instructor prior to the class. Excessive (3 or more) absence, of any
type, will constitute failure in the course.
2. Students are expected to actively participate in class. This includes large group
discussions, and focused thoughtful participation in small group work. It is important to
be alert and engaged in the class. You are not allowed to text message during class or use
technology in a way that takes your attention away from the class content.
3. All assignments must be word-processed. A hard copy of each assignment is due at the
beginning of class. Any work not provided in this way will be considered late and will
result in a 15% reduction in grade for each day it is late. Due date means at the start of
the class session. Lesson plans must be completed in order to teach. Assignments can be
placed in the digital drop box on BLACKBOARD prior to the class session in which it is
due if you have an emergency or printer failure, however it is subject to a 5%
reduction in grade. You must provide me a hard copy before the next class session. If
you are absent from class on the day of an assignment the assignment must be turned in
to me prior to the class session (e.g., via Blackboard) in order to receive credit. Buy an
extra print cartridge! Late work is not tolerated. Absence from class does not excuse
late work. Lesson plans must be completed and word-processed in order to teach in lab.
You must have a back up plan if your printer doesn’t work!
4. Do not wear your hat in the classroom or in lab session. This is not appropriate dress.
Shut off cell phones and do not text message or check email or other websites during
class sessions.
5. Students must take tests on required dates. Students who do not show up for a test will
not be given a make-up exam. Students are required to retake any test that they receive a
score of 70% or lower. Scores will be averaged.
6. Lab sessions will be announced prior to a lab day. Labs will meet in Burnell Gym after
meeting in room 112 first. During lab sessions students must wear a polo shirt, khaki
shorts (without cargo pockets) or appropriate warm-ups, and sneakers. Shirts must be
tucked in.
7. Any student found plagiarizing will be subject to course failure. This includes copying
from a classmate or another’s assignment or from any documented professional
publication. Must include citations on all lesson plans and all written work. See
proper APA format at the Maxwell Library website. It is your responsibility to learn
how to write a paper, lesson plan or project and site work appropriately using APA
format.
8. Students who qualify as disabled persons (Section 504 of the Rehabilitation Act of 1973
or the Americans with Disabilities Act of 1990) where circumstances exist that might
interfere with course work must meet with the instructor at the beginning of the semester
so that reasonable modifications on course requirements can be made when necessary.
9. Students must claim their Blackboard account and are expected to check the site before
each class session. It is helpful to print copies of the lectures before class.
7
Evaluation:
1. Examinations: Midterm and Final 30%
2. Micro Teaching 1,2,3 20%
3. Written Project on Selected Non-Team Sport Activity 5%
4. Skill Analysis Project 1,2 10%
5. Notebook/Web Page with reflections 5%
6. Group Fitness Integration Project 10%
7. Class work assigned throughout/quizzes 10%
8. Personal Fitness Plan and Journal 5%
9. Participation and Professionalism 5%
Dates to Note:
• March 5th –Midterm Examination
• April 2nd- No class AAHPERD National Convention
• April 30th- Final Examination
Grading Scale:
Grades are based on the percent of total number of points awarded in semester. Note: Students
who receive a grade below a C- in any teacher preparation course must retake that course.
A+ 98-100 C+ 77-79
A 94-97 C 74-76
A- 90-93 C- 70-73
B+ 87-89 D+ 67-69
B 84-86 D- 60-63
B- 80-83 F 0-59
Professional Journals:
• Journal of Teaching in Physical Education
• Journal of Physical Education, Recreation, and Dance (JOPERD)
• The Physical Educator
• Research Quarterly for Exercise and Sport
• Strategies: A Journal for Sport and Physical Education
• Educational Leadership
Important Web Sites:
www.aahperd.org http://www.humankinetics.com.links/index.cfm
www.Pecentral.org www.humankinetics.com
www.pedigest.com www.gameskidsplay.net
www.pelink4u.org www.unlockresearch.com
www.mahperd.org http://www.bridgew.edu/library/
Personal Fitness Plan
Personal Fitness Plan
Reflection
Upon learning that a 3 month long project would be required for the course, I was scared stiff thinking how will I ever keep up with it and what will it require. About a month ago, I’m sure I was in the same position as most of the other students as I had let it slip away from me, forgetting all about it as I focused on work currently due, and not work eventually do. This required sitting down and evaluating where I had been for the previous 2 months and how would I ever be able to recall it all. Then I realized, this is easier than it seems.
None of us had our FITNESSGRAM results from taking PHED205 or other courses, so rather than trying to pull answers out of thin air, the only thing I could do to improve whatever those scores were was to improve my overall health and physical abilities. Sure, I could have joined a gym, but that has never gone too well for me since my days of high school when I’d be dropped off at the gym, slip out the back door, head to Burger King, Taco Bell, or McDonald’s for an hour, then get back just as my ride was coming to get me. Instead, I function better in a team setting, working out as a group. This semester was actually quite perfect for that.
Most of my exercise this semester has come from the physical demands of my course schedule. In PHED 282, classes had been broken into units of badminton, lacrosse, and softball. As an activity, I am enrolled in Track and Field that provides a solid workout through warm-ups, drills, and activities. Even this class, PHED 212, has provided a good deal of exercise as we analyzed the movements by, in most cases, performing them ourselves in a series of sports skills, as I like to call it. While most student life is spent sedentary and confined in study rooms, I have been working out more this semester than ever before, and am in the best physical shape I have been in since my sophomore year of high school (2002-03).
My slow decline over the last five or so years was due to my biggest physical struggle- rheumatoid arthritis. At the age of only 17, I was diagnosed with rheumatoid arthritis by the head of the rheumatology department of Brigham & Women’s Hospital. The disease crippled my body to the extent that my muscles had become weak, joints ached with every movement, and lost about 45% of the rotation in my wrists, shoulders, and hips. It was not easy beginning my senior year of high school with a cane, slowly deteriorating my way to needing a wheelchair. Fortunately, it did not reach that extent.
I have come a long way in my recovery, undergoing two years of physical therapy and being treated with many medications until finally finding the “wonder drug” of Enbrel, which I self inject. But medication alone just is not enough to maintain and improve my considerably better health. Physical activity has proven to be more beneficial than other treatments I have experienced.
The trouble with physical activity and exercise is finding the so-called happy medium. Too little activity will be ineffective, but too much or too strenuous an activity will leave me in pain and soreness for what can last up to two days later, significantly slowing me down and forcing a refrain from further activity until a recovery has been made. Fear of the latter will often lead me to not take part in activities and to not push myself to the extent that I should be and need for improvement.
I finally began turning myself around after seeing an interview with on SportsCenter with former New York Giants’ running back, Tiki Barber. Barber shocked the NFL world when he retired from playing in the prime of his career. His justification was that he would become sore and bruised after being battered in the games on Sundays that he couldn’t play with his kids in the yard until Wednesdays. He threw away what could have been a Hall of Fame career for the sake of his body and his children. Someday, I’m going to have kids of my own and I want to be able to take them into the yard and throw a football around. Unlike Tiki, I don’t have to slow it down, I’ve got to speed it up. I need to condition myself back to where I can function healthily on a daily basis without the fear of soreness and discomfort the next day. That is my biggest motivation.
I have created a schedule that records my physical activity over the last three months. However, to provide a better understanding of each activity, I have included a detailed description of each item.
The most consistent activity I will be taking part in is my job (listed as “Work”). The majority of my shifts are spent doing manual labor that will keep me active and constantly on the go. Working in an ice rink gives me the opportunity to regularly work my upper body as there are large areas of resisting rubber floors that need to be swept and mopped. Glass and dasher boards also require regular cleaning that involves an intense and tiring work out as applying “elbow grease” is the only way to complete the job satisfactorily. A cleaning of the bleacher seating involves a light plyometric exercise moving from level to level.
Ice Hockey is an activity I like to participate in at least once per week, but generally as often as I am able to play. Each session is one hour long and played in game form, as opposed to pick-up or recreational form. Skating is a great workout for the lower body and playing in a non-check league allows me to continue improving my physical health without the fear of an intense collision or intentional injury caused.
Also for the lower body, is Uphill Running for about 15 minutes, twice each week, as I attempt to leave class in Tinsley at 1:35PM on Monday and Wednesday afternoons to successfully reach my next class at 1:50 on upper campus. The route traveled contains both steep and gradual inclines that are made even more difficult by a backpack full of books.
Assisting a great deal in keeping active is my courses for the semester. In PHED 282, badminton, lacrosse, and softball games are played in order to understand the strategies and tactics that can be applied to teaching similar games in a physical education class. Each session lasts for about an hour on Tuesdays and Thursdays. PHED 212 expands on the values of 282 and by acting through the motions of game play, I learn to break down each skill into cues. This is done through playing Creative Games, Sports Skills, and Dance for about 2 ½ hours on Thursday nights. Later in March, Track and Field begins and lasts for an hour and 15 minutes on Tuesdays and Thursdays that involves stretching drills, sprinting, long jump, shot put, discus, hurdles, and finally, long distance running.
Packet of Materials and Resources
The following categories contain links to websites containing information about the governing bodies, rules and regulations, programs, and services offered for the improvement of the individual. The links to learn more about badminton, lacrosse, softball, and track and field are widespread organizations. The two links for ice hockey relate directly to me and my personal program.
The first is to the New England Senior Hockey League, which hosts leagues and tournaments for teams to participate in. The second is to Sting Hockey, the team that I play for and where I find the information about where and when I am playing. Both of which are useful to me, but if one does not understand all of the rules to ice hockey, these two sites will not provide that information, only on the rule modifications specific to the league.
Ice Hockey
New England Senior Hockey League
New England Senior Hockey League (2009). Retrieved April 23, 2009, http://neshl.com/
Sting Hockey
Fiander, R. (2009). Sting Hockey. Retrieved April 14, 2009, http://www.hometeamsonline.com/teams/default.asp?u=NESHL3&sport=hockey&t=c&p=home&s=hockey
Badminton
World Badminton
Badminton (2009). Retrieved April 10, 2009, http://www.worldbadminton.com/
Lacrosse
USA Lacrosse
USA Lacrosse (2009). Retrieved April 23, 2009, http://www.uslacrosse.org/
Softball
USA Softball
USA Softball (2009). Retrieved April 13, 2009,
http://www.usasoftball.com/folders.asp?uid=1
Track & Field
USA Track & Field
USA Track & Field (2009). Retrieved April 23, 2009, http://www.usatf.org/
The following pages will contain articles with information pertaining specifically to rheumatoid arthritis. This information is crucial to understand and realize as it is widespread and can have a fatal outcome if not treated properly. I hold this information in such high regards because the disease has put me in the position I am in today, fighting to keep myself conditioned to compete in everyday life.
Scheil, Jr, W. C., & Stoppler, M. C. (2009). Rheumatoid Arthritis (RA). Retrieved April 10,
2009, http://www.medicinenet.com/rheumatoid_arthritis/article.htm
Medical Author: William C. Shiel Jr., MD, FACP, FACRMedical Editor: Melissa Conrad Stöppler, MD
What is rheumatoid arthritis?
Rheumatoid arthritis (RA) is an autoimmune disease that causes chronic inflammation of the joints. Rheumatoid arthritis can also cause inflammation of the tissue around the joints, as well as in other organs in the body. Autoimmune diseases are illnesses that occur when the body's tissues are mistakenly attacked by their own immune system. The immune system is a complex organization of cells and antibodies designed normally to "seek and destroy" invaders of the body, particularly infections. Patients with autoimmune diseases have antibodies in their blood that target their own body tissues, where they can be associated with inflammation. Because it can affect multiple other organs of the body, rheumatoid arthritis is referred to as a systemic illness and is sometimes called rheumatoid disease.
While rheumatoid arthritis is a chronic illness, meaning it can last for years, patients may experience long periods without symptoms. However, rheumatoid arthritis is typically a progressive illness that has the potential to cause joint destruction and functional disability.
A joint is where two bones meet to allow movement of body parts. Arthritis means joint inflammation. The joint inflammation of rheumatoid arthritis causes swelling, pain, stiffness, and redness in the joints. The inflammation of rheumatoid disease can also occur in tissues around the joints, such as the tendons, ligaments, and muscles.
In some patients with rheumatoid arthritis, chronic inflammation leads to the destruction of the cartilage, bone, and ligaments, causing deformity of the joints. Damage to the joints can occur early in the disease and be progressive. Moreover, studies have shown that the progressive damage to the joints does not necessarily correlate with the degree of pain, stiffness, or swelling present in the joints.
Rheumatoid arthritis is a common rheumatic disease, affecting approximately 1.3 million people in the United States, according to current census data. The disease is three times more common in women as in men. It afflicts people of all races equally. The disease can begin at any age, but it most often starts after age 40 and before 60. In some families, multiple members can be affected, suggesting a genetic basis for the disorder.
Arthritis Foundation (2009). Rheumatoid Arthritis: What Is It?. Retrieved April 12, 2009, http://www.arthritis.org/disease-center.php?disease_id=31
Rheumatoid Arthritis
What is it?
Rheumatoid arthritis (rue-ma-TOYD arth-write-tis) is a chronic disease, mainly characterized by inflammation of the lining, or synovium, of the joints. It can lead to long-term joint damage, resulting in chronic pain, loss of function and disability. Rheumatoid arthritis (RA) progresses in three stages. The first stage is the swelling of the synovial lining, causing pain, warmth, stiffness, redness and swelling around the joint. Second is the rapid division and growth of cells, or pannus, which causes the synovium to thicken. In the third stage, the inflamed cells release enzymes that may digest bone and cartilage, often causing the involved joint to lose its shape and alignment, more pain, and loss of movement.Because it is a chronic disease, RA continues indefinitely and may not go away. Frequent flares in disease activity can occur. RA is a systemic disease, which means it can affect other organs in the body. Early diagnosis and treatment of RA is critical if you want to continue living a productive lifestyle. Studies have shown that early aggressive treatment of RA can limit joint damage, which in turn limits loss of movement, decreased ability to work, higher medical costs and potential surgery. RA affects 1.3 million Americans. Currently, the cause of RA is unknown, although there are several theories. And while there is no cure, it is easier than ever to control RA through the use of new drugs, exercise, joint protection techniques and self-management techniques. While there is no good time to have rheumatoid arthritis, advancements in research and drug development mean that more people with RA are living happier, healthier and more fulfilling lives.
