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OPHEA Heart Rate Workshop 2009

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OPHEA Heart Rate Workshop 2009

  1. 1. Making Student’s Fitness MatterMaking Student’s Fitness Matter Mark Verbeek CSCS, BSc. HPE HWDSB - Fitness & Wellness
  2. 2. • Average Canadian child is sedentary for 3-5 hrs/day in front of tv (DPA support 2006, HWDSB) • 57% of 5 -17 year olds are not active enough for optimal growth – Adolescents numbers grew from 64% to 82% (DPA support 2006, HWDSB) • Canadian children spend more than 26 hours per week watching tv, and up to 30 hours per week sitting in school (Belfry, 1996) Current Trends
  3. 3. • Health-related fitness improves cardiovascular endurance, muscular endurance, weight control, flexibility and strength (A Case for Daily PE, 2006) • Skill-related fitness improvements include speed, balance, agility, power, coordination and reaction time (A Case for Daily PE, 2006). • Create an opportunity for physical activities to be enjoyable, promote confidence and ability to be physically active (CAHPERD, 1996) • Develop the desire to be active and physically fit, a positive attitude that will keep the student active long into adulthood (A Case for Daily PE, 2006) • Fitness training develops a life-time habit of health and fitness in order to reverse the sedentary trend (Nguyen,2006) Fitness Expectation 1 - Obesity
  4. 4. • Moderate to vigorous physical activity favourably enhances performance in classroom functions such as arithmetic, reading, memorization and categorization (DPAI, 2004) • Academic performance is maintained and in some cases enhanced despite less curricular time devoted to other academic subjects (Sheppard, 1997) • Regular physical activity reduces anti-social behaviour. Students play better with one another, show less aggression and experience fewer discipline problems (CFLRI, 1993). – Validation – Ancaster Senior Public added Fitness facility – Results = office referrals dropped by 45% and suspensions decreased by 41%. • Provide opportunities for ALL students, regardless of gender or ability level, to participate in physical education programs and activities (CAHPERD recommendations) Fitness Expectation 2 – Inclusive
  5. 5. • Individual level – physical education contribute to the maintenance and improvement of health, provide wholesome leisure-time occupation and enable mankind to overcome the drawbacks of modern living. Community level – physical education enriches social relations and develops fair play(United Nations Educational, Scientific and Cultural Organization, 1978) – Validation – Ancaster Senior Public has seen a 20% reduction in Staff absenteeism since the Fitness Facility. • Provide access to school buildings and ensure safe participation in physical activity (United States Surgeon General,1996) • Quality programs goals to increase the knowledge about physical activity, develop behavioral and motor skills that promote lifelong activity, and encourage physical activity outside of physical education classes (Anderson et al., 1998) Fitness Expectation 3 - Model
  6. 6. Fitness Focus Changing Their Fitness Future – TODAY!
  7. 7. Making the Change
  8. 8. NEED  Is “it” broken?  Is there a need for change?  Does it relate to your school community?  Indicators  National rise in obesity rates  Sedentary lifestyles  Closer to Home  Inactive Recess times  After School Athletics  In School Intramurals/House Leagues  Activity Journals
  9. 9. ANALYSIS • Measure “it” ? • What specifically needs to change? • Check class measures – Fitness assessments, intramural attendance, recess play etc. • Informal Communication – Dialogue with parents, staff and students • Formal Communication – Surveys for staff, parents and students – Student Journals
  10. 10. PLAN of ATTACK!  What exactly are you addressing?  Obesity – How?  Increase active lifestyle – How?  After school programs – How?  Fitness clubs and after school athletics – How?  Teacher volunteers, Fitness Businesses – Who?  How are you going to measure success?  Fitness Assessments through repeatable measure – Fitness Gram - TriFit System  Journal writing from students  Surveys/Questionnaires from Staff, Students and Parents
  11. 11. Plan the ACTION! • 1. Administrative Support • Time to plan, schedule fitness classes • 2. Parental Support • Role modeling, resource support • 3. Staff Support • Advocates, role models, Fitness & Wellness Committee, time • 4. Student Support • See the value, the goal – healthier me!, get involved GAC • 5. Community Support • Financial, partnerships
  12. 12. Put plan into ACTION  Create MISSION and VISION  Aligns with School Board mission and vision  Buy in from school staff and students  Community supported initiatives  Gather RESOURCES  Businesses – Expo or advertisement or donations  Fundraisers – Health Expo, Jump Rope, Hoops for Heart  Membership costs – design and implement fitness programs for staff and community  Event participation fees – dance-a-thon, video dance
  13. 13. “To create and sustain an atmosphere that promotes, develops, and demonstrates fitness and wellness as a way of life.” Gatestone’s Vision
  14. 14. “To create participation in our school community one step at a time.” Gatestone’s Mission
