ophea heart rate workshop 2009

Making Student’s Fitness MatterMaking Student’s Fitness Matter

Mark Verbeek CSCS, BSc. HPEHWDSB - Fitness & Wellness

• 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

• 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

• 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

• 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

Fitness FocusChanging Their Fitness Future – TODAY!

Making the Change

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

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

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

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

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

“To create and sustain an atmosphere that promotes, develops, and demonstrates fitness and wellness as a way of life.”

Gatestone’s Vision

“To create participation in our school community one step at a time.”

Gatestone’s Mission

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

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

GES – Yearly Fitness PlanYearly 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

StrengthPhase Focus: develop body weight strength continued development of body weight strength enhance strength capabilities sustain strength capabilities

Percentage Trained: 20% 35% 30% 10%

SkillPhase 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


StaminaPhase Focus: improve aerobic capacity develop anaerobic base, sustain aerobic capacity enhance aerobic capacity enhance anaerobic capacity,

sustain aerobic capacity


FlexibilityPhase Focus: introduce flexibility techniques continue to develop flexibility techniques continue to develop flexibility

techniques sustain flexibility


SAQPhase 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


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.

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

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

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?

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?

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

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.

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

Applying POLAR to Fitness

Exertion Levels Criteria Activity Recommendations

Level 1Heart Rate below 65% of Maximum Heart RateExertion 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 StretchingWalkingYoga with minimal movementPilatesSingle muscle group engagement arm curls, ham curls, leg extension, adduction, abduction leg liftsExercise Ball Stretching

Applying POLAR to FitnessExertion Levels Criteria Activity

Recommendations

Level 2Heart Rate between 65 – 75% of Maximum Heart RateExertion 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 StretchingTrunk Twists, Alternate Toe Touches, Sky Touches, Arm CirclesYoga with MovementJogging on the SpotLight implements med balls, weights, partner assistedJogging longer distances <1500mSingle to Multiple muscle group engagementV-Hops, Bell Hops, Pogo HopsCrunches, Wall Sits, Push upsExercise Ball ActivitiesCrunches, Trunk Twists, Balance ActsFootwork MovementsSide Shuffle, Carioca, Zig Zag, BackpedalPlyometrics with single directionLine Hops, Plyo Push upControlled Skipping One Plane of MovementResistance TrainingWeights, resistance bands

Applying POLAR to FitnessExertion Levels Criteria Activity

Recommendations

Level 3Heart Rate between 76 – 85% of Maximum Heart RateExertion 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 StretchingTrunk TwistsAlternate Toe TouchesSky TouchesArm CirclesMedicine Ball ActivitiesChest PassSit up with Med, PassPush ups with speed, Med BallSit ups with speedRunning <1500mMultiple muscle groups engagedJumping Jacks, Chicken Jacks, Jack/JillsBear Crawl, Crab Crawl, Leap FrogPlyometrics with multi-directionFour Star JumpBox HopsJump TucksFootwork MovementsT-scale, Jingle/Jangle, L – runSkipping with Speed and Footwork Drills multiple direction movementsCircuit Training

Applying POLAR to FitnessExertion Levels Criteria Activity Recommendations

Level 4Heart Rate between 86 – 95% of Maximum Heart RateExertion 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, 400mFull Speed Plyometrics with implementsCone Hops, Neider Press, Single Leg Jumps, Broad JumpsFull body engagementBurpees, Star Jumps, Wall Touches, Squat Jumps,

Video

Where you can take it!

YOU can be the difference!

Polar can help!www.polarca.com/education

Many THANKS!

Questions• Contact Information

Mark VerbeekFitness and Wellness Teacher/CoordinatorGatestone Elementary [email protected] 573 7731 ext. 142 (w)905 537 6257 (c)

mailto:[email protected]