National Center for Chronic Disease Prevention and Health Promotion (2008, June 8). Retrieved
April 10, 2009,
http://www.cdc.gov/ARTHRITIS/data_statistics/arthritis_related_statistics.htm#1
Arthritis Related Statistics
Prevalence of Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
An estimated 46 million adults in the United States reported being told by a doctor that they have some form of arthritis, rheumatoid arthritis, gout, lupus, or fibromyalgia.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
One in five (22+%) adults in the United States report having doctor diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
In 2003–2005, 50% of adults 65 years or older reported an arthritis diagnosis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
By 2030, an estimated 67 million Americans ages 18 years or older are projected to have doctor-diagnosed arthritis.
Arthritis & Rheumatism 2006;54(1):226-229 [Data Source: 2003 NHIS]
An estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition; this represents approximately 1 in every 250 children.
Arthritis Care Res 2007;57:1439-1445 [Data Source: 2001–2004 National Ambulatory Medical Care Survey and 2001–2004 National Hospital Ambulatory Medical Care Survey]
Prevalence of Specific Types of Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
The most common form of arthritis is osteoarthritis. Other common rheumatic conditions include gout, fibromyalgia and rheumatoid arthritis.
An estimated 27 million adults had osteoarthritis in 2005.
Arthritis Rheum 2008;58(1):26–35.
An estimated 1.3 million adults were affected by rheumatoid arthritis in 2005.
Arthritis Rheum 2008;85(1):15–25. [Data Source: 1985 Mayo Clinic][Data Source: 2000 Census Data]
An estimated 3.0 million adults had gout in 2005, and 6.1 million adults have ever had gout.
Arthritis Rheum 2008;58(1):26–35. [Data Source: 1996 NHIS]
An estimated 5.0 million adults had fibromyalgia in 2005.
Arthritis Rheum 2008;58(1):26–35.
Prevalence of Arthritis by Age/Race/Gender
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Of persons aged 18–44, 7.9% (8.7 million) report doctor-diagnosed arthritis. Of persons aged 45–64, 29.3% (20.5 million) report doctor-diagnosed arthritis. Of persons aged 65+, 50.0% (17.2 million) report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
28.3 million women and 18.1 million men report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
3.1 million Hispanic adults report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
4.6 million Non-Hispanic Blacks report doctor diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
An estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition, this represents approximately 1 in every 250 children.
Arthritis Care Res 2007;57:1439-1445 [Data Source: 2001–2004 National Ambulatory Medical Care Survey and 2001–2004 National Hospital Ambulatory Medical Care Survey]
Overweight/Obesity and Arthritis (adult aged ≥18)
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
People who are overweight or obese report more doctor-diagnosed arthritis than people with a lower body mass index (BMI).
16% of under/normal weight adults report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
21.7% of overweight and 30.6% among obese Americans report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
66% of adults with doctor-diagnosed arthritis, are overweight or obese (compared with 53% of adults without doctor-diagnosed arthritis).
Am J Prev Med 2006;30(5):385–393. [Data Source: 2002 NHIS]
Weight loss of as little as 11 pounds reduces the risk of developing knee osteoarthritis among women by 50%.
Arthritis Rheum 1998;41(8):1343–1355. [Data source: Framingham Osteoarthritis Study]
Physical Activity and Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Almost 44% of adults with doctor-diagnosed arthritis report no leisure time physical activity compared with 36% of adults without arthritis.
Am J Prev Med 2006;30(5):385-393.
Among older adults with knee osteoarthritis, engaging in moderate physical activity at least 3 times per week can reduce the risk of arthritis-related disability by 47%.
Arch Intern Med 2001;161(19):2309–2316. [Data Source: FAST Trial]
Disability/Limitations and Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
State-specific prevalence estimates of arthritis-attributable work limitation show a high impact of arthritis on working-age (18-64 years) adults in all U.S. states, ranging from a low of 3.4% to a high of 15% of adults in this age group.
MMWR 2007;56(40):1045-1049. [Data Source: 2003 BRFSS]
Approximately 5% of ALL U.S. adults between the ages of 18 and 64 have arthritis and are affected by arthritis-attributable work limitation.
MMWR 2005;54(5):119–123. [Data Source: 2002 NHIS]Arthritis Rheum 2007;57(3):355-363. [Data Source: NHIS 2002]
Approximately 1 in 3 people with arthritis in this age group report arthritis-attributable work limitation
MMWR 2005;54(5):119–123. [Data Source: 2002 NHIS]Arthritis Rheum 2007;57(3):355-363. [Data Source: NHIS 2002]
Arthritis and other rheumatic conditions are the most common cause of disability in the United States.
MMWR 2001;50(07):120–125. [Data Source: 1999 Survey of Income and Program Participation (SIPP)]
Among all civilian, non-institutionalized U.S. adults 8.8% (19 million) report both doctor-diagnosed and arthritis attributable activity limitations.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
Nearly 41% of adults with doctor-diagnosed arthritis report arthritis-attributable activity limitations.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
Among adults with doctor-diagnosed arthritis, many report significant limitations in vital activities such as:
walking 1/4 mile—6 million
stooping/bending/kneeling—7.8 million
climbing stairs—4.8 million
social activities such as church and family gatherings—2.1 million
Arthritis Rheum 2004;50(9, suppl):5641. [Data Source: 2002 NHIS]
Among all civilian, non-institutionalized U.S. adults aged 18-64, 4.8% (8.2 million) report both doctor diagnosed arthritis and arthritis-attributable work limitations.
MMWR 2005;54(5):119–123. [Data Source: 2002 NHIS]
30.6% of adults aged 18-64 with doctor-diagnosed arthritis report an arthritis-attributable work limitation.
MMWR 2005;54(5):119–123. [Data Source: 2002 NHIS]
Health Related Quality of Life (HRQOL) and Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Persons with doctor-diagnosed arthritis have significantly worse HRQOL than those without arthritis. People with doctor-diagnosed report more than twice as many unhealthy days and three times as many days with activity limitations in the past month than those without arthritis.
J Rheumatology 2003;30(1):160–6. [Data Source: 1996-1999 BRFSS]
Arthritis Healthcare Utilization
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Hospitalizations
In 1997, there were an estimated 744,000 hospitalizations with a principal diagnosis of arthritis (3% of all hospitalizations).
Medical Care 2003;41(12):1367–1373. [Data source: 1997 NHDS]
Outpatient Care
There were 36.5 million ambulatory care visits for arthritis and other rheumatic conditions in 1997, or nearly 4% of all ambulatory care visits that year.
Arthritis Rheum 2002;47(6):571–81. [Data Source: 1997 National Ambulatory Medical Care Survey (NAMCS) and the 1997 National Hospital Ambulatory Medical Care Survey (NHAMCS)]
Arthritis-Related Mortality
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
From 1979-1998, the annual number of arthritis and other related rheumatic conditions (AORC) deaths rose from 5,537 to 9,367.
J Rheumatology 2004;31(9):1823–1828. [Data Source: 1979–1998 National Vital Statistics System]
Three categories of AORC account for almost 80% of deaths: diffuse connective tissue diseases (34%), other specified rheumatic conditions (23%), and rheumatoid arthritis (22%).
J Rheumatology 2004;31(9):1823–1828. [Data Source: 1979–1998 National Vital Statistics System]
In 1979, the crude death rate from AORC was 2.46 per 100,000 population. In 1998, it was 3.48 per 100,000 population; rates age-standardized to the year 2000 population were 2.75 and 3.51, respectively.
J Rheumatology 2004;31(9):1823–1828. [Data Source: 1979–1998 National Vital Statistics System]
Arthritis Costs
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
In 2003, the total cost attributed to arthritis and other rheumatic conditions in the United States was 128 billion dollars, up from 86.2 billion dollars in 1997.
MMWR 2007;56(01):4-7. [Data Source: 2003 Medical Expenditure Panel Survey]
Medical expenditures (direct costs) for arthritis and other rheumatic conditions in 2003 were 80.8 billion dollars, up from 51.1 billion in 1997.
MMWR 2007;56(01):4-7. [Data Source: 2003 Medical Expenditure Panel Survey]
Earnings losses (indirect costs) for arthritis and other rheumatic conditions in 2003 were 47 billion dollars, up from 35.1 billion in 1997.
MMWR 2007;56(01):4-7. [Data Source: 2003 Medical Expenditure Panel Survey]
Mental/Emotional Health and Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Arthritis is strongly associated with major depression (attributable risk of 18.1%), probably through its role in creating functional limitation.
Medical Care 2004;42(6):502–511. [Data Source: 1996 Health and Retirement Survey]
Total Joint Replacements in Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
In 2004, there were 454,652 total knee replacements performed, primarily for arthritis.
United States Bone and Joint Decade: The Burden of Musculoskeletal Diseases in the United States. Rosemont, IL: American Academy of Orthopaedic Surgeons;2008.
In 2004, there were 232,857 total hip replacements, 41,934 shoulder, and 12, 055 other joint replacements.
United States Bone and Joint Decade: The Burden of Musculoskeletal Diseases in the United States. Rosemont, IL: American Academy of Orthopaedic Surgeons;2008.
Reflection
Upon learning that a 3 month long project would be required for the course, I was scared stiff thinking how will I ever keep up with it and what will it require. About a month ago, I’m sure I was in the same position as most of the other students as I had let it slip away from me, forgetting all about it as I focused on work currently due, and not work eventually do. This required sitting down and evaluating where I had been for the previous 2 months and how would I ever be able to recall it all. Then I realized, this is easier than it seems.
None of us had our FITNESSGRAM results from taking PHED205 or other courses, so rather than trying to pull answers out of thin air, the only thing I could do to improve whatever those scores were was to improve my overall health and physical abilities. Sure, I could have joined a gym, but that has never gone too well for me since my days of high school when I’d be dropped off at the gym, slip out the back door, head to Burger King, Taco Bell, or McDonald’s for an hour, then get back just as my ride was coming to get me. Instead, I function better in a team setting, working out as a group. This semester was actually quite perfect for that.
Most of my exercise this semester has come from the physical demands of my course schedule. In PHED 282, classes had been broken into units of badminton, lacrosse, and softball. As an activity, I am enrolled in Track and Field that provides a solid workout through warm-ups, drills, and activities. Even this class, PHED 212, has provided a good deal of exercise as we analyzed the movements by, in most cases, performing them ourselves in a series of sports skills, as I like to call it. While most student life is spent sedentary and confined in study rooms, I have been working out more this semester than ever before, and am in the best physical shape I have been in since my sophomore year of high school (2002-03).
My slow decline over the last five or so years was due to my biggest physical struggle- rheumatoid arthritis. At the age of only 17, I was diagnosed with rheumatoid arthritis by the head of the rheumatology department of Brigham & Women’s Hospital. The disease crippled my body to the extent that my muscles had become weak, joints ached with every movement, and lost about 45% of the rotation in my wrists, shoulders, and hips. It was not easy beginning my senior year of high school with a cane, slowly deteriorating my way to needing a wheelchair. Fortunately, it did not reach that extent.
I have come a long way in my recovery, undergoing two years of physical therapy and being treated with many medications until finally finding the “wonder drug” of Enbrel, which I self inject. But medication alone just is not enough to maintain and improve my considerably better health. Physical activity has proven to be more beneficial than other treatments I have experienced.
The trouble with physical activity and exercise is finding the so-called happy medium. Too little activity will be ineffective, but too much or too strenuous an activity will leave me in pain and soreness for what can last up to two days later, significantly slowing me down and forcing a refrain from further activity until a recovery has been made. Fear of the latter will often lead me to not take part in activities and to not push myself to the extent that I should be and need for improvement.
I finally began turning myself around after seeing an interview with on SportsCenter with former New York Giants’ running back, Tiki Barber. Barber shocked the NFL world when he retired from playing in the prime of his career. His justification was that he would become sore and bruised after being battered in the games on Sundays that he couldn’t play with his kids in the yard until Wednesdays. He threw away what could have been a Hall of Fame career for the sake of his body and his children. Someday, I’m going to have kids of my own and I want to be able to take them into the yard and throw a football around. Unlike Tiki, I don’t have to slow it down, I’ve got to speed it up. I need to condition myself back to where I can function healthily on a daily basis without the fear of soreness and discomfort the next day. That is my biggest motivation.
I have created a schedule that records my physical activity over the last three months. However, to provide a better understanding of each activity, I have included a detailed description of each item.
The most consistent activity I will be taking part in is my job (listed as “Work”). The majority of my shifts are spent doing manual labor that will keep me active and constantly on the go. Working in an ice rink gives me the opportunity to regularly work my upper body as there are large areas of resisting rubber floors that need to be swept and mopped. Glass and dasher boards also require regular cleaning that involves an intense and tiring work out as applying “elbow grease” is the only way to complete the job satisfactorily. A cleaning of the bleacher seating involves a light plyometric exercise moving from level to level.
Ice Hockey is an activity I like to participate in at least once per week, but generally as often as I am able to play. Each session is one hour long and played in game form, as opposed to pick-up or recreational form. Skating is a great workout for the lower body and playing in a non-check league allows me to continue improving my physical health without the fear of an intense collision or intentional injury caused.
Also for the lower body, is Uphill Running for about 15 minutes, twice each week, as I attempt to leave class in Tinsley at 1:35PM on Monday and Wednesday afternoons to successfully reach my next class at 1:50 on upper campus. The route traveled contains both steep and gradual inclines that are made even more difficult by a backpack full of books.
Assisting a great deal in keeping active is my courses for the semester. In PHED 282, badminton, lacrosse, and softball games are played in order to understand the strategies and tactics that can be applied to teaching similar games in a physical education class. Each session lasts for about an hour on Tuesdays and Thursdays. PHED 212 expands on the values of 282 and by acting through the motions of game play, I learn to break down each skill into cues. This is done through playing Creative Games, Sports Skills, and Dance for about 2 ½ hours on Thursday nights. Later in March, Track and Field begins and lasts for an hour and 15 minutes on Tuesdays and Thursdays that involves stretching drills, sprinting, long jump, shot put, discus, hurdles, and finally, long distance running.
Packet of Materials and Resources
The following categories contain links to websites containing information about the governing bodies, rules and regulations, programs, and services offered for the improvement of the individual. The links to learn more about badminton, lacrosse, softball, and track and field are widespread organizations. The two links for ice hockey relate directly to me and my personal program.
