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Transcript of Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. [email protected] Cathy...
![Page 1: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/1.jpg)
Inclusive Elementary Inclusive Elementary Fitness ActivitiesFitness Activities
Jeffrey Walkuski, Ph.D.Jeffrey Walkuski, Ph.D.
Cathy Houston-Wilson, Ph.D.Cathy Houston-Wilson, Ph.D.
![Page 2: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/2.jpg)
Physical Best Elementary Activities
• Each component of fitness is addressed– Aerobic Fitness– Muscular Strength and Endurance– Flexibility– Body Composition
![Page 3: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/3.jpg)
Fitness Concepts Embedded
Fitness Concepts include the following:– Definition of terms (ex. Physical Activity)– Health Benefits– Warm-Up and Cool-Down– Principles of Training -
• Overload• Progression• Specificity
– FITT Principle (Frequency, Intensity, Time, Type)
![Page 4: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/4.jpg)
Benefits of the PB Activities
• Activities are individually based• Students work at their own level to
enhance their personal fitness• Activities can be easily adapted to meet
unique needs• Activities are designed to help improve
scores on FITNESSGRAM
![Page 5: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/5.jpg)
Tips for Inclusion• Modify Equipment
– Vary the ball size, texture, color– Attach cords to ball for easy retrieval– Lower goals and targets– Add platforms for ease of picking up items– Add extenders to items for those with
limited mobility
![Page 6: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/6.jpg)
Tips for Inclusion– Use larger targets or goals– Attach velcro to items for ease of pick up– Use oversized scooters as appropriate– Cut a hoola hoop in half so students in
wheelchair or walkers can enter and exit more easily
– Use visual markers for boundaries
![Page 7: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/7.jpg)
Tips for Inclusion– Add an elastic cord to a parachute to
assist students in wheelchairs to engage more easily
– Use beeper balls as appropriate
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Tips for Inclusion• Provide Choices or Options
• Slow Down the Pace of the Activity
• Provide Physical Assistance as needed
• Utilize Peer Tutors or Paraeducators (Teacher Assistants) to assist the student as needed
![Page 9: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/9.jpg)
Tips for Inclusion• Use Visual Cues and Demonstration
• Use Pictures
• Adapt rules (ex. shorter running distance)
![Page 10: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/10.jpg)
Example Aerobic fitness
![Page 11: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/11.jpg)
Aerobic Fitness• Activity – Aerobic Movements (3.1)• Concept – Aerobic Fitness - Aerobic means
“with oxygen”. Aerobic fitness occurs when your heart, lungs, and muscles work together over an extended period of time. Doing PA encourages your heart to beat harder, your lungs to breathe better, and your muscles to get more oxygen.
![Page 12: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/12.jpg)
Aerobic Movements• Equipment
– Upbeat music and music player– Pedometers if desired– 3 cards for each student (heart, lungs,
muscles)
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Aerobic Movements• Procedures
– Place the aerobic cards face up on the floor– Students jog or walk briskly in a circle for 1 minute– When the music stops they run to middle and pick
up a card– If the card has a star on it, they explain the card to
the class or to a partner– Continue with a new locomotor movement until
students have picked up all 3 cards
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Adaptations• Allow students with low mobility to be in
the inner part of the circle• Write what each picture is on the card• Use different color paper for the child to
pick up for those with low vision• Place the cards on a container for easier
pick up
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Aerobic Fitness• Activity – Jumping Frenzy (3.11)• Concept – Intensity- Intensity is how hard
you work when doing physical activity. As you work harder, your heart beats faster and your lungs work harder to bring in more oxygen to your muscles .
![Page 16: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/16.jpg)
Jumping Frenzy • Equipment
– Cones – Music and music player– Jump ropes– Hoops
![Page 17: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/17.jpg)
Jumping Frenzy • Procedures
– Set up stations with instruction cards– One or two stations should be designated as “rest”
stations– Divide the class into small groups and assign to a
station.– Have students rotate counter-clockwise on cue– Have students work at each station for 15 seconds
![Page 18: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/18.jpg)
Adaptations• Allow students to perform the
movements without jump ropes• Use pictures to demonstrate activities• Allow students to spin rope to the side of
their body• Use peers or paraeducators to assist as
needed
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Example Muscular Strength and
endurance
![Page 20: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/20.jpg)
Muscular Strength and Endurance
• Activity – Push-Up Curl-Up Challenge (4.12)
• Concept – Progression- Progression means a gradual increase in the the frequency, intensity and time of the exercises that we do.
