Physical education for lifelong fitness : the physical best teacher's guide

352 Pages·2011·44.401 MB·English

by  Physical Best (Program), National Association for Sport and Physical Education

Third EdiTion
Physical
Education for
Lifelong Fitness
The Physical Best Teacher's Guide

Third EdiTion
Physical
Education for
Lifelong Fitness
The Physical Best Teacher's Guide
Human Kinetics
Library of Congress Cataloging-in-Publication Data
Physical Best (Program)
Physical education for lifelong fitness : the physical best teacher’s guide. -- 3rd ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-7360-8116-0 (soft cover)
ISBN-10: 0-7360-8116-X (soft cover)
1. Physical education and training--Study and teaching--United States. 2. Physical fitness--
Study and teaching--United States. I. National Association for Sport and Physical Education.
GV365.P4992 2010
613.7--dc22
2010022973
ISBN-10: 0-7360-8116-X (print)
ISBN-13: 978-0-7360-8116-0 (print)
Copyright © 2011, 2005 by National Association for Sport and Physical Education
© 1999 by American Alliance for Health, Physical Education, Recreation and Dance
All rights reserved. Except for use in a review, the reproduction or utilization of this work in any form or by any electronic,
mechanical, or other means, now known or hereafter invented, including xerography, photocopying, and recording, and in
any information storage and retrieval system, is forbidden without the written permission of the publisher.
Notice: Permission to reproduce the following material is granted to instructors and agencies who have purchased Physical
Education for Lifelong Fitness, Third Edition: pp. 257-290. The reproduction of other parts of this book is expressly forbidden
by the above copyright notice. Persons or agencies who have not purchased Physical Education for Lifelong Fitness, Third Edition
may not reproduce any material.
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v
ContEnts
Preface  ix  І Acknowledgments  xi
  Foundations of Health-Related Fitness and 
Part I
Physical Activity  1
Chapter 1 introduction to Physical Best . . . . . . . . . . . . . . . . .3
What is Physical Best? . . . . . . . . . . . . . . . . . . . . . . . 5
What Makes Physical Best Unique? . . . . . . . . . . . . . . . . 7
Physical Best Companion resources . . . . . . . . . . . . . . . 9
related resources . . . . . . . . . . . . . . . . . . . . . . . . . 9
Physical Best Certification . . . . . . . . . . . . . . . . . . . . .11
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Chapter 2 Physical Activity Behavior and Motivation . . . . . .13
internal Factors influencing Physical Activity Behavior . . . . . .14
External Factors influencing Physical Activity Behavior . . . . .18
Why Physical Activity decreases With Age . . . . . . . . . . . .20
Motivating Students to Be Active for Life . . . . . . . . . . . . .22
Creating Physical Education Programs That Motivate . . . . . .26
Building a Fitness Program Using Student Goals . . . . . . . . .33
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Chapter 3 Basic Training Principles . . . . . . . . . . . . . . . . . . . .37
Understanding the Basic Training Principles . . . . . . . . . . .38
Applying the Basic Training Principles . . . . . . . . . . . . . .40
Components of a Physical Activity Session . . . . . . . . . . . .46
Social Support and Safety Guidelines . . . . . . . . . . . . . . .47
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Chapter 4 nutrition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .51
Foundations of a healthy diet . . . . . . . . . . . . . . . . . .52
Categories of nutrients . . . . . . . . . . . . . . . . . . . . . .53
dietary Tools . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Consequences of an Unhealthy diet . . . . . . . . . . . . . . .64
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
v
vi  Contents Contents  vii
Part II  Components of Health-Related Fitness  69
Chapter 5 Aerobic Fitness . . . . . . . . . . . . . . . . . . . . . . . . . . .71
importance of Aerobic Fitness . . . . . . . . . . . . . . . . . .72
defining and Measuring Aerobic Fitness . . . . . . . . . . . . .73
Teaching Guidelines for Aerobic Fitness . . . . . . . . . . . . .74
determining how Much Physical Activity is needed . . . . . . .76
Aerobic Fitness Training Principles . . . . . . . . . . . . . . . .76
Monitoring intensity . . . . . . . . . . . . . . . . . . . . . . . .77
Cross-discipline ideas . . . . . . . . . . . . . . . . . . . . . . .85
Training Methods for Aerobic Fitness . . . . . . . . . . . . . . .86
Addressing Motor Skills Through Aerobic
Fitness Activities . . . . . . . . . . . . . . . . . . . . . . . .91
Safety Guidelines for Aerobic Fitness Activities . . . . . . . . . .91
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92
Chapter 6 Muscular Strength and Endurance . . . . . . . . . . . .93
definitions of Muscular Strength and Endurance Concepts . . .95
Benefits of resistance Training . . . . . . . . . . . . . . . . . .96
resistance-Training Cautions . . . . . . . . . . . . . . . . . . .97
Teaching Guidelines for Muscular Strength
and Endurance . . . . . . . . . . . . . . . . . . . . . . . . .98
Principles of Training . . . . . . . . . . . . . . . . . . . . . . .99
Training Methods for Muscular Strength and Endurance . . . 102
Addressing Motor Skills Through Muscular Strength
and Endurance Activities . . . . . . . . . . . . . . . . . . . 107
Safety Guidelines for Muscular Strength and
Endurance Activities . . . . . . . . . . . . . . . . . . . . . 109