The first is to the New England Senior Hockey League, which hosts leagues and tournaments for teams to participate in. The second is to Sting Hockey, the team that I play for and where I find the information about where and when I am playing. Both of which are useful to me, but if one does not understand all of the rules to ice hockey, these two sites will not provide that information, only on the rule modifications specific to the league.
Ice Hockey
New England Senior Hockey League
New England Senior Hockey League (2009). Retrieved April 23, 2009, http://neshl.com/
Sting Hockey
Fiander, R. (2009). Sting Hockey. Retrieved April 14, 2009, http://www.hometeamsonline.com/teams/default.asp?u=NESHL3&sport=hockey&t=c&p=home&s=hockey
Badminton
World Badminton
Badminton (2009). Retrieved April 10, 2009, http://www.worldbadminton.com/
Lacrosse
USA Lacrosse
USA Lacrosse (2009). Retrieved April 23, 2009, http://www.uslacrosse.org/
Softball
USA Softball
USA Softball (2009). Retrieved April 13, 2009,
http://www.usasoftball.com/folders.asp?uid=1
Track & Field
USA Track & Field
USA Track & Field (2009). Retrieved April 23, 2009, http://www.usatf.org/
The following pages will contain articles with information pertaining specifically to rheumatoid arthritis. This information is crucial to understand and realize as it is widespread and can have a fatal outcome if not treated properly. I hold this information in such high regards because the disease has put me in the position I am in today, fighting to keep myself conditioned to compete in everyday life.
Scheil, Jr, W. C., & Stoppler, M. C. (2009). Rheumatoid Arthritis (RA). Retrieved April 10,
2009, http://www.medicinenet.com/rheumatoid_arthritis/article.htm
Medical Author: William C. Shiel Jr., MD, FACP, FACRMedical Editor: Melissa Conrad Stöppler, MD
What is rheumatoid arthritis?
Rheumatoid arthritis (RA) is an autoimmune disease that causes chronic inflammation of the joints. Rheumatoid arthritis can also cause inflammation of the tissue around the joints, as well as in other organs in the body. Autoimmune diseases are illnesses that occur when the body's tissues are mistakenly attacked by their own immune system. The immune system is a complex organization of cells and antibodies designed normally to "seek and destroy" invaders of the body, particularly infections. Patients with autoimmune diseases have antibodies in their blood that target their own body tissues, where they can be associated with inflammation. Because it can affect multiple other organs of the body, rheumatoid arthritis is referred to as a systemic illness and is sometimes called rheumatoid disease.
While rheumatoid arthritis is a chronic illness, meaning it can last for years, patients may experience long periods without symptoms. However, rheumatoid arthritis is typically a progressive illness that has the potential to cause joint destruction and functional disability.
A joint is where two bones meet to allow movement of body parts. Arthritis means joint inflammation. The joint inflammation of rheumatoid arthritis causes swelling, pain, stiffness, and redness in the joints. The inflammation of rheumatoid disease can also occur in tissues around the joints, such as the tendons, ligaments, and muscles.
In some patients with rheumatoid arthritis, chronic inflammation leads to the destruction of the cartilage, bone, and ligaments, causing deformity of the joints. Damage to the joints can occur early in the disease and be progressive. Moreover, studies have shown that the progressive damage to the joints does not necessarily correlate with the degree of pain, stiffness, or swelling present in the joints.
Rheumatoid arthritis is a common rheumatic disease, affecting approximately 1.3 million people in the United States, according to current census data. The disease is three times more common in women as in men. It afflicts people of all races equally. The disease can begin at any age, but it most often starts after age 40 and before 60. In some families, multiple members can be affected, suggesting a genetic basis for the disorder.
Arthritis Foundation (2009). Rheumatoid Arthritis: What Is It?. Retrieved April 12, 2009, http://www.arthritis.org/disease-center.php?disease_id=31
Rheumatoid Arthritis
What is it?
Rheumatoid arthritis (rue-ma-TOYD arth-write-tis) is a chronic disease, mainly characterized by inflammation of the lining, or synovium, of the joints. It can lead to long-term joint damage, resulting in chronic pain, loss of function and disability. Rheumatoid arthritis (RA) progresses in three stages. The first stage is the swelling of the synovial lining, causing pain, warmth, stiffness, redness and swelling around the joint. Second is the rapid division and growth of cells, or pannus, which causes the synovium to thicken. In the third stage, the inflamed cells release enzymes that may digest bone and cartilage, often causing the involved joint to lose its shape and alignment, more pain, and loss of movement.Because it is a chronic disease, RA continues indefinitely and may not go away. Frequent flares in disease activity can occur. RA is a systemic disease, which means it can affect other organs in the body. Early diagnosis and treatment of RA is critical if you want to continue living a productive lifestyle. Studies have shown that early aggressive treatment of RA can limit joint damage, which in turn limits loss of movement, decreased ability to work, higher medical costs and potential surgery. RA affects 1.3 million Americans. Currently, the cause of RA is unknown, although there are several theories. And while there is no cure, it is easier than ever to control RA through the use of new drugs, exercise, joint protection techniques and self-management techniques. While there is no good time to have rheumatoid arthritis, advancements in research and drug development mean that more people with RA are living happier, healthier and more fulfilling lives.
National Center for Chronic Disease Prevention and Health Promotion (2008, June 8). Retrieved
April 10, 2009,
http://www.cdc.gov/ARTHRITIS/data_statistics/arthritis_related_statistics.htm#1
Arthritis Related Statistics
Prevalence of Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
An estimated 46 million adults in the United States reported being told by a doctor that they have some form of arthritis, rheumatoid arthritis, gout, lupus, or fibromyalgia.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
One in five (22+%) adults in the United States report having doctor diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
In 2003–2005, 50% of adults 65 years or older reported an arthritis diagnosis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
By 2030, an estimated 67 million Americans ages 18 years or older are projected to have doctor-diagnosed arthritis.
Arthritis & Rheumatism 2006;54(1):226-229 [Data Source: 2003 NHIS]
An estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition; this represents approximately 1 in every 250 children.
Arthritis Care Res 2007;57:1439-1445 [Data Source: 2001–2004 National Ambulatory Medical Care Survey and 2001–2004 National Hospital Ambulatory Medical Care Survey]
Prevalence of Specific Types of Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
The most common form of arthritis is osteoarthritis. Other common rheumatic conditions include gout, fibromyalgia and rheumatoid arthritis.
An estimated 27 million adults had osteoarthritis in 2005.
Arthritis Rheum 2008;58(1):26–35.
An estimated 1.3 million adults were affected by rheumatoid arthritis in 2005.
Arthritis Rheum 2008;85(1):15–25. [Data Source: 1985 Mayo Clinic][Data Source: 2000 Census Data]
An estimated 3.0 million adults had gout in 2005, and 6.1 million adults have ever had gout.
Arthritis Rheum 2008;58(1):26–35. [Data Source: 1996 NHIS]
An estimated 5.0 million adults had fibromyalgia in 2005.
Arthritis Rheum 2008;58(1):26–35.
Prevalence of Arthritis by Age/Race/Gender
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Of persons aged 18–44, 7.9% (8.7 million) report doctor-diagnosed arthritis. Of persons aged 45–64, 29.3% (20.5 million) report doctor-diagnosed arthritis. Of persons aged 65+, 50.0% (17.2 million) report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
28.3 million women and 18.1 million men report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
3.1 million Hispanic adults report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
4.6 million Non-Hispanic Blacks report doctor diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
An estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition, this represents approximately 1 in every 250 children.
Arthritis Care Res 2007;57:1439-1445 [Data Source: 2001–2004 National Ambulatory Medical Care Survey and 2001–2004 National Hospital Ambulatory Medical Care Survey]
Overweight/Obesity and Arthritis (adult aged ≥18)
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
People who are overweight or obese report more doctor-diagnosed arthritis than people with a lower body mass index (BMI).
16% of under/normal weight adults report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
21.7% of overweight and 30.6% among obese Americans report doctor-diagnosed arthritis.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
66% of adults with doctor-diagnosed arthritis, are overweight or obese (compared with 53% of adults without doctor-diagnosed arthritis).
Am J Prev Med 2006;30(5):385–393. [Data Source: 2002 NHIS]
Weight loss of as little as 11 pounds reduces the risk of developing knee osteoarthritis among women by 50%.
Arthritis Rheum 1998;41(8):1343–1355. [Data source: Framingham Osteoarthritis Study]
Physical Activity and Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Almost 44% of adults with doctor-diagnosed arthritis report no leisure time physical activity compared with 36% of adults without arthritis.
Am J Prev Med 2006;30(5):385-393.
Among older adults with knee osteoarthritis, engaging in moderate physical activity at least 3 times per week can reduce the risk of arthritis-related disability by 47%.
Arch Intern Med 2001;161(19):2309–2316. [Data Source: FAST Trial]
Disability/Limitations and Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
State-specific prevalence estimates of arthritis-attributable work limitation show a high impact of arthritis on working-age (18-64 years) adults in all U.S. states, ranging from a low of 3.4% to a high of 15% of adults in this age group.
MMWR 2007;56(40):1045-1049. [Data Source: 2003 BRFSS]
Approximately 5% of ALL U.S. adults between the ages of 18 and 64 have arthritis and are affected by arthritis-attributable work limitation.
MMWR 2005;54(5):119–123. [Data Source: 2002 NHIS]Arthritis Rheum 2007;57(3):355-363. [Data Source: NHIS 2002]
Approximately 1 in 3 people with arthritis in this age group report arthritis-attributable work limitation
MMWR 2005;54(5):119–123. [Data Source: 2002 NHIS]Arthritis Rheum 2007;57(3):355-363. [Data Source: NHIS 2002]
Arthritis and other rheumatic conditions are the most common cause of disability in the United States.
MMWR 2001;50(07):120–125. [Data Source: 1999 Survey of Income and Program Participation (SIPP)]
Among all civilian, non-institutionalized U.S. adults 8.8% (19 million) report both doctor-diagnosed and arthritis attributable activity limitations.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
Nearly 41% of adults with doctor-diagnosed arthritis report arthritis-attributable activity limitations.
MMWR 2006;55(40):1089-1092. [Data Source: 2003–2005 NHIS]
Among adults with doctor-diagnosed arthritis, many report significant limitations in vital activities such as:
walking 1/4 mile—6 million
stooping/bending/kneeling—7.8 million
climbing stairs—4.8 million
social activities such as church and family gatherings—2.1 million
Arthritis Rheum 2004;50(9, suppl):5641. [Data Source: 2002 NHIS]
Among all civilian, non-institutionalized U.S. adults aged 18-64, 4.8% (8.2 million) report both doctor diagnosed arthritis and arthritis-attributable work limitations.
MMWR 2005;54(5):119–123. [Data Source: 2002 NHIS]
30.6% of adults aged 18-64 with doctor-diagnosed arthritis report an arthritis-attributable work limitation.
MMWR 2005;54(5):119–123. [Data Source: 2002 NHIS]
Health Related Quality of Life (HRQOL) and Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Persons with doctor-diagnosed arthritis have significantly worse HRQOL than those without arthritis. People with doctor-diagnosed report more than twice as many unhealthy days and three times as many days with activity limitations in the past month than those without arthritis.
J Rheumatology 2003;30(1):160–6. [Data Source: 1996-1999 BRFSS]
Arthritis Healthcare Utilization
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Hospitalizations
In 1997, there were an estimated 744,000 hospitalizations with a principal diagnosis of arthritis (3% of all hospitalizations).
Medical Care 2003;41(12):1367–1373. [Data source: 1997 NHDS]
Outpatient Care
There were 36.5 million ambulatory care visits for arthritis and other rheumatic conditions in 1997, or nearly 4% of all ambulatory care visits that year.
Arthritis Rheum 2002;47(6):571–81. [Data Source: 1997 National Ambulatory Medical Care Survey (NAMCS) and the 1997 National Hospital Ambulatory Medical Care Survey (NHAMCS)]
Arthritis-Related Mortality
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
From 1979-1998, the annual number of arthritis and other related rheumatic conditions (AORC) deaths rose from 5,537 to 9,367.
J Rheumatology 2004;31(9):1823–1828. [Data Source: 1979–1998 National Vital Statistics System]
Three categories of AORC account for almost 80% of deaths: diffuse connective tissue diseases (34%), other specified rheumatic conditions (23%), and rheumatoid arthritis (22%).
J Rheumatology 2004;31(9):1823–1828. [Data Source: 1979–1998 National Vital Statistics System]
In 1979, the crude death rate from AORC was 2.46 per 100,000 population. In 1998, it was 3.48 per 100,000 population; rates age-standardized to the year 2000 population were 2.75 and 3.51, respectively.
J Rheumatology 2004;31(9):1823–1828. [Data Source: 1979–1998 National Vital Statistics System]
Arthritis Costs
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
In 2003, the total cost attributed to arthritis and other rheumatic conditions in the United States was 128 billion dollars, up from 86.2 billion dollars in 1997.
MMWR 2007;56(01):4-7. [Data Source: 2003 Medical Expenditure Panel Survey]
Medical expenditures (direct costs) for arthritis and other rheumatic conditions in 2003 were 80.8 billion dollars, up from 51.1 billion in 1997.
MMWR 2007;56(01):4-7. [Data Source: 2003 Medical Expenditure Panel Survey]
Earnings losses (indirect costs) for arthritis and other rheumatic conditions in 2003 were 47 billion dollars, up from 35.1 billion in 1997.
MMWR 2007;56(01):4-7. [Data Source: 2003 Medical Expenditure Panel Survey]
Mental/Emotional Health and Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
Arthritis is strongly associated with major depression (attributable risk of 18.1%), probably through its role in creating functional limitation.
Medical Care 2004;42(6):502–511. [Data Source: 1996 Health and Retirement Survey]
Total Joint Replacements in Arthritis
Note: There are different data sources for some of the arthritis related statistics therefore; case definitions and terminology will also vary.
In 2004, there were 454,652 total knee replacements performed, primarily for arthritis.
United States Bone and Joint Decade: The Burden of Musculoskeletal Diseases in the United States. Rosemont, IL: American Academy of Orthopaedic Surgeons;2008.
In 2004, there were 232,857 total hip replacements, 41,934 shoulder, and 12, 055 other joint replacements.
United States Bone and Joint Decade: The Burden of Musculoskeletal Diseases in the United States. Rosemont, IL: American Academy of Orthopaedic Surgeons;2008.