  15. 15. Start SMALL  Student Programs  non-traditional units in gym class i.e. Fitness stations, Aerobics, Yoga, Plyometric program  Challenge students to be healthier i.e. assessment scores, active fundraising ideas, Food Journals, Nutritional Choices  Staff Programs  Provide access to fitness and wellness programs in your community  Start your own fitness club or running club or cooking group in your school  Community Programs  These can mirror staff programs
  16. 16. Develop a Yearly Plan • Yearly Plan – Yearly Fitness Plan on top/within existing PE program – Additional activity opportunities before, after and all day events supported by curriculum – Professional development focused on Fitness and Wellness i.e. Cooking classes, Nutritional Seminars, Active Presentations – Special events – Dance-a-thon, Road 2 Hope Race – Guest Speakers
  17. 17. GES – Yearly Fitness Plan Yearly Fitness Plan 2009/2010       September October November December January February March April May June Training Period (Macrocycle) PREPARATORY DEVELOPMENTAL HIGH PERFORMANCE PEAK PERFORMANCE Training Objective Strength, Aerobic Stamina, Speed Skill, Flexibility  Enhance BW Strength, Anaerobic Stamina, Quick Skill,  Flexibility Enhance Strength, Aerobic Stamina, Agility  Skill, Flexibility Enhance Strength, Anaerobic Stamina,  SAQ Skill, Flexibility Enhance Training Focus (Mesocycles) Phase 1 - Aerobic Stamina/Speed Skill -  Long/Flexibility/Safety                                                                                   Phase 2 - Anaerobic Intro/BW  Strength/Flexibility Phase 1 - Anaerobic Stamina/ Quickness  Skill/Flexibility                                                                         Phase 2 - Aerobic Stamina - Circuit/Quickness  Enhance/Flexibility Enhance Phase 1 - Aerobic  Stamina/Strength  Develop./Quickness/Flexibility                                                                         Phase 1 - (An) Aerobic  Stamina/Speed Skill -  short/Strength/Flexibility Training per week (Microcycles) 1 to 3 times 1 to 3 times 1 to 3 times 1 to 3 times Performance Assessments September    Baseline   End of  November     End of February       Begin of June LTAD Training Components                     Strength Phase Focus: develop body weight strength continued development of body weight strength enhance strength capabilities sustain strength capabilities Percentage Trained: 20% 35% 30% 10% Skill Phase Focus: improve running mechanics,                              basic  techniques, physical literacy,                      preparatory movement techniques develop acceleration techniques and short running  techniques, continue to develop exercise  techniques develop deceleration techniques,  continue to develop accel and  exercise techniques enhance short running  techniques and explosiveness,  continue accel,decel Percentage Trained: 15% 15% 20% 25% Stamina Phase Focus: improve aerobic capacity  develop anaerobic base, sustain aerobic capacity enhance aerobic capacity enhance anaerobic capacity,  sustain aerobic capacity Percentage Trained: 45% 15% 15% 35% Flexibility Phase Focus: introduce flexibility techniques continue to develop flexibility techniques continue to develop flexibility  techniques sustain flexibility  Percentage Trained: 15% 25% 25% 15% SAQ Phase Focus: improve long distance speed techniques develop acceleration and quick response  techniques develop deceleration, sustain  accel, and quick response  techniques develop short distance running  techniques, introduce  explosiveness Percentage Trained: 5% 10% 10% 15%
  18. 18. Deliver  Fitness and Wellness FOCUS with Polar Heart Monitors - make it important! Walk the Walk!  Be Accountable – mission and vision, assessments  Run programs, Support programs and provide opportunities to be Fit and Well.  Educate by providing resources to support Healthy Living and Fitness in your school i.e. POLAR, LTAD, DPA, Web sites, seminars, presentations, activity books, posters, incentives, resource center in library etc.
  19. 19. Evaluate Feedback • Assess, Assess, Assess! – Make sure you validate your plan through • Daily feedback through Polar Heart Monitors • Fitness assessments for Students three times per year • Student Activity Logs – make it an assignment • Questionnaires or surveys – for staff, students and community • Comment cards – have one in the front foyer • E-mail responses
  20. 20. Make it BETTER! • Continue to develop and assess program • Add more technology – Polar Heart Monitors • Add specialized programs i.e. Freakshow, Tots and Shots, local fitness businesses • Work with local running clubs, fitness facilities to develop programs within the school community i.e. Run for Life program, Freestyle, 5 Star Fitness • Access to professional development for teachers, or bring the PD to them • Add more staff to Phys. Ed program
  21. 21. WHY? • Accountability to the participants as a self assessment tool • To monitor progress from day to day, term to term, year to year • Immediate activity assessment tool for measuring exertion levels for facilitator and participant • Motivation to participants through innovative non- traditional approach • To engage participants in maximizing the amount of time spent in beneficial zones (moderate-vigorous) • Build a Participant Portfolio for a continuous physical health assessment • Move away from the higher numbers better marks philosophy and focus on physical achievement for all. WHY POLAR?