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Chapter 7 Flexibility . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
definitions of Flexibility Concepts . . . . . . . . . . . . . . . . 114
Types of Stretching . . . . . . . . . . . . . . . . . . . . . . . . 115
Benefits of Flexibility . . . . . . . . . . . . . . . . . . . . . . . 117
Factors Affecting Flexibility . . . . . . . . . . . . . . . . . . . 118
Teaching Guidelines for Flexibility . . . . . . . . . . . . . . . . 119
Principles of Training . . . . . . . . . . . . . . . . . . . . . . 122
Addressing Motor Skills Through Flexibility Activities . . . . . 123
Safety Guidelines for Flexibility Activities . . . . . . . . . . . . 124
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
vi  Contents Contents  vii
Chapter 8 Body Composition . . . . . . . . . . . . . . . . . . . . . . .127
Teaching Guidelines for Body Composition . . . . . . . . . . . 128
relating Body Composition to other health-related
Fitness Components . . . . . . . . . . . . . . . . . . . . . 129
Methods of Measuring Body Composition . . . . . . . . . . . 131
helping the overfat or Underfat Student . . . . . . . . . . . . 136
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Part III  Curriculum and Teaching Methods  145
Chapter 9 integrating health-related Physical Fitness
Education into the Curriculum . . . . . . . . . . . . . .147
Curriculum development . . . . . . . . . . . . . . . . . . . . 148
recommended Core Content for a health-related
Fitness Education . . . . . . . . . . . . . . . . . . . . . . . 151
Physical Education Curriculum Analysis Tool (PECAT) . . . . . 152
Program design . . . . . . . . . . . . . . . . . . . . . . . . . 154
national Standards . . . . . . . . . . . . . . . . . . . . . . . 156
developing a Curriculum to Promote Lifetime Fitness . . . . . 158
Fitness for Life . . . . . . . . . . . . . . . . . . . . . . . . . . 161
determining Unit- or Grade-Level outcomes . . . . . . . . . . 162
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Chapter 10 Teaching Styles and Strategies . . . . . . . . . . . . . .165
Preparing the Environment . . . . . . . . . . . . . . . . . . . 166
Teaching Styles . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Enhancing health-related Fitness in the
Classroom Setting . . . . . . . . . . . . . . . . . . . . . . 176
The homework Concept . . . . . . . . . . . . . . . . . . . . 179
Extending Physical Activity Time . . . . . . . . . . . . . . . . 179
Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Chapter 11 including Everyone . . . . . . . . . . . . . . . . . . . . . . .185
relevant Laws . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Benefits of inclusion . . . . . . . . . . . . . . . . . . . . . . . 187
Methods of inclusion . . . . . . . . . . . . . . . . . . . . . . 188
Major Areas in Which to Ensure inclusion . . . . . . . . . . . 194
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
viii  Contents
Part IV  Foundations of Assessment in Health-Related 
Fitness and Physical Activity  205
Chapter 12 Principles of Assessment . . . . . . . . . . . . . . . . . .207
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Applying Assessment Tools . . . . . . . . . . . . . . . . . . . 218
Grading and reporting Student Progress . . . . . . . . . . . . 220
Using Assessments for Program Planning . . . . . . . . . . . 221
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222
Chapter 13 Assessing health-related Fitness and
Physical Activity . . . . . . . . . . . . . . . . . . . . . . . . .223
Guidelines for Appropriate health-related Fitness
Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Fitnessgram . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Tailoring health-related Fitness Assessment . . . . . . . . . . 229
Using health-related Fitness results Appropriately . . . . . . 232
Guidelines for Appropriate Physical Activity Assessment . . . 233
Strategies for Assessing Physical Activity . . . . . . . . . . . .234
Using Physical Activity Assessment results . . . . . . . . . . . 236
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Chapter 14 Assessing the Cognitive and Affective
domains . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237
Cognitive and Affective domains . . . . . . . . . . . . . . . .238
health-related Fitness Knowledge: The Cognitive domain . .238
The Affective domain . . . . . . . . . . . . . . . . . . . . . . 241
Tools for Assessing the Cognitive and Affective domains . . .246
Grading in the Cognitive and Affective domains . . . . . . . . 251
Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 253
Appendix A Worksheets and Reproducibles  255
Appendix B  Nutrient Content Claims  291
Appendix C Exercises for Prepuberty  295
Appendix D Alternatives for Questionable Exercises  303
Appendix E Body Mass and Body Composition Measures  309
Appendix F Asthma Action Card  315
Glossary  317 І References and Resources  321 І Index  333
About the Author  339
ix
viii  Contents
PrEFaCE
In the face of a growing obesity pandemic, For veteran teachers, this book outlines strate-
physical educators confront a long-standing gies for emphasizing health-related fitness while
responsibility that has taken on even greater still maintaining all the components of an exist-
importance—the health and wellness of a diverse, ing program. For new teachers, this book details
increasingly sedentary population of children aspects of creating an effective fitness education
and adolescents. With this responsibility comes program by illustrating details with specific
an opportunity to have a powerful and positive examples from master teachers.
effect on hundreds of young people each year. By Part I introduces health-related fitness by pro-
teaching them the skills and knowledge that they viding an in-depth look at physical activity behav-
need to live physically active lives and by giving ior and motivation. Basic training principles for
them the appreciation and confidence to do so, fitness are also examined. Because nutrition is
you are preparing them to avoid many major an essential component of body composition,
diseases and to live healthier, less stressful, and part I concludes with an overview of nutrition
more productive lives. that includes the foundations of a healthy diet,
The role that physical education plays in pre- relating body composition to other health-related
paring students for lifelong health is clear; the fitness components, and updated dietary tools.
link between participation in regular physical An overview of health-related physical fitness
activity and good health and improved cognitive concepts is provided in part II. Specifically, the
performance is increasingly well documented. third edition addresses aerobic fitness, mus-
Physical education in the schools affords the best cular strength and endurance, flexibility, and
opportunity to reach most of the population. But body composition as they relate to the teaching
a physical education program that successfully of kindergarten through 12th-grade students.
prepares students for healthy lives must be far Because knowledge of fitness has been rapidly
more than the roll-out-the-ball programs that evolving and some disagreement still exists (even
are stereotyped in the media, that some adults among exercise physiologists) about appropriate
remember from their experiences with physical exercise protocols, discussions of controversial
education, and that, sadly, are still seen in some topics along with recommendations for address-
schools today. ing these issues in your program are provided.
Suggestions are provided at the end of chapters 5,
PhysiCAl BEst ContEnt 6, and 7 for ways to address motor skills by using
activities that deal with aerobic fitness, muscular
This book was developed to provide a compre- strength and endurance, and flexibility.
hensive guide to incorporating health-related In part III strategies are outlined for develop-
fitness and lifetime physical activity into quality ing a health-related fitness education curriculum
physical education programs. It provides a con- that will serve varying program needs. Effective
ceptual framework based on current research and teaching methods that encourage the inclusion
includes a wealth of examples from experienced of all students—in the gymnasium, on the field,
physical educators. It provides specific advice on or in the classroom—are examined in chapter 10.
integrating all aspects of a quality health-related Assessment is an important component of
fitness education program. Examples from the effective teaching, and part IV provides a detailed
third edition include how to teach fitness con- look at assessing health-related fitness. The
cepts through enjoyable physical activity and how discussion includes appropriate uses of fitness
to use fitness assessment as an educational and assessment results and ways in which to assess fit-
motivational tool. ness concept knowledge, participation in physical
ix
x  Preface
activity, and evidence of growth in the affective builds on the information developed in the first
domain. two editions by focusing on updated research
The book concludes with a glossary, appen- and current guidelines for youth physical activ-
dixes that provide ready-to-use worksheets and ity and fitness. This edition provides enhanced
masters, and a reference list that can be used as practical tools and information throughout. Page
a reading resource guide. The third edition also ix provides a list of physical educators who were
introduces online resources that instructors involved in the editing of this third edition. The
can use to help teach the material given in the Physical Best Activity Guides, described further in
book, including a presentation package and test chapter 1, have also been updated with many new
package. The presentation package presents 196 activities at both levels. Each activity book has a
slides of key concepts covering all 14 chapters in CD that includes many new resources.
PowerPoint format. The test package consists
your PhysiCAl BEst
of 160 ready-made test questions that feature
multiple-choice and true-false questions covering
the content from all chapters. As a physical educator, you have an important job,
one that can literally shape the future health of
how this EDition the nation. We hope that you will find this book
both informative and inspirational in being the
wAs DEvEloPED
best physical educator you can be.
Good teaching is both an art and a science. The
Suzan F. Ayers, PhD
first edition was developed by combining exten-
Coeditor, Associate Professor
sive research on the science of physical activity for
Health, Physical Education and Recreation
children and young adults with the vast knowl-
Western Michigan University
edge and experience of master physical education
teachers from across the country. The second edi- Mary Jo Sariscsany, EdD
tion was a revision of then-current research and Coeditor, Associate Professor
was spearheaded by Gayle Claman, then the Physi- Department of Kinesiology
cal Best Coordinator at NASPE. The third edition California State University, Northridge
xi