Dance Project
Dance Project
Jim Hatch Jay Arnold Jon Clough Brian Seibert
Justification:
Dear Parents/Guardians,
Over the next couple of weeks myself and the students will begin a unit focused on dance. This will be a great way to introduce our students to the many benefits dance has to offer. Dance is a great way for students and people of all ages to get and stay in shape. Dance is not only fun but has many positive health benefits. Some of these benefits include strengthening the cardiovascular system, increasing flexibility, and increasing muscular strength and endurance, all while giving one a sense of well-being.
Dance in its many forms is a good way to achieve a cardiovascular workout. Dance requires constant movement which leads to an elevated heart rate. Keeping the heart rate elevated for a significant amount of time is responsible for strengthening the heart and lowering blood pressure. This will not only keep the heart strong, but allow it to work more efficiently. This will lesson ones chance for heart disease, heart-attacks, and or strokes. Keeping the heart rate elevated through dance is also a great way to burn calories. This is a great way to keep students body weight at ideal levels and keeping Body Mass Index (BMI) in check. Students with ideal BMI are less likely to be obese, develop type 2 diabetes, coronary artery disease, have hypertension and experience heart failure.
Dance is also a good way to increase flexibility. Dance involves many body parts and muscle groups which rotate through various degrees and range of motion. Most forms of dance also require dancers to perform moves that require bending and stretching, so through the activity of dance alone, students will naturally become more flexible.
Dance also increases muscular strength and endurance. Dance builds strength by forcing the muscles to resist against a dancer’s own body weight. Some styles of dance even require jumping and leaping into the air which demands the legs to work very hard. This jumping, leaping, and constant movement while being on the feet will lead to increased leg strength. Since dance requires the students to be on their feet for long periods of time, this will increase muscular endurance. This increase in muscular endurance will allow students to be on their feet longer without tiring as easily.
Dance can also be a good social network for students. Having good social relationships and friends leads to high self-esteem levels, which can be essential for young students development. Dance and other physical activities also reduce stress and tension which leads to a better over all sense of well-being.
Dance is a great way for students to express themselves and their culture. Since dance is found in virtually every culture we hope that by administering a unit on dance we reach a diverse population of our students and allow them to feel proud of who they are and have an interest in participating. This shows that dance is a great way to reach a diverse population.
After completion of our unit on dance, students will demonstrate competency in motor skills and movement patterns. This will allow students to perform a variety of physical activities and dance. Students will also demonstrate understanding of movement concepts, principles, and strategies. This will allow students to learn dances and be able to perform them consistently. We also hope by introducing students to this up and coming unit on dance we will gear our students towards a lifetime of physical activity. Last but not least, we hope this unit on dance will make students value physical activity for health, enjoyment, challenge, self-expression, and social interaction.
Annotations
Annotated Bibliography
Martial arts and yoga help spark PE renaissance in schools (2009). Retrieved April 23, 2009, from Academic Search Premier (14637073).
“Martial Arts and Yoga Help Spark PE Renaissance in Schools” is a very brief article discussing what the future of physical education could be. Traditionally, PE classes have revolved around team invasion games that are said to build character and shape the individual. However, this article suggests that there is more to character building than playing on a team, and that is the incorporation of nontraditional activities in course curriculum. Mountain biking, martial arts, dance, and yoga are just a few of the suggested activities, but a whole world of leisure activities can be explored that are more willing to be used later in life than team sports.
Roy, S. (2009). Playing To The Gallery. Retrieved April 23, 2009, from EBSCO (13647431).
The author of this article uses details from the life of Siobhan Davies to preach the collaboration of art and dance. Davies was a contemporary art student who specialized in creative dance and would go on to become a successful British choreographer. The article reads as a story as Roy describes the dancers and many wonderful locations of which Davies has been associated.
Smith, J. (2007). Drawing Connections: Developing an Integrated Dance Curriculum. Retrieved April 23, 2009, from Academic Search Premier (15411796).
This lengthy article tells of Smith’s take on creating a curriculum for teaching dance both in and out of physical education. The article ranges from discussing approaches to assessment to how to operate the class. Rather than grade on dance ability and participation, Smith suggests allowing research projects to create a better understanding of dance and its impact.
Wozny, N. (n.d.). Nichol's Creative Arts Curriculum. Retrieved April 23, 2009, from Academic
Search Premier (00116009).
The Nichol’s School is offering an eight week dance course that teaches the basics of dance movements and history. Dance is not a traditional course offered to high school students, but those that enjoy the content are then able to enroll in other dance electives. The initial course is all part of the plan for this particular school’s, “Introduction to the Arts”.
Roy, S. (2009). Playing To The Gallery. Retrieved April 23, 2009, from EBSCO (13647431).
Playing To The Gallery
In 1967, a young art student called Siobhan Davies went along to some classes in contemporary dance. At the time, modern dance had just begun to take root in the country, seeded largely by American influences – both established choreographers such as Martha Graham and newer experimental trends such as the interdisciplinary Judson Dance Theatre. In Britain, with no established modern dance scene to speak of, this meant that the “mainstream” and “fringe” started out together, and often comprised the same people.
So it was with Davies, who still remembers the creative buzz of the time. She quickly became an acclaimed dancer and choreographer, working in both the growing mainstream and the smaller-scale independent sector. She founded her own company in 1988 and continues to be a pre-eminent choreographer in British contemporary dance, a scene that is far bigger, more plural and more professionalised than it was four decades ago.
Recently, she seems to have been undergoing one of her periodic phases of self-questioning. Since 2002 she has moved her work off the regular theatre circuit, and last year she hosted a series of talks by visual artists, looking at the crossovers between dance and visual art. Those talks left me baffled – do all visual artists speak as if they were in a postgraduate seminar? – but I did get the sense that Davies was hankering for
some of that creative spark of her early years, and to match it to her accumulated experience.
Thankfully, talk was followed by action. This year’s project, “The Collection”, hosted jointly at the Siobhan Davies Studios and the Victoria Miro Gallery, is an exhibition themed on the connections (sometimes tenuous) between dance and visual arts. At Davies’s studios, Conrad Shawcross’s line drawings – a kind of arrested motion, like traces left by sound waves – are a preliminary to his Slow Arc Inside a Cube III, a moving bulb inside a wire cage that casts a shifting mesh of light across the room. It is momentarily striking, but ultimately less engaging than the marvelous building itself (by the architect Sarah Wigglesworth).
It might have worked better in the context of the larger part of “The Collection”, at the Victoria Miro Gallery (another fine building). The most sensual pieces here are both by Yayoi Kusama. In the surreally enchanting Narcissus Garden, a mass of metallic spheres floats on the canal, tinkling as they herd or drift according to currents of water or wind. Gleaming Lights of the Souls is a Tardis-like cubicle inside which coloured light bulbs are reflected to infinity by mirrors and water, so that you feel suspended in some inner cosmos.
Upstairs, the dancer Sarah Warsop features in Lying in Wait, a video collaboration with Idris Khan. On a triptych of screens, Warsop appears as a stern, monochrome figure in a library,her image flickering like riffled
pages. Downstairs, Alex Hartley’s Come Into My Sleep splices sequences from classic films, showing the body in vertiginous or claustrophobic extremes: men (mostly) scaling the sides of buildings, crawling through tunnels, diving down shafts. It is wildly gripping, like an endless series of cliffhangers. Sarah Sze’s Notes on Circumstance – an artful little composition of clutter, like a messy desk that’s been rearranged by elves while you were out – is engrossing in a way that Roman Signer’s banal Table With Ventilator (the title says it all) really is not.
The centrepiece, for dancegoers and gallery spectators alike, is Davies’s Minutes, which juxtaposes three living “exhibits” in the upper gallery over an hourly cycle, with Davies herself seated like a gallery attendant, counting off the minutes. Deborah Saxon and Henry Montes form one unit, a couple involved in little games of lead and follow, mirror and interrupt, lean and tug. Catherine Bennett and Matteo Fargion are another unit, singing a series of word scrabbles – phrases such as “She’s dancing”, “Is this working?” and “Oh no, fuck, no” chopped into units and recombined into fiendish rhythms, to which the couple also move. Finally there is
Matthias Sperling, an unsettled, solitary figure accompanied only by his metronome, who breathes and sighs, hands occasionally flicking or fingers snapping as if batting away flies. I saw these as three choreographic registers – one communicative/behavioural, one formal/compositional, one interior or reflexive. It’s much
more theatrical than most visual art, but also more object-like than most choreography. It certainly takes Davies away from the main currents of British contemporary dance into fresh territory; time will tell whether this new step will open a new path for her – but if she wanted to shift the ground beneath her feet, this does it.
Martial arts and yoga help spark PE renaissance in schools (2009). Retrieved April 23, 2009, from Academic Search Premier (14637073).
Martial arts and yoga help spark PE renaissance in schools
Pupils are discovering a new enthusiasm for physical education, thanks to a range of exciting activities such as mountain biking, dance, martial arts, and yoga, according to a report from Ofsted. Inspectors witnessed pupils taking part in a wider range of activities than previously associated with the subject, and found that creative approaches to PE not only encouraged pupils not keen on traditional team activities, but also reduced disaffection and improved engagement. Pupils’ achievement was good or outstanding in two thirds of the primary schools and over three quarters of the secondary schools visited.
Wozny, N. (n.d.). Nichol's Creative Arts Curriculum. Retrieved April 23, 2009, from Academic Search Premier (00116009).
NICHOLS' CREATIVE ARTS CURRICULUM
Entry into dance at the Nichols School is with "Introduction to the Arts." The eight-week class required of all Upper School students covers beginning dance technique and basic concepts, such as weight, line, flow, and time.
Those who are interested can continue taking dance electives all the way through their senior year. As freshmen, they go beyond plies to short compositional studies. "I want them to experience their body as an aesthetic tool and to expose them to basic compositional principles that are shared," says dance department head, Elaine Gardner.
Sophomores are exposed to the works and techniques of Doris Humphrey, Martha Graham, and Merce Cunningham in "Classic Modern Dance." "This class supports how modern dance is truly an American form based on the voice of the individual," says Gardner. During the second semester, Gardner leaves the west and introduces the students to world dance, where they learn yoga, a Chinese ribbon dance, and mudras from Indian classical dance. "My agenda here, besides broadening the awareness of non-Eurocentric work, is to show how spirit has been linked to the body in Africa, India, and Asia," she says.
As juniors and seniors, the students begin to flow between various artistic disciplines in "Study and Practice of Creativity." They experiment with writing and the visual arts and take advantage of Buffalo's cultural institutions, such as the Albright-Knox Art Gallery, the Burchfield-Penney Art Center, and Frank Lloyd Wright's Darwin D. Martin House. Gardner also introduces Howard Gardner's theory of multiple intelligences. They view DVDs of work by Angelin Preljocaj, Maguy Marin, Mats Ek, Jifií Kylián, and Anne Teresa De Keersmaeker as compelling examples of strong European voices. "I set the stage for them to appreciate more experimental work," Gardner says. "This class is all about opening the door to more possibilities."
~~~~~~~~
By Nancy Wozny
Smith, J. (2007). Drawing Connections: Developing an Integrated Dance Curriculum. Retrieved April 23, 2009, from Academic Search Premier (15411796).
Drawing Connections:
Developing an Integrated
Dance Curriculum
ABSTRACT
The author argues
for a more holistic
approach to the
integration of
academic subjects in
college-level dance
curricula.
Preparing Students to Critique
An important first step in developing a holistic approach to teaching dance is to identify
the most important elements in the specific subareas of dance study—most commonly
divided into Dance Technique, Dance Theory, and Dance Practice. For this article I have
chosen to address at least one course in each of these areas to illustrate how I have
accomplished this task at Knox College, a small liberal arts college located in Galesburg,
Illinois. I have included curricular examples that will also help to explicate my overarching
philosophy of pedagogy.
When examining the curricular structure of any dance department it is useful to begin
with an analysis of the work covered in technique classes, as they are often the backbone
of a dance program. Like many other dance professors, when I first started teaching I
assigned my beginning modern dance students a paper that required them to attend a
dance performance and then write a critique of that particular performance. In recent
years, however, became aware of how little this assignment was actually benefiting my
students. While I agree that this is a successful way to get a student into a concert and to
demand a certain level of engagement with what is occurring on stage, I have found that
most beginning students are not prepared to write this type of paper. Furthermore, the
completion of this assignment does little to benefit the development of their technical
training.
The truth is that the majority of our students has never read a dance critique and do
not possess the vocabulary necessary to discuss a performance, nor do they draw connections
between what a dancer may be doing on stage and their own training in the technique
being performed. To write a successful dance critique one must have the ability to
discuss the basic elements of dance—Space, Time, and Energy—and be capable analyzing
how the choreographer and performers manipulate these elements. We often receive
dance critiques from our students that focus primarily on discussion of costuming or
lighting or are nothing more than the student’s interpretation of the dance’s storyline.
Andy Fitz
“The Space Between.”
This is not to suggest that such discussions aren’t sometimes useful, but when a student
does not have enough experience in analyzing movement, their written critique often
fails to actually address the nature of the dance composition. The end result is that students
begrudgingly write uninformed dance critiques and teachers suffer through reading
and grading them. The focus on technical training that has led to this failure to prepare
students to write about dance but such critiques do little to support a student’s technical
training. Requiring students to write a dance critique is a valid class exercise, but we
need to rethink how and when such work is done to maximize its effectiveness for our
students.
A better placement for this assignment might be in the required coursework of a
dance composition class. In most cases this is a course where students are being asked to
explore the dance elements of Space, Time, and Energy and how they can use these elements
to develop their own artistic voices. Dance Composition often covers how the
inclusion of the technical elements of sound, lighting, and costuming can help or hinder
the shape of a piece, all of which is usually experienced though review and critique of
individual movement studies. Class time is spent exploring ways to speak about the art
form and debate the merits of a choreographer’s artistic choices. In each class a student
is being exposed to the idea of analyzing dance. It makes sense academically to spend
time early in the term developing skills that will help students evaluate dance with a critical
eye. While you may lose actual “dance time” in class, the short time that is spent on
reading current dance reviews, discussing how professional critics evaluate dance, and
developing the vocabulary needed to intelligently discuss the art form will better prepare
students to attend and then write their own reviews of dance concerts. We will also be
teaching them what to look for when critiquing their own work, the work of their peers,
and that of professional choreographers. Finally, we will be providing our students with
the tools they need to possess to articulate their thoughts about the field of dance while
they are developing a sense of their own artistic process. With critiques being covered in
Dance Composition, we can go back to discussing modern dance technique and reevaluate
what assignments we are giving to our students there.
Dance Technique and Composition Curricula
First, let us look at the goal of a Dance Technique course. Regardless of the form of
dance being covered, be it ballet, jazz, or modern, the goal of a Dance Technique class is
for students to develop a certain level of physical and intellectual proficiency as they
learn how to move their body safely and efficiently through space. By assigning our students
some thoughtful, creative class projects, we will promote a better understanding of
these basic principles of dance training.
Most dance professors I have spoken to agree that one of the biggest obstacles to
overcome in teaching technique to beginning college students is the lack of body awareness
common in this age group and level. When I speak about body awareness I am
referring to students’ physical proficiency (e.g., their ability to physically perform a pivot
turn correctly) and, more important in my opinion, their understanding of how the
human body functions (e.g., the parts of the spine and how they come into proper alignment).
We live in a society where most people are detached from their own bodies and only
paying attention to them when they hurt. Just walk into any Walgreens store and you’ll
see how much shelf space is given over to painkillers versus preventative treatments. I
have started to give to my beginning students the following creative projects with the
goal of educating them about how the human body works and building their sense of
body awareness:
First, each student creates a life-sized body picture by having a friend trace him or her
out on a large piece of paper. The students are then asked to take this paper and, using
whatever kind of materials they like, “draw” their skeletal structure. Once this first part of
the assignment is complete, each student writes a reflective paper titled “Body
Structure/Body Choices.” This paper gives them a chance to understand the structure that
they have to work with in class and build an understanding of any true physical limitations
they may face (e.g., someone may have been born with a fused vertebra). Perhaps
more important, the student must analyze choices he or she makes every day, such as
how he or she sits at a computer or stands in class, and how students can make changes
in their body by correcting bad habits. This assignment has proven to be the proverbial
“light bulb going on” for many of my beginning dance students. Another creative and
equally effective assignment I have given technique students—a paper on body language—
requires them to extend their body awareness into their everyday environment.
The assignment requires that students spend about a half hour in a public space and
observe how people use their bodies in relation to the objects and the people around
them. This is one way for a student to step out of class and see how movement is a fundamental
form of communication. Through both these assignments students are building
skills in body awareness. They are learning human anatomy, developing a connection to
their own personal structure, and investigating how they can begin to use dance as a tool
to re-educate their body by applying this knowledge to correct body use. All of this will
lead to a heightened sense of physical awareness that is fundamental in being able to
develop a student’s technical skills in dance. Although writing will remain an essential
activity in dance training, I have begun to think “outside the box” and develop new, nonwritten
assignments that help to broaden the educational experience of my dance students.
As the use of technology becomes every more widespread in our everyday lives,
Andy Fitz
Andy Fitz
“Still/Going”
dance instructors need to find ways to incorporate it into curricula. Video technology has
become a strong element in several of my dance courses. In Dance Technique, video
work was initially successfully integrated into the course through an assignment designed
by my colleague, Kathleen Ridlon, which requires students to complete a series of recorded
self-studies. Due to her success with the assignment, we are now using it in all of our
intermediate-level technique classes.
For this assignment, the students are asked to videotape themselves throughout the
term to demonstrate their level of physical proficiency on class combinations. To get the
students excited about this project we allow them to perform the combinations to their
own music selections and to present them at different tempos. I do have the benefit of
teaching in a small college where my largest class is around 20 students, and I have chosen
to use this project in only my intermediate classes. On the other hand, my students
have access to only two departmental cameras 2 days a week. This limited access has
proven to be just enough that in a 10-week term I can require the students to find the
time to videotape themselves on three different occasions. The outcome of this project is
that my students have a greater understanding of their skills and are better prepared to
focus on their weaknesses. This project has also pushed them to develop their performance
skills, and overall, my students are learning and retaining information more quickly
in class and are more focused.
One can also use video in Dance Composition classes. As discussed earlier, Dance
Composition requires that students complete a series of focused movement studies. This
year I am assigning my Dance Composition students a dance-for-video project. There has
been an explosion of work in this area in contemporary dance. My goal in creating this
assignment is to train my students in video technology and teach them about how dance
translates differently in a different medium. Today’s college students are already exploring
the world of video technology, and I believe that it is my role as an educator to help
my students learn how to use the tools of today wisely. Although I do have the benefit of
understanding video editing software, I do not believe that this is a prerequisite for the
integration of video-related class assignments. With some advanced planning, an instructor
without video skills can often find the necessary support for integration in their institution’s
computer center or Audio/Visual Department.
Dance History Curriculum
Dance History courses are valuable because they provide a vehicle for the discussion
of the development of dance as an art form and the relationship between dance and the
development of all world cultures. Dance History provides a context that a dance professor
can use to discuss the ideas of politics, cultural identity, and technological progress,
among other topics. A Dance History course is one of the most obvious ways our dance
programs can draw connections to the broader university curriculum and, through this
connection, build a greater understanding of the value of dance to higher education and
cultural development.
It is with this in mind that the first assignment that I now give my dance history students
is a research paper titled “Leaving a Mark on History: Exploring Dance as an
Expressive Tool Throughout History.” For this project each student is asked to focus on a
topic of personal interest. It may be exploring this idea of dance as a tool of propaganda,
the civil rights movement, the Berlin Wall, or even AIDS in Africa. Each student then
researches how different dance artists have used dance as a tool to discuss the issue they
have chosen to investigate. By assigning this project to my students, I have discovered
that, through their research, students are able to see the power of dance and how it can
have lasting effects on a community long after a public performance.
In my opinion, many history classes across the college curriculum fail because the
course assignments are too focused on the idea of regurgitating information. Students
spend a lot of time taking notes in class only because they worry that “they may need to
know it for the final.” Some professors even delight in the idea of tricking a student with
an exam question that focuses on a minute detail from an early lecture. When the course
is over, however, how much did a student really learn about the subject?
I prefer to structure my dance history course in such a way that it provokes insightful
input from my students. One way I do this is by assigning students a presentation that
requires them to pick one dance artist that has been discussed throughout the term and
develop a performance piece that presents the life and work of that artist. The students
must find a way to inform the audience of the advances made in the history of dance
through their artist’s work; how the students achieve that goal is up to them and their
own creativity. I allow students to collaborate on this assignment, which has lead to the
some of the most exciting presentations. In class I have seen Merce Cunningham and
John Cage reunite for one last creative adventure together. Doris Humphrey and Charles
Weidman have come together for a final duet, and the founding members of the Judson
Church Theater group have rejoined to present one last happening on the steps of my
college’s Old Main building. What this assignment does for my students is to breathe life
into an exciting topic and help them to understand that dance is a continually evolving
art form—that they, as the next generation of dance artists, can learn from the past and,
through their art, find ways to connect to the world around them. They see how, through
all of their coursework in the program, dance is much more than perfecting the movement.
Dance can be and is a part of a fully integrated curriculum that can prepare them
to speak, perform, appreciate, and create dance with the next generation of artists.
If we as dance professors take the time to responsibly develop coursework that reinforces
the mission of any one of our given dance classes, we will help our students develop
a broader and a deeper understanding of the field of dance. They will understand the
history of the art form and how world history has played a role in its development. They
will be well versed in creating dance compositions, and they will be able to explain the
elements of their compositions. They will be confident individuals in their own bodies
because they will understand what role their everyday choices play in how they present
themselves physically to other people. Through the connections that they have made
between what they are learning in dance and its relationship to their world as a whole,
we will have provided them with life skills that enable them to become well-rounded,
intellectually minded, and verbally articulate professionals in dance, or in any field they
choose to pursue.
Incorporating Dance into a Fitness Unit
There are a few ways I would incorporate fitness in dance lessons.
(1) First every lesson would start off with a warm-up. I would have the students get in their dance space and then travel using various locomotor movements. This would warm up the body and get them ready for a workout.
(2) I would create a lesson that would devote most of its time to traveling skills and frequent repetition. The frequent repetitions of sequences would increase heart rate. This would also be a hidden way to increase cardio-respiratory endurance.
(3) I would also emphasize fitness through the various balances, stretches, shapes, and non-locomotor movements. These all promote the muscle strength, muscle endurance, and flexibility aspects of fitness.
The Role of Dance in the National Standards for Physical Education
NSPE:
Standard 1: Demonstration of competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstration of understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
MA Frameworks:
2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance In pairs, students practice throwing and catching different objects, then hitting a target. Observe partner and use movement concepts to provide feedback
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as individuals and in teams
2.3 Perform rhythm routines, including dancing, to demonstrate fundamental movement skills
2.8 Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others
2.10 Perform a rhythm routine that combines traveling, rolling, balancing, and weight transfer into smooth flowing sequences with intentional changes in direction, speed, and flow Students create gymnastics or dance routines using objects (such as balls and flags)
2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension
The role of dance in NSPE (as well as in state frameworks) is that of a culmination of several requirements. A competency in movement patterns and concepts asks students to be capable to perform and understand performances in a series of motions. By completing a set of moves or actions to some type of rhythmic pattern, a dance is performed and though students (particularly at young ages) will not realize that they are meeting the goals set to be met nationwide, they will be on track to learn and develop throughout the physical education program.
More significantly, Standard 6 values self-expression through physical activity. Dance has been an expression of self and culture since early civilizations were formed. Teaching dance in physical education courses allows for opening the minds of students to experience other traditions as well as offers a means to for students to express themselves through physical activity. Teaching dance in schools helps to promote a positive physical health, the burning of energy can relieve stress and improve mental health, and can even improve cardiovascular health by means of an aerobic workout.
Jim Hatch Jay Arnold Jon Clough Brian Seibert
Justification:
Dear Parents/Guardians,
Over the next couple of weeks myself and the students will begin a unit focused on dance. This will be a great way to introduce our students to the many benefits dance has to offer. Dance is a great way for students and people of all ages to get and stay in shape. Dance is not only fun but has many positive health benefits. Some of these benefits include strengthening the cardiovascular system, increasing flexibility, and increasing muscular strength and endurance, all while giving one a sense of well-being.
Dance in its many forms is a good way to achieve a cardiovascular workout. Dance requires constant movement which leads to an elevated heart rate. Keeping the heart rate elevated for a significant amount of time is responsible for strengthening the heart and lowering blood pressure. This will not only keep the heart strong, but allow it to work more efficiently. This will lesson ones chance for heart disease, heart-attacks, and or strokes. Keeping the heart rate elevated through dance is also a great way to burn calories. This is a great way to keep students body weight at ideal levels and keeping Body Mass Index (BMI) in check. Students with ideal BMI are less likely to be obese, develop type 2 diabetes, coronary artery disease, have hypertension and experience heart failure.
Dance is also a good way to increase flexibility. Dance involves many body parts and muscle groups which rotate through various degrees and range of motion. Most forms of dance also require dancers to perform moves that require bending and stretching, so through the activity of dance alone, students will naturally become more flexible.
Dance also increases muscular strength and endurance. Dance builds strength by forcing the muscles to resist against a dancer’s own body weight. Some styles of dance even require jumping and leaping into the air which demands the legs to work very hard. This jumping, leaping, and constant movement while being on the feet will lead to increased leg strength. Since dance requires the students to be on their feet for long periods of time, this will increase muscular endurance. This increase in muscular endurance will allow students to be on their feet longer without tiring as easily.
Dance can also be a good social network for students. Having good social relationships and friends leads to high self-esteem levels, which can be essential for young students development. Dance and other physical activities also reduce stress and tension which leads to a better over all sense of well-being.
Dance is a great way for students to express themselves and their culture. Since dance is found in virtually every culture we hope that by administering a unit on dance we reach a diverse population of our students and allow them to feel proud of who they are and have an interest in participating. This shows that dance is a great way to reach a diverse population.
After completion of our unit on dance, students will demonstrate competency in motor skills and movement patterns. This will allow students to perform a variety of physical activities and dance. Students will also demonstrate understanding of movement concepts, principles, and strategies. This will allow students to learn dances and be able to perform them consistently. We also hope by introducing students to this up and coming unit on dance we will gear our students towards a lifetime of physical activity. Last but not least, we hope this unit on dance will make students value physical activity for health, enjoyment, challenge, self-expression, and social interaction.
Annotations
Annotated Bibliography
Martial arts and yoga help spark PE renaissance in schools (2009). Retrieved April 23, 2009, from Academic Search Premier (14637073).
“Martial Arts and Yoga Help Spark PE Renaissance in Schools” is a very brief article discussing what the future of physical education could be. Traditionally, PE classes have revolved around team invasion games that are said to build character and shape the individual. However, this article suggests that there is more to character building than playing on a team, and that is the incorporation of nontraditional activities in course curriculum. Mountain biking, martial arts, dance, and yoga are just a few of the suggested activities, but a whole world of leisure activities can be explored that are more willing to be used later in life than team sports.
Roy, S. (2009). Playing To The Gallery. Retrieved April 23, 2009, from EBSCO (13647431).
The author of this article uses details from the life of Siobhan Davies to preach the collaboration of art and dance. Davies was a contemporary art student who specialized in creative dance and would go on to become a successful British choreographer. The article reads as a story as Roy describes the dancers and many wonderful locations of which Davies has been associated.
Smith, J. (2007). Drawing Connections: Developing an Integrated Dance Curriculum. Retrieved April 23, 2009, from Academic Search Premier (15411796).
This lengthy article tells of Smith’s take on creating a curriculum for teaching dance both in and out of physical education. The article ranges from discussing approaches to assessment to how to operate the class. Rather than grade on dance ability and participation, Smith suggests allowing research projects to create a better understanding of dance and its impact.
Wozny, N. (n.d.). Nichol's Creative Arts Curriculum. Retrieved April 23, 2009, from Academic
Search Premier (00116009).
The Nichol’s School is offering an eight week dance course that teaches the basics of dance movements and history. Dance is not a traditional course offered to high school students, but those that enjoy the content are then able to enroll in other dance electives. The initial course is all part of the plan for this particular school’s, “Introduction to the Arts”.
Roy, S. (2009). Playing To The Gallery. Retrieved April 23, 2009, from EBSCO (13647431).
Playing To The Gallery
In 1967, a young art student called Siobhan Davies went along to some classes in contemporary dance. At the time, modern dance had just begun to take root in the country, seeded largely by American influences – both established choreographers such as Martha Graham and newer experimental trends such as the interdisciplinary Judson Dance Theatre. In Britain, with no established modern dance scene to speak of, this meant that the “mainstream” and “fringe” started out together, and often comprised the same people.
So it was with Davies, who still remembers the creative buzz of the time. She quickly became an acclaimed dancer and choreographer, working in both the growing mainstream and the smaller-scale independent sector. She founded her own company in 1988 and continues to be a pre-eminent choreographer in British contemporary dance, a scene that is far bigger, more plural and more professionalised than it was four decades ago.
Recently, she seems to have been undergoing one of her periodic phases of self-questioning. Since 2002 she has moved her work off the regular theatre circuit, and last year she hosted a series of talks by visual artists, looking at the crossovers between dance and visual art. Those talks left me baffled – do all visual artists speak as if they were in a postgraduate seminar? – but I did get the sense that Davies was hankering for
some of that creative spark of her early years, and to match it to her accumulated experience.
Thankfully, talk was followed by action. This year’s project, “The Collection”, hosted jointly at the Siobhan Davies Studios and the Victoria Miro Gallery, is an exhibition themed on the connections (sometimes tenuous) between dance and visual arts. At Davies’s studios, Conrad Shawcross’s line drawings – a kind of arrested motion, like traces left by sound waves – are a preliminary to his Slow Arc Inside a Cube III, a moving bulb inside a wire cage that casts a shifting mesh of light across the room. It is momentarily striking, but ultimately less engaging than the marvelous building itself (by the architect Sarah Wigglesworth).
It might have worked better in the context of the larger part of “The Collection”, at the Victoria Miro Gallery (another fine building). The most sensual pieces here are both by Yayoi Kusama. In the surreally enchanting Narcissus Garden, a mass of metallic spheres floats on the canal, tinkling as they herd or drift according to currents of water or wind. Gleaming Lights of the Souls is a Tardis-like cubicle inside which coloured light bulbs are reflected to infinity by mirrors and water, so that you feel suspended in some inner cosmos.
Upstairs, the dancer Sarah Warsop features in Lying in Wait, a video collaboration with Idris Khan. On a triptych of screens, Warsop appears as a stern, monochrome figure in a library,her image flickering like riffled
pages. Downstairs, Alex Hartley’s Come Into My Sleep splices sequences from classic films, showing the body in vertiginous or claustrophobic extremes: men (mostly) scaling the sides of buildings, crawling through tunnels, diving down shafts. It is wildly gripping, like an endless series of cliffhangers. Sarah Sze’s Notes on Circumstance – an artful little composition of clutter, like a messy desk that’s been rearranged by elves while you were out – is engrossing in a way that Roman Signer’s banal Table With Ventilator (the title says it all) really is not.
The centrepiece, for dancegoers and gallery spectators alike, is Davies’s Minutes, which juxtaposes three living “exhibits” in the upper gallery over an hourly cycle, with Davies herself seated like a gallery attendant, counting off the minutes. Deborah Saxon and Henry Montes form one unit, a couple involved in little games of lead and follow, mirror and interrupt, lean and tug. Catherine Bennett and Matteo Fargion are another unit, singing a series of word scrabbles – phrases such as “She’s dancing”, “Is this working?” and “Oh no, fuck, no” chopped into units and recombined into fiendish rhythms, to which the couple also move. Finally there is
Matthias Sperling, an unsettled, solitary figure accompanied only by his metronome, who breathes and sighs, hands occasionally flicking or fingers snapping as if batting away flies. I saw these as three choreographic registers – one communicative/behavioural, one formal/compositional, one interior or reflexive. It’s much
more theatrical than most visual art, but also more object-like than most choreography. It certainly takes Davies away from the main currents of British contemporary dance into fresh territory; time will tell whether this new step will open a new path for her – but if she wanted to shift the ground beneath her feet, this does it.
Martial arts and yoga help spark PE renaissance in schools (2009). Retrieved April 23, 2009, from Academic Search Premier (14637073).
Martial arts and yoga help spark PE renaissance in schools
Pupils are discovering a new enthusiasm for physical education, thanks to a range of exciting activities such as mountain biking, dance, martial arts, and yoga, according to a report from Ofsted. Inspectors witnessed pupils taking part in a wider range of activities than previously associated with the subject, and found that creative approaches to PE not only encouraged pupils not keen on traditional team activities, but also reduced disaffection and improved engagement. Pupils’ achievement was good or outstanding in two thirds of the primary schools and over three quarters of the secondary schools visited.
Wozny, N. (n.d.). Nichol's Creative Arts Curriculum. Retrieved April 23, 2009, from Academic Search Premier (00116009).
NICHOLS' CREATIVE ARTS CURRICULUM
Entry into dance at the Nichols School is with "Introduction to the Arts." The eight-week class required of all Upper School students covers beginning dance technique and basic concepts, such as weight, line, flow, and time.
Those who are interested can continue taking dance electives all the way through their senior year. As freshmen, they go beyond plies to short compositional studies. "I want them to experience their body as an aesthetic tool and to expose them to basic compositional principles that are shared," says dance department head, Elaine Gardner.
Sophomores are exposed to the works and techniques of Doris Humphrey, Martha Graham, and Merce Cunningham in "Classic Modern Dance." "This class supports how modern dance is truly an American form based on the voice of the individual," says Gardner. During the second semester, Gardner leaves the west and introduces the students to world dance, where they learn yoga, a Chinese ribbon dance, and mudras from Indian classical dance. "My agenda here, besides broadening the awareness of non-Eurocentric work, is to show how spirit has been linked to the body in Africa, India, and Asia," she says.
As juniors and seniors, the students begin to flow between various artistic disciplines in "Study and Practice of Creativity." They experiment with writing and the visual arts and take advantage of Buffalo's cultural institutions, such as the Albright-Knox Art Gallery, the Burchfield-Penney Art Center, and Frank Lloyd Wright's Darwin D. Martin House. Gardner also introduces Howard Gardner's theory of multiple intelligences. They view DVDs of work by Angelin Preljocaj, Maguy Marin, Mats Ek, Jifií Kylián, and Anne Teresa De Keersmaeker as compelling examples of strong European voices. "I set the stage for them to appreciate more experimental work," Gardner says. "This class is all about opening the door to more possibilities."
~~~~~~~~
By Nancy Wozny
Smith, J. (2007). Drawing Connections: Developing an Integrated Dance Curriculum. Retrieved April 23, 2009, from Academic Search Premier (15411796).
Drawing Connections:
Developing an Integrated
Dance Curriculum
ABSTRACT
The author argues
for a more holistic
approach to the
integration of
academic subjects in
college-level dance
curricula.
Preparing Students to Critique
An important first step in developing a holistic approach to teaching dance is to identify
the most important elements in the specific subareas of dance study—most commonly
divided into Dance Technique, Dance Theory, and Dance Practice. For this article I have
chosen to address at least one course in each of these areas to illustrate how I have
accomplished this task at Knox College, a small liberal arts college located in Galesburg,
Illinois. I have included curricular examples that will also help to explicate my overarching
philosophy of pedagogy.
When examining the curricular structure of any dance department it is useful to begin
with an analysis of the work covered in technique classes, as they are often the backbone
of a dance program. Like many other dance professors, when I first started teaching I
assigned my beginning modern dance students a paper that required them to attend a
dance performance and then write a critique of that particular performance. In recent
years, however, became aware of how little this assignment was actually benefiting my
students. While I agree that this is a successful way to get a student into a concert and to
demand a certain level of engagement with what is occurring on stage, I have found that
most beginning students are not prepared to write this type of paper. Furthermore, the
completion of this assignment does little to benefit the development of their technical
training.
The truth is that the majority of our students has never read a dance critique and do
not possess the vocabulary necessary to discuss a performance, nor do they draw connections
between what a dancer may be doing on stage and their own training in the technique
being performed. To write a successful dance critique one must have the ability to
discuss the basic elements of dance—Space, Time, and Energy—and be capable analyzing
how the choreographer and performers manipulate these elements. We often receive
dance critiques from our students that focus primarily on discussion of costuming or
lighting or are nothing more than the student’s interpretation of the dance’s storyline.
Andy Fitz
“The Space Between.”
This is not to suggest that such discussions aren’t sometimes useful, but when a student
does not have enough experience in analyzing movement, their written critique often
fails to actually address the nature of the dance composition. The end result is that students
begrudgingly write uninformed dance critiques and teachers suffer through reading
and grading them. The focus on technical training that has led to this failure to prepare
students to write about dance but such critiques do little to support a student’s technical
training. Requiring students to write a dance critique is a valid class exercise, but we
need to rethink how and when such work is done to maximize its effectiveness for our
students.
A better placement for this assignment might be in the required coursework of a
dance composition class. In most cases this is a course where students are being asked to
explore the dance elements of Space, Time, and Energy and how they can use these elements
to develop their own artistic voices. Dance Composition often covers how the
inclusion of the technical elements of sound, lighting, and costuming can help or hinder
the shape of a piece, all of which is usually experienced though review and critique of
individual movement studies. Class time is spent exploring ways to speak about the art
form and debate the merits of a choreographer’s artistic choices. In each class a student
is being exposed to the idea of analyzing dance. It makes sense academically to spend
time early in the term developing skills that will help students evaluate dance with a critical
eye. While you may lose actual “dance time” in class, the short time that is spent on
reading current dance reviews, discussing how professional critics evaluate dance, and
developing the vocabulary needed to intelligently discuss the art form will better prepare
students to attend and then write their own reviews of dance concerts. We will also be
teaching them what to look for when critiquing their own work, the work of their peers,
and that of professional choreographers. Finally, we will be providing our students with
the tools they need to possess to articulate their thoughts about the field of dance while
they are developing a sense of their own artistic process. With critiques being covered in
Dance Composition, we can go back to discussing modern dance technique and reevaluate
what assignments we are giving to our students there.
Dance Technique and Composition Curricula
First, let us look at the goal of a Dance Technique course. Regardless of the form of
dance being covered, be it ballet, jazz, or modern, the goal of a Dance Technique class is
for students to develop a certain level of physical and intellectual proficiency as they
learn how to move their body safely and efficiently through space. By assigning our students
some thoughtful, creative class projects, we will promote a better understanding of
these basic principles of dance training.
Most dance professors I have spoken to agree that one of the biggest obstacles to
overcome in teaching technique to beginning college students is the lack of body awareness
common in this age group and level. When I speak about body awareness I am
referring to students’ physical proficiency (e.g., their ability to physically perform a pivot
turn correctly) and, more important in my opinion, their understanding of how the
human body functions (e.g., the parts of the spine and how they come into proper alignment).
We live in a society where most people are detached from their own bodies and only
paying attention to them when they hurt. Just walk into any Walgreens store and you’ll
see how much shelf space is given over to painkillers versus preventative treatments. I
have started to give to my beginning students the following creative projects with the
goal of educating them about how the human body works and building their sense of
body awareness:
First, each student creates a life-sized body picture by having a friend trace him or her
out on a large piece of paper. The students are then asked to take this paper and, using
whatever kind of materials they like, “draw” their skeletal structure. Once this first part of
the assignment is complete, each student writes a reflective paper titled “Body
Structure/Body Choices.” This paper gives them a chance to understand the structure that
they have to work with in class and build an understanding of any true physical limitations
they may face (e.g., someone may have been born with a fused vertebra). Perhaps
more important, the student must analyze choices he or she makes every day, such as
how he or she sits at a computer or stands in class, and how students can make changes
in their body by correcting bad habits. This assignment has proven to be the proverbial
“light bulb going on” for many of my beginning dance students. Another creative and
equally effective assignment I have given technique students—a paper on body language—
requires them to extend their body awareness into their everyday environment.
The assignment requires that students spend about a half hour in a public space and
observe how people use their bodies in relation to the objects and the people around
them. This is one way for a student to step out of class and see how movement is a fundamental
form of communication. Through both these assignments students are building
skills in body awareness. They are learning human anatomy, developing a connection to
their own personal structure, and investigating how they can begin to use dance as a tool
to re-educate their body by applying this knowledge to correct body use. All of this will
lead to a heightened sense of physical awareness that is fundamental in being able to
develop a student’s technical skills in dance. Although writing will remain an essential
activity in dance training, I have begun to think “outside the box” and develop new, nonwritten
assignments that help to broaden the educational experience of my dance students.
As the use of technology becomes every more widespread in our everyday lives,
Andy Fitz
Andy Fitz
“Still/Going”
dance instructors need to find ways to incorporate it into curricula. Video technology has
become a strong element in several of my dance courses. In Dance Technique, video
work was initially successfully integrated into the course through an assignment designed
by my colleague, Kathleen Ridlon, which requires students to complete a series of recorded
self-studies. Due to her success with the assignment, we are now using it in all of our
intermediate-level technique classes.
For this assignment, the students are asked to videotape themselves throughout the
term to demonstrate their level of physical proficiency on class combinations. To get the
students excited about this project we allow them to perform the combinations to their
own music selections and to present them at different tempos. I do have the benefit of
teaching in a small college where my largest class is around 20 students, and I have chosen
to use this project in only my intermediate classes. On the other hand, my students
have access to only two departmental cameras 2 days a week. This limited access has
proven to be just enough that in a 10-week term I can require the students to find the
time to videotape themselves on three different occasions. The outcome of this project is
that my students have a greater understanding of their skills and are better prepared to
focus on their weaknesses. This project has also pushed them to develop their performance
skills, and overall, my students are learning and retaining information more quickly
in class and are more focused.
One can also use video in Dance Composition classes. As discussed earlier, Dance
Composition requires that students complete a series of focused movement studies. This
year I am assigning my Dance Composition students a dance-for-video project. There has
been an explosion of work in this area in contemporary dance. My goal in creating this
assignment is to train my students in video technology and teach them about how dance
translates differently in a different medium. Today’s college students are already exploring
the world of video technology, and I believe that it is my role as an educator to help
my students learn how to use the tools of today wisely. Although I do have the benefit of
understanding video editing software, I do not believe that this is a prerequisite for the
integration of video-related class assignments. With some advanced planning, an instructor
without video skills can often find the necessary support for integration in their institution’s
computer center or Audio/Visual Department.
