“GET FIT”
Youth Athletic Program

Curriculum

Middle School & High School

Ages 11-17

Athletic