![Page 21: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/21.jpg)
Push-Up Curl-Up Challenge
• Equipment – Activity cards – Test strips– Mats – Balls– Beanbags – Buckets
• Equipment – Hand weights– Kettle balls– Bands
![Page 22: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/22.jpg)
Push-Up Curl-Up Challenge
• Procedures– A poster provides push-up and curl-up challenges– Students select a challenge and perform for three
repetitions for a designated time or range of repetitions helping to gain an understanding of progression
– Students write their choices on a log and work on their own to increase their time engaged or number of repetitions
![Page 23: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/23.jpg)
Adaptations• Push-Up,Curl-Up Challenge
– Eliminate the Writing Portion or have a peer assist
• Push-Up – Use weights if unable to use lower body– Tie weight to a rope and have student pull weight
upward– Tie weight to a rope and have student roll rope
around a rod– Use bands for arm/chest extension
![Page 24: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/24.jpg)
Adaptations• Curl-Up
– Allow student to perform seated curl-ups– Have student slide hands up legs– Have a peer or paraeducator hold hands
and help lift the student forward
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Muscular Strength and Endurance
• Activity - Hit The Deck (4.1)• Concept – Muscular Strength and EnduranceMuscular strength relates to the strongest force
possible to perform a task. Muscular endurance relates to the ability to perform a movement repeatedly without getting tired.
![Page 26: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/26.jpg)
Hit The Deck • Equipment
– Music and music player– Mats if needed for floor work
![Page 27: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/27.jpg)
Hit The Deck • Procedures
– Review the role of muscles with your students– Go over the definition of muscular strength and
endurance– Review the cards related to muscular strength
and muscular endurance– Students go to general space and perform
locomotor movements when music starts– When music stops, students “hit the deck” and
perform the exercise as indicated by the teacher
![Page 28: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/28.jpg)
Adaptations• Students can freeze in place• Use weighted objects or bands instead of
body weight• Allow students to view card(s) individually
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Example Flexibility
![Page 30: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/30.jpg)
Flexibility• At least 10 Leopard Cats (5.10)• Concept – Time- Time is how long you need
to hold a stretch to improve or maintain flexibility. You need to hold a stretch for 10 to 30 seconds without bouncing or jerking.
![Page 31: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/31.jpg)
At least 10 Leopard Cats • Procedures
– Students learn the concept of time and holding a stretch for at least 10 seconds
– Students move in the playing area using various locomotor movements
– On stop signal the teacher says “what do you see” response “10 leopard cats” and teacher holds up a stretch card
– Students hold stretch counting one leopard cat, two leopard cat ….
![Page 32: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/32.jpg)
Adaptations• Give child the handout with the 10 leopard cats on
them so he or she can use for concrete counting• Use the picture of the stretches to assist student
in understanding the stretch• Have peer demonstrate the stretch• Allow children to pick the stretch card and
demonstrate • Consider placement of the stretch card (on the
wall, on the floor, on a higher surface)
![Page 33: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/33.jpg)
Example Body composition
![Page 34: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/34.jpg)
Body Composition• Maintaining Balance (6.1)• Concept – Body Composition- Body
composition is the amount of lean body mass (all tissues other than fat, such as bones, muscles, organs, and body fluids) compared to the amount of body fat.
• A healthy body composition involves having a healthy amount of both lean body mass and fat mass to allow you to enjoy life, be active, have energy and grow and develop.
![Page 35: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/35.jpg)
Maintaining Balance • Procedures
– Show the students the Benefits Cards and go over
– Divide the students into 2 teams– Team 1 is Up-Fats, Team 2 is Down-Lean– Place half the pins right side up and half the pins
upside down– On cue, the Up-Fats put upside down pins right
side up and run around the pin 2 times– Down-lean put right side up pins, upside down
![Page 36: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/36.jpg)
Maintaining Balance • Procedures
– Allow for several minutes then stop– Count the numbers for each and switch roles– After several times of repeating and counting
discuss how Ups-Fats need to work harder to maintain balance
![Page 37: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/37.jpg)
Adaptations• Allow rest breaks as needed• Use platforms for easier access• Allow Up-Fats students to go once around
instead of twice around
![Page 38: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/38.jpg)
Summary• Physical Best activities:
– help students better understand the concepts associated with healthy active lifestyles
– help enhance health-related fitness – are individualized, students work at their
own pace
![Page 39: Inclusive Elementary Fitness Activities Jeffrey Walkuski, Ph.D. jeffrey.walkuski@cortland.edu Cathy Houston-Wilson, Ph.D. chouston@brockport.edu.](https://reader036.fdocuments.us/reader036/viewer/2022062718/56649e6c5503460f94b6bdf5/html5/thumbnails/39.jpg)
Summary• Physical Best Activities:
– are inclusive and can easily accommodate students of all ability levels including those with unique needs