  22. 22. HOW? • Implement into existing program daily or weekly • Modify existing activities/games to target and sustain moderate to vigorous activity levels in all participants • Enhance Physical Literacy through application of training specific expectations • Develop and enhance proper movement patterns through muscular and neural training • Train participants to use, monitor and goal set own fitness levels • Specialized Curriculum and Community based programs HOW?
  23. 23. Applying Polar to Gym • Lesson: Low Organized Games - Dodgeball • Expectation: throwing, catching, dodging movements • Divide the class into two teams based on birthdays • Go over boundary and fair play expectations • Review rules for being hit, catching, and throwing at participants and basketball hoops • BEGIN
  24. 24. Applying Polar to Gym • Lesson: Low Organized Games – Dodgeball • Add POLAR to Lesson Expectations • Expectation: throwing, catching, dodging movements, + VIGOROUS participation. • Through Polar E600’s Heart Monitors – students can maintain and monitor moderate to vigorous activity for 20 – 30 minutes, by using fitness exercises as elimination penalties and monitoring effort by heart rate during activity.
  25. 25. POLAR Gets Results. • Results – More moderate to vigorous activity for sustained periods of time – More student engagement in activity – Develop throwing, catching and dodging skills at a more vigorous pace
  26. 26. Applying POLAR to Fitness Exertion Levels Criteria Activity Recommendations Level 1 Heart Rate below 65% of Maximum Heart Rate Exertion is LOW • Static, controlled movements with an emphasis on gradually increasing or decreasing intensity to prepare or relax body systems. • Cool down or Warm up Zone. Static Stretching Walking Yoga with minimal movement Pilates Single muscle group engagement arm curls, ham curls, leg extension, adduction, abduction leg lifts Exercise Ball Stretching
  27. 27. Applying POLAR to Fitness Exertion Levels Criteria Activity Recommendations Level 2 Heart Rate between 65 – 75% of Maximum Heart Rate Exertion is MODERATE • Dynamic, full range of motion movements with an emphasis on increasing intensity or frequency through speed and/or number of movements within activity. • Sustained Target Zone. Controlled Dynamic Stretching Trunk Twists, Alternate Toe Touches, Sky Touches, Arm Circles Yoga with Movement Jogging on the Spot Light implements med balls, weights, partner assisted Jogging longer distances <1500m Single to Multiple muscle group engagement V-Hops, Bell Hops, Pogo Hops Crunches, Wall Sits, Push ups Exercise Ball Activities Crunches, Trunk Twists, Balance Acts Footwork Movements Side Shuffle, Carioca, Zig Zag, Backpedal Plyometrics with single direction Line Hops, Plyo Push up Controlled Skipping One Plane of Movement Resistance Training Weights, resistance bands
  28. 28. Applying POLAR to Fitness Exertion Levels Criteria Activity Recommendations Level 3 Heart Rate between 76 – 85% of Maximum Heart Rate Exertion is VIGOROUS • Dynamic, full range of motion movements with an emphasis on increasing or sustaining intensity through speed, frequency and number of body parts engaged in activity. • Sustained Target Zone. Fast Dynamic Stretching Trunk Twists Alternate Toe Touches Sky Touches Arm Circles Medicine Ball Activities Chest Pass Sit up with Med, Pass Push ups with speed, Med Ball Sit ups with speed Running <1500m Multiple muscle groups engaged Jumping Jacks, Chicken Jacks, Jack/Jills Bear Crawl, Crab Crawl, Leap Frog Plyometrics with multi-direction Four Star Jump Box Hops Jump Tucks Footwork Movements T-scale, Jingle/Jangle, L – run Skipping with Speed and Footwork Drills multiple direction movements Circuit Training
  29. 29. Applying POLAR to Fitness Exertion Levels Criteria Activity Recommendations Level 4 Heart Rate between 86 – 95% of Maximum Heart Rate Exertion MAXIMUM • Dynamic, maxi mal effort movements with an emphasis on maxing intensity through speed and full body engagement. • Short Duration Zone. Sprinting 50m, 100m, 200m, 400m Full Speed Plyometrics with implements Cone Hops, Neider Press, Single Leg Jumps, Broad Jumps Full body engagement Burpees, Star Jumps, Wall Touches, Squat Jumps,
  30. 30. Video Where you can take it!
  31. 31. YOU can be the difference! Polar can help! www.polarca.com/education Many THANKS!
  32. 32. Questions • Contact Information Mark Verbeek Fitness and Wellness Teacher/Coordinator Gatestone Elementary School mark.verbeek@hwdsb.on.ca 905 573 7731 ext. 142 (w) 905 537 6257 (c)