Dance History Curriculum
Dance History courses are valuable because they provide a vehicle for the discussion
of the development of dance as an art form and the relationship between dance and the
development of all world cultures. Dance History provides a context that a dance professor
can use to discuss the ideas of politics, cultural identity, and technological progress,
among other topics. A Dance History course is one of the most obvious ways our dance
programs can draw connections to the broader university curriculum and, through this
connection, build a greater understanding of the value of dance to higher education and
cultural development.
It is with this in mind that the first assignment that I now give my dance history students
is a research paper titled “Leaving a Mark on History: Exploring Dance as an
Expressive Tool Throughout History.” For this project each student is asked to focus on a
topic of personal interest. It may be exploring this idea of dance as a tool of propaganda,
the civil rights movement, the Berlin Wall, or even AIDS in Africa. Each student then
researches how different dance artists have used dance as a tool to discuss the issue they
have chosen to investigate. By assigning this project to my students, I have discovered
that, through their research, students are able to see the power of dance and how it can
have lasting effects on a community long after a public performance.
In my opinion, many history classes across the college curriculum fail because the
course assignments are too focused on the idea of regurgitating information. Students
spend a lot of time taking notes in class only because they worry that “they may need to
know it for the final.” Some professors even delight in the idea of tricking a student with
an exam question that focuses on a minute detail from an early lecture. When the course
is over, however, how much did a student really learn about the subject?
I prefer to structure my dance history course in such a way that it provokes insightful
input from my students. One way I do this is by assigning students a presentation that
requires them to pick one dance artist that has been discussed throughout the term and
develop a performance piece that presents the life and work of that artist. The students
must find a way to inform the audience of the advances made in the history of dance
through their artist’s work; how the students achieve that goal is up to them and their
own creativity. I allow students to collaborate on this assignment, which has lead to the
some of the most exciting presentations. In class I have seen Merce Cunningham and
John Cage reunite for one last creative adventure together. Doris Humphrey and Charles
Weidman have come together for a final duet, and the founding members of the Judson
Church Theater group have rejoined to present one last happening on the steps of my
college’s Old Main building. What this assignment does for my students is to breathe life
into an exciting topic and help them to understand that dance is a continually evolving
art form—that they, as the next generation of dance artists, can learn from the past and,
through their art, find ways to connect to the world around them. They see how, through
all of their coursework in the program, dance is much more than perfecting the movement.
Dance can be and is a part of a fully integrated curriculum that can prepare them
to speak, perform, appreciate, and create dance with the next generation of artists.
If we as dance professors take the time to responsibly develop coursework that reinforces
the mission of any one of our given dance classes, we will help our students develop
a broader and a deeper understanding of the field of dance. They will understand the
history of the art form and how world history has played a role in its development. They
will be well versed in creating dance compositions, and they will be able to explain the
elements of their compositions. They will be confident individuals in their own bodies
because they will understand what role their everyday choices play in how they present
themselves physically to other people. Through the connections that they have made
between what they are learning in dance and its relationship to their world as a whole,
we will have provided them with life skills that enable them to become well-rounded,
intellectually minded, and verbally articulate professionals in dance, or in any field they
choose to pursue.
Incorporating Dance into a Fitness Unit
There are a few ways I would incorporate fitness in dance lessons.
(1) First every lesson would start off with a warm-up. I would have the students get in their dance space and then travel using various locomotor movements. This would warm up the body and get them ready for a workout.
(2) I would create a lesson that would devote most of its time to traveling skills and frequent repetition. The frequent repetitions of sequences would increase heart rate. This would also be a hidden way to increase cardio-respiratory endurance.
(3) I would also emphasize fitness through the various balances, stretches, shapes, and non-locomotor movements. These all promote the muscle strength, muscle endurance, and flexibility aspects of fitness.
The Role of Dance in the National Standards for Physical Education
NSPE:
Standard 1: Demonstration of competency in motor skills and movement patterns needed to perform a variety of physical activities.
Standard 2: Demonstration of understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
MA Frameworks:
2.1 Apply movement concepts including direction, balance, level (high, low), pathway (straight, curve, zigzag), range (expansive, narrow), and force absorption (rigid, with bent knees) to extend versatility and improve physical performance In pairs, students practice throwing and catching different objects, then hitting a target. Observe partner and use movement concepts to provide feedback
2.2 Use a variety of manipulative (throwing, catching, striking), locomotor (walking, running, skipping, hopping, galloping, sliding, jumping, leaping), and non-locomotor (twisting, balancing, extending) skills as individuals and in teams
2.3 Perform rhythm routines, including dancing, to demonstrate fundamental movement skills
2.8 Use combinations of manipulative, locomotor, and non-locomotor skills to develop movement sequences and patterns, both individually and with others
2.10 Perform a rhythm routine that combines traveling, rolling, balancing, and weight transfer into smooth flowing sequences with intentional changes in direction, speed, and flow Students create gymnastics or dance routines using objects (such as balls and flags)
2.12 Participate in activities that promote physical fitness, decrease sedentary lifestyle, and relieve mental and emotional tension
The role of dance in NSPE (as well as in state frameworks) is that of a culmination of several requirements. A competency in movement patterns and concepts asks students to be capable to perform and understand performances in a series of motions. By completing a set of moves or actions to some type of rhythmic pattern, a dance is performed and though students (particularly at young ages) will not realize that they are meeting the goals set to be met nationwide, they will be on track to learn and develop throughout the physical education program.
More significantly, Standard 6 values self-expression through physical activity. Dance has been an expression of self and culture since early civilizations were formed. Teaching dance in physical education courses allows for opening the minds of students to experience other traditions as well as offers a means to for students to express themselves through physical activity. Teaching dance in schools helps to promote a positive physical health, the burning of energy can relieve stress and improve mental health, and can even improve cardiovascular health by means of an aerobic workout.
Hall of Shame Article Outlines
Hall of Shame Articles Outline
Hall of Shame 1
-Focuses on inappropriate practices and misguided activities
Games
Dodgeball
-Intends to inflict pain and embarrass
-Half the class plays while the other half hides
Duck, Duck, Goose
-Players are hit in the head before chasing someone with a head start
-2 players are active, everyone else sits
-Most never get picked (friends pick friends) and embarrass lesser skilled
Giants, Elves, Wizards
-Capture all until the team is eliminated.
-Most of the time is spent explaining the complicated rules, 2% actual playing time
Kickball
-Most won’t catch or throw the ball
-Batter is put on display while injuries can result from the thrown ball
Musical Chairs
-An elimination game where lesser skilled/attentive players are out first
Relay Races
-Too long to set up and explain with a short activity time
-Players are put on display
Steal the Bacon
-2 players at a time, battling gladiator style
H.O.S. Qualifications
-Absence of objectives
-Potential to embarrass
-Elimination is the intent
-Overemphasis on “fun” and not development
-Lack of Teaching
-Little Participation
-Large Groups
-Elevated risk of injury
Hall of Shame 2
-The 8 H.O.S. qualifications are restated
Games
Line Soccer
-1:1 soccer with little participation time
Messy Backyard
-2 large groups throwing objects back and forth
-Game of chaos for younger ages
-Too much time spent counting the mess for points
-Hazardous objects flying, injuries
Red Rover
-Break through the weakest point in the chain (small players)
-Little physical activity with many injuries
Simon Says
-Elimination game with the intent to deceive and punish students
SPUD
-Dodgeball-type game, played like H-O-R-S-E elimination style
Tag
-Tends to be elimination-based, lesser skilled out first
-Self-defeating
Hall of Shame 3
-Critical Thinking is essential to students AND teachers
Students on Display
-1 student is active while others watch
-Can be solved by using work stations, maximizing participation
One Line, One Ball, One Chance
-Students put on display and has too much down time
-Can be solved by maximizing equipment use
Roll Out the Ball
-No rules, no curriculum, no teaching
-Can be solved by planning ahead
Inappropriately Sized Equipment
-Regulation size is not always the best
-Games and equipment can be modified
Exercise as Punishment
-Teaches kids to associate exercise with negative behavior
Student Captains
-Friends will choose friends, lesser skilled will be picked last
P.E. Class as Sports Camps
-Focus on activities to be done throughout life, not just in gym class
Hall of Shame 1
-Focuses on inappropriate practices and misguided activities
Games
Dodgeball
-Intends to inflict pain and embarrass
-Half the class plays while the other half hides
Duck, Duck, Goose
-Players are hit in the head before chasing someone with a head start
-2 players are active, everyone else sits
-Most never get picked (friends pick friends) and embarrass lesser skilled
Giants, Elves, Wizards
-Capture all until the team is eliminated.
-Most of the time is spent explaining the complicated rules, 2% actual playing time
Kickball
-Most won’t catch or throw the ball
-Batter is put on display while injuries can result from the thrown ball
Musical Chairs
-An elimination game where lesser skilled/attentive players are out first
Relay Races
-Too long to set up and explain with a short activity time
-Players are put on display
Steal the Bacon
-2 players at a time, battling gladiator style
H.O.S. Qualifications
-Absence of objectives
-Potential to embarrass
-Elimination is the intent
-Overemphasis on “fun” and not development
-Lack of Teaching
-Little Participation
-Large Groups
-Elevated risk of injury
Hall of Shame 2
-The 8 H.O.S. qualifications are restated
Games
Line Soccer
-1:1 soccer with little participation time
Messy Backyard
-2 large groups throwing objects back and forth
-Game of chaos for younger ages
-Too much time spent counting the mess for points
-Hazardous objects flying, injuries
Red Rover
-Break through the weakest point in the chain (small players)
-Little physical activity with many injuries
Simon Says
-Elimination game with the intent to deceive and punish students
SPUD
-Dodgeball-type game, played like H-O-R-S-E elimination style
Tag
-Tends to be elimination-based, lesser skilled out first
-Self-defeating
Hall of Shame 3
-Critical Thinking is essential to students AND teachers
Students on Display
-1 student is active while others watch
-Can be solved by using work stations, maximizing participation
One Line, One Ball, One Chance
-Students put on display and has too much down time
-Can be solved by maximizing equipment use
Roll Out the Ball
-No rules, no curriculum, no teaching
-Can be solved by planning ahead
Inappropriately Sized Equipment
-Regulation size is not always the best
-Games and equipment can be modified
Exercise as Punishment
-Teaches kids to associate exercise with negative behavior
Student Captains
-Friends will choose friends, lesser skilled will be picked last
P.E. Class as Sports Camps
-Focus on activities to be done throughout life, not just in gym class
Team Teaching: Fitness Article Outlines
Wright, R. W. & Karp, Grace Goc (2006). The effect of four instructional formats on aerobic fitness of junior high school students. The Physical Educator, 63(3). p. 143.
Abstract
Providing a fun, engaging variety of activities will increase aerobic fitness in jr. highs
Introduction
Schools need to improve cardiorespiratory endurance, but how?
Adult habits and attitudes begin during juvenile years
Unfit/obese leads to hypers, orthopedic, psychological problems
Fitness levels decline with age (less time for play)
Studies show the increase in sedentary lifestyle with age
Fun is a main reason for continued involvement
Learning styles are important considerations for educators
Encourage activity in youth through enjoyment, efficacy, and support
Ego-oriented students will want to be the fastest or push themselves the furthest
Drawback: Novelty wears off, activities become old and dull
Gains in aerobic fitness take 10-12 weeks
Instructional format must appeal to ego/task driven and be fun, interesting, and engaging
Methodology
Participants- 144 suburban junior high students
Instrumentation- timed 2400 meter run
Procedure- begin with practice run, all have same warm-up
Control Group runs at own pace, 15 minutes
Teach to the Test Group runs own pace, no time limit
Choice Group is given lessons on aerobic fitness, present activities 15-20 minutes
Variable Activity Group is given training exercises
Data Collection- Pre/post test times recorded
Results- Varying activity group has greatest average increase
Discussion- Interesting activities yield better results, girls improve better than boys
Conclusion
Activities designed to be fun yet productive have greatest improvement on aerobic fitness
President's Council on Physical Fitness and Sports Research Digest, Sept. 2003. Youth Resistance Training.
Introduction
Youths should be encouraged to practice resistance training
The idea is not as controversial as once thought
Uses free weights, machines, elastics, balls, to enhance muscle size, function,
performance
Not competitive body building
Trainability of Youth
Once believed training induced strength gains pre-puberty were ineffective
Higher training volumes with longer periods will produce results
Mechanisms of Strength Gain
Neural adaptations take the place of androgens in muscle hypertrophy
Changes in muscle size may not be in relation to puberty
Benefits of Youth Resistance Training
Increase muscle strength/power / resistance to injury
Increase local muscular endurance/ bone mineral density / cardiorespiratory fitness
Improve blood lipid profile / body composition / motor performance skills
Enhance sports performance / mental health and well-being
Stimulate positive attitude toward lifetime physical activity
Health-related Benefits
Results are not well documented but under proper supervision, will be positive
Will not stunt the growth of the body
Proper exercise, nutrition, activity will have positive effect
Prevents obesity, Good for psychosocial health
Motor Skills and Sports Performance
Sports with strength & power components need strong, powerful players
Induce improvements in non-power aspects (velocity, contraction)
Injury Reduction
Injuries increase due to lacking preparation
Enhance musculoskeletal strength, joint balance, prevent injuries
Risks and Concerns
Improper lifting and techniques can damage growth plates
Should only be done with certified supervision
Youth Resistance Training Guidelines
Adapt program to individual developmental level
Qualified professional supervision only
Start gradually, slowly increase load
Adherence to sound training principles is critical
Proper technique taught and enforced
Emphasize intrinsic enjoyment
Incorporate variety into training program
Consider multiple goals
Listen to children and teach the to listen to their bodies
Stewart, A., Elliot, S., Boyce, B. A. & Block, M. E. (2005). Effective teaching practices during physical fitness testing. JOPERD, 76(1). p. 21
General Guidelines for Fitness Testing
Reward Improvement- Encourage achievement and progress/effort
Tests are based on genetic ability, not able to be achieved by all when expected
Link the Curriculum to Assessments- uses the class to improve scores through activities
encouraging cardio, muscle strength, endurance, flexibility, composition
Incorporate testing into overall curriculum
Be Flexible- No need to rush into testing and take away from an activity
Carefully assign students to groups to optimize space and time
Allow students opportunities to make choices (privacy, minor accommodations)
Empathy- Accommodate the unfit with common sense
Demonstrate, but don’t show off
Stay current on any test changes that would affect testing procedure
Tips for Administering Specific Tests
Mile Run- Play music, watch weather, consider the time of day, respect privacy, use
PACER for aerobic capacity
Curl-ups- Give many tries, administer to easily observe, partner according to ability and
social concern, provide fun testing environment, allow private testing
Pull-ups- Pay attention to testing environment, consider demographics and abilities, have
equipment that fits students’ needs, keep not testing students active, allow a warm up, allow for practice or retest
Alternative Test
Modified pull-up
Flex Arm-hang
Back-saver sit and reach
Make sure measuring device is out of student view
Keep consistency throughout the year
Keep everyone active
Masterson, C, & Walkuski, J. J. (2004). Critical elements and cues. Strategies, [Novemeber/December]. p. 35.
NASPE & CIAR’s Fitnessgram has established health-related fitness education and assessment
Fitness testing should be used as an assessment to promote a healthy lifestyle
Difficult to find ways to teach the testing protocol
Testing is meaningful only if linked to total curriculum
Teachers should be knowledgeable on test elements and incorporate fitness activities into plans
Effective teaching skills have clear objectives and activities linked to assessment
FITNESSGRAM provides assessment tools to evaluate components of health-related fitness
Practice testing is necessary to determine reliable assessment
Progressive Aerobic Cardiovascular Endurance Run (PACER)
20-meter progressive shuttle run recommended over mile run
Use sound cues to pace running, lap time decreasing
90 Degree Push up Test
Recommended over pull ups
Up/Down on sound cues
Curl Up Test
Curl ups done to sound cues
Markings indicate where body should move to
Trunk Lift
Assessment of abdominal flexibility and lower back strength
SLOW stretch
Back Saver Sit and Reach
Flexibility of the hamstrings
Slow stretch held
Important for students to practice protocols for FITNESSGRAM assessments
Irwin, C., Symons, C. & Kerr, D. (2003). The dilemmas of obesity: How can physical educators help? JOPERD, 74(6). p. 33
Introduction
Media portrayal of physical educators is not favorable
Society as a whole views obese negatively
Physical Health Dilemma
2/3 of Americans are overweight
Some information comes from BMI
Obesity has its roots in childhood, then are often obese as adults
Psychological Health Dilemma
Mental & emotional damage also possible from excess weight
Again, media doesn’t help
Workplaces seek “normal weighted” productive individuals
Cornell studies show +BMI women earn about 7% less than coworkers
Employers are not looking for overweight physical educators
Obese struggle with healthcare- physicians often uncomfortable treating, Med students
have more negative attitude toward heavier patients, Nurses say that patient noncompliance is a reason for inability to lose weight
Negative reactions lead to obese avoiding healthcare professionals, women avoid other
necessary examinations
Negative perceptions of overweight students in school increase with age
The esteem of obese children drops with age and weight gain
Overweight students are less likely to or desire to engage in sexual activity (GOOD!)
How Can Physical Educators Help?
Be compassionate and understanding
Make necessary modifications, be aware of difficulties outside of class
Obese aren’t comfortable in typical physical education setting
More wellness information should be incorporated into curriculum
Physical Fitness information should be conveyed philosophically, not competitively
Lifelong fitness activities should be highlighted
Integrate adventure/outdoors activities (more likely later in life)
Fat & Fit- focus on cardio, flexibility, strength and endurance
Evaluations in P.E. should be individualized
Alternatives should be available to those uncomfortable in fitness testing
Host a class specifically for obese and overweight
Model appropriate behaviors and attitudes
Do not allow fat/obese jokes, do not condone such behavior
FITNESSGRAM: Appropriate and Inappropriate Uses for Physical Education (position of the FITNESSGRAM Scientific Advisory Board
Principle of FITNESSGRAM is to promote lifelong physical activity
HELP- Health, Everyone, Lifetime, Personal
Appropriate Uses for FITNESSGRAM
Personal testing to help students evaluate fitness
Institutional testing to allow teachers to view group data
Personal best testing to allow for privately determined performance levels
Teaching criteria for health standards
Help to track fitness overtime
Inappropriate Uses for FITNESSGRAM
Evaluating in physical education
Evaluating teacher effectiveness
Evaluating overall physical education quality
Additional Considerations with FITNESSGRAM
Privacy must be a priority with results
Self-efficacy
PACER Test- aerobic capacity, progressive intensity, grades K-3
BMI- weight (kg)/height (m)2
Convert pounds to kilograms- LBS x 2.2 = kg
Convert height in inches to meters- inches x .0254 (square it)
Divide weight in kg by height in m to get BMI
Curl-up- do as many as possible at the specified pace, max of 75
90 Degree Pushup- rhythmic pace 20per minute
Shoulder Stretch- Touch fingertips behind the back over the shoulders and under the elbows
Trunk Lift- use the back to lift torso off floor
Aerobic Capacity
Acceptable levels reduce high blood pressure, heart disease, obesity, diabetes, cancers
Fitness terms include cardiovascular, cardiorespiratory fitness/endurance, aerobic fitness,
physical working capacity
Body Composition
Methods for measuring include underwater weighing, bioelectrical impedance, skinfold
measures, BMI
Portable Bioelectric Impedance Analyzer- similar to a scale with handgrips
Muscular Strength, Endurance, Flexibility
Importance of musculoskeletal system
Specificity of training effects area directly
Upperbody/trunk focused because of activities in daily life, posture
Abstract
Providing a fun, engaging variety of activities will increase aerobic fitness in jr. highs
Introduction
Schools need to improve cardiorespiratory endurance, but how?
Adult habits and attitudes begin during juvenile years
Unfit/obese leads to hypers, orthopedic, psychological problems
Fitness levels decline with age (less time for play)
Studies show the increase in sedentary lifestyle with age
Fun is a main reason for continued involvement
Learning styles are important considerations for educators
Encourage activity in youth through enjoyment, efficacy, and support
Ego-oriented students will want to be the fastest or push themselves the furthest
Drawback: Novelty wears off, activities become old and dull
Gains in aerobic fitness take 10-12 weeks
Instructional format must appeal to ego/task driven and be fun, interesting, and engaging
Methodology
Participants- 144 suburban junior high students
Instrumentation- timed 2400 meter run
Procedure- begin with practice run, all have same warm-up
Control Group runs at own pace, 15 minutes
Teach to the Test Group runs own pace, no time limit
Choice Group is given lessons on aerobic fitness, present activities 15-20 minutes
Variable Activity Group is given training exercises
Data Collection- Pre/post test times recorded
Results- Varying activity group has greatest average increase
Discussion- Interesting activities yield better results, girls improve better than boys
Conclusion
Activities designed to be fun yet productive have greatest improvement on aerobic fitness
President's Council on Physical Fitness and Sports Research Digest, Sept. 2003. Youth Resistance Training.
Introduction
Youths should be encouraged to practice resistance training
The idea is not as controversial as once thought
Uses free weights, machines, elastics, balls, to enhance muscle size, function,
performance
Not competitive body building
Trainability of Youth
Once believed training induced strength gains pre-puberty were ineffective
Higher training volumes with longer periods will produce results
Mechanisms of Strength Gain
Neural adaptations take the place of androgens in muscle hypertrophy
Changes in muscle size may not be in relation to puberty
Benefits of Youth Resistance Training
Increase muscle strength/power / resistance to injury
Increase local muscular endurance/ bone mineral density / cardiorespiratory fitness
Improve blood lipid profile / body composition / motor performance skills
Enhance sports performance / mental health and well-being
Stimulate positive attitude toward lifetime physical activity
Health-related Benefits
Results are not well documented but under proper supervision, will be positive
Will not stunt the growth of the body
Proper exercise, nutrition, activity will have positive effect
Prevents obesity, Good for psychosocial health
Motor Skills and Sports Performance
Sports with strength & power components need strong, powerful players
Induce improvements in non-power aspects (velocity, contraction)
Injury Reduction
Injuries increase due to lacking preparation
Enhance musculoskeletal strength, joint balance, prevent injuries
Risks and Concerns
Improper lifting and techniques can damage growth plates
Should only be done with certified supervision
Youth Resistance Training Guidelines
Adapt program to individual developmental level
Qualified professional supervision only
Start gradually, slowly increase load
Adherence to sound training principles is critical
Proper technique taught and enforced
Emphasize intrinsic enjoyment
Incorporate variety into training program
Consider multiple goals
Listen to children and teach the to listen to their bodies
Stewart, A., Elliot, S., Boyce, B. A. & Block, M. E. (2005). Effective teaching practices during physical fitness testing. JOPERD, 76(1). p. 21
General Guidelines for Fitness Testing
Reward Improvement- Encourage achievement and progress/effort
Tests are based on genetic ability, not able to be achieved by all when expected
Link the Curriculum to Assessments- uses the class to improve scores through activities
encouraging cardio, muscle strength, endurance, flexibility, composition
Incorporate testing into overall curriculum
Be Flexible- No need to rush into testing and take away from an activity
Carefully assign students to groups to optimize space and time
Allow students opportunities to make choices (privacy, minor accommodations)
Empathy- Accommodate the unfit with common sense
Demonstrate, but don’t show off
Stay current on any test changes that would affect testing procedure
Tips for Administering Specific Tests
Mile Run- Play music, watch weather, consider the time of day, respect privacy, use
PACER for aerobic capacity
Curl-ups- Give many tries, administer to easily observe, partner according to ability and
social concern, provide fun testing environment, allow private testing
Pull-ups- Pay attention to testing environment, consider demographics and abilities, have
equipment that fits students’ needs, keep not testing students active, allow a warm up, allow for practice or retest
Alternative Test
Modified pull-up
Flex Arm-hang
Back-saver sit and reach
Make sure measuring device is out of student view
Keep consistency throughout the year
Keep everyone active
Masterson, C, & Walkuski, J. J. (2004). Critical elements and cues. Strategies, [Novemeber/December]. p. 35.
NASPE & CIAR’s Fitnessgram has established health-related fitness education and assessment
Fitness testing should be used as an assessment to promote a healthy lifestyle
Difficult to find ways to teach the testing protocol
Testing is meaningful only if linked to total curriculum
Teachers should be knowledgeable on test elements and incorporate fitness activities into plans
Effective teaching skills have clear objectives and activities linked to assessment
FITNESSGRAM provides assessment tools to evaluate components of health-related fitness
Practice testing is necessary to determine reliable assessment
Progressive Aerobic Cardiovascular Endurance Run (PACER)
20-meter progressive shuttle run recommended over mile run
Use sound cues to pace running, lap time decreasing
90 Degree Push up Test
Recommended over pull ups
Up/Down on sound cues
Curl Up Test
Curl ups done to sound cues
Markings indicate where body should move to
Trunk Lift
Assessment of abdominal flexibility and lower back strength
SLOW stretch
Back Saver Sit and Reach
Flexibility of the hamstrings
Slow stretch held
Important for students to practice protocols for FITNESSGRAM assessments
Irwin, C., Symons, C. & Kerr, D. (2003). The dilemmas of obesity: How can physical educators help? JOPERD, 74(6). p. 33
Introduction
Media portrayal of physical educators is not favorable
Society as a whole views obese negatively
Physical Health Dilemma
2/3 of Americans are overweight
Some information comes from BMI
Obesity has its roots in childhood, then are often obese as adults
Psychological Health Dilemma
Mental & emotional damage also possible from excess weight
Again, media doesn’t help
Workplaces seek “normal weighted” productive individuals
Cornell studies show +BMI women earn about 7% less than coworkers
Employers are not looking for overweight physical educators
Obese struggle with healthcare- physicians often uncomfortable treating, Med students
have more negative attitude toward heavier patients, Nurses say that patient noncompliance is a reason for inability to lose weight
Negative reactions lead to obese avoiding healthcare professionals, women avoid other
necessary examinations
Negative perceptions of overweight students in school increase with age
The esteem of obese children drops with age and weight gain
Overweight students are less likely to or desire to engage in sexual activity (GOOD!)
How Can Physical Educators Help?
Be compassionate and understanding
Make necessary modifications, be aware of difficulties outside of class
Obese aren’t comfortable in typical physical education setting
More wellness information should be incorporated into curriculum
Physical Fitness information should be conveyed philosophically, not competitively
Lifelong fitness activities should be highlighted
Integrate adventure/outdoors activities (more likely later in life)
Fat & Fit- focus on cardio, flexibility, strength and endurance
Evaluations in P.E. should be individualized
Alternatives should be available to those uncomfortable in fitness testing
Host a class specifically for obese and overweight
Model appropriate behaviors and attitudes
Do not allow fat/obese jokes, do not condone such behavior
FITNESSGRAM: Appropriate and Inappropriate Uses for Physical Education (position of the FITNESSGRAM Scientific Advisory Board
Principle of FITNESSGRAM is to promote lifelong physical activity
HELP- Health, Everyone, Lifetime, Personal
Appropriate Uses for FITNESSGRAM
Personal testing to help students evaluate fitness
Institutional testing to allow teachers to view group data
Personal best testing to allow for privately determined performance levels
Teaching criteria for health standards
Help to track fitness overtime
Inappropriate Uses for FITNESSGRAM
Evaluating in physical education
Evaluating teacher effectiveness
Evaluating overall physical education quality
Additional Considerations with FITNESSGRAM
Privacy must be a priority with results
Self-efficacy
PACER Test- aerobic capacity, progressive intensity, grades K-3
BMI- weight (kg)/height (m)2
Convert pounds to kilograms- LBS x 2.2 = kg
Convert height in inches to meters- inches x .0254 (square it)
Divide weight in kg by height in m to get BMI
Curl-up- do as many as possible at the specified pace, max of 75
90 Degree Pushup- rhythmic pace 20per minute
Shoulder Stretch- Touch fingertips behind the back over the shoulders and under the elbows
Trunk Lift- use the back to lift torso off floor
Aerobic Capacity
Acceptable levels reduce high blood pressure, heart disease, obesity, diabetes, cancers
Fitness terms include cardiovascular, cardiorespiratory fitness/endurance, aerobic fitness,
physical working capacity
Body Composition
Methods for measuring include underwater weighing, bioelectrical impedance, skinfold
measures, BMI
Portable Bioelectric Impedance Analyzer- similar to a scale with handgrips
Muscular Strength, Endurance, Flexibility
Importance of musculoskeletal system
Specificity of training effects area directly
Upperbody/trunk focused because of activities in daily life, posture
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