Achieving Health-Enhancing Physical Activity and Fitness PDF

C H A P T E R 6 Standard 3: Achieving Health- Enhancing Physical Activity and Fitness Chapter 6 Standard 3: Achieving Health-Enhancing Physical Activity and Fitness  Defining Standard 3 Standard 3: The physically literate individual demonstrates the k...

C H A P T E R 6 Standard 3: Achieving Health- Enhancing Physical Activity and Fitness Chapter 6 Standard 3: Achieving Health-Enhancing Physical Activity and Fitness  Defining Standard 3 Standard 3: The physically literate individual demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness (SHAPE America, 2014). Physical activity is broad in nature, because it encompasses all the movement that students engage in both inside and outside physical education class. Physical fitness is based on students’ ability to achieve certain health-related levels of fitness based on criterion-referenced fitness assessment standards (NASPE, 2004). Table 6.1 Health-Related Components of Fitness Table 6.3 Skill-Related Components of Fitness  Relative Emphasis Moderate relative emphasis of Standard 3 in the elementary PE curriculum Moderate relative emphasis of Standard 3 in the middle school PE curriculum Strong relative emphasis of Standard 3 in the high school PE curriculum  Elementary Grade-Level Outcomes Physical activity knowledge—Students should engage in 60 minutes of physical activity every single day. Engages in physical activity—Students should be “actively” engaged in physical education class. Fitness knowledge—Content should be based on the five health-related components of fitness: cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. Assessment and program planning—Elementary students should formally complete a fitness assessment beginning in the fourth grade. Middle School Grade-Level Outcomes Physical activity knowledge—Students should learn about the benefits and barriers to engaging in a physically active lifestyle. Engages in physical activity—Students should engage in physical activity in physical education class, throughout the school day, and outside school. (continued) Middle School Grade-Level Outcomes (continued) Fitness knowledge—Content should include a variety of terms such as rate of perceived exertion, moderate to vigorous physical activity, and aerobic and anaerobic. The FITT principle (F = frequency, I = intensity, T = time, T = type) should be included in instruction so that students can apply it to cardiorespiratory endurance, muscular strength and endurance, and flexibility when developing their physical activity plans. (continued) Middle School Grade-Level Outcomes (continued) Assessment and program planning—Students should identify areas of weakness based on fitness assessment results and develop a program to work on those weaknesses. Nutrition—Students should learn about the food groups, nutrition labels, and appropriate portions and serving sizes. Stress management—Students should develop strategies to deal with stress. High School Grade-Level Outcomes Physical activity knowledge—Students should be educated about the truths and myths about physical activity and fitness and learn how to analyze information they obtain from the media and the Internet. Engages in physical activity—Students should engage in lifetime or fitness activities outside school at least a few times a week and participate in a community-based physical activity event. (continued)  High School Grade-Level Outcomes (continued) Fitness knowledge—Students should learn about the various types of strength-training exercises (isometric, isotonic, isokinetic) and the specific techniques for a variety of resistance- training exercises for each muscle group. They should calculate heart rate and target heart rate zone. (continued)  High School Grade-Level Outcomes (continued) Assessment and program planning—Students should develop a physical activity plan based on fitness assessment scores, SMART goals, activities that will be performed, a log of activities completed, a timeline of attaining the goals and completing the plan, and a postassessment. Nutrition—Students should develop a nutrition plan to maintain an appropriate energy balance for a healthy, active lifestyle. Stress management—Students should identify various stress management strategies and apply the strategies to learn which ones work best for them.  Addressing Fitness Issues Fitness testing should not be used as a measure of student learning. Fitness testing is not an outcome in the National Standards and Grade-Level Outcomes. Be cautious in developing a PE program that models a fitness or wellness facility. Students should be developing their own exercise plans to implement in and out of school.  Social Justice Issues to Address Because of the public nature of physical education, students’ bodies and performance (i.e., physical ability) are on constant display in front of their peers and teachers. Many students struggle, have bad experiences, or feel embarrassed within the physical education context, especially at the secondary level. Provide learning opportunities about the physical body as well as the emotional body (i.e., how they feel about themselves). (continued)  Social Justice Issues to Address (continued) Body education—Educate students about what constitutes a healthy body, not a socially acceptable body based on popular culture. At this time, when students’ bodies are changing and they are trying to fit in socially and be accepted, we need to engage explicitly in body education.  Key Points Standard 3 focuses on the physical activity and physical fitness levels of students. Health-related components of fitness include cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, and body composition. Skill-related components of fitness include agility, balance, coordination, power, reaction time, and speed. (continued)  Key Points (continued) At the elementary level, students begin to learn about the benefits and various types of physical activity and fitness. In middle and high school, students are assessed on their fitness levels and develop exercise plans based on their fitness scores and everyday physical activity engagement. Fitness testing should not be used as a measure of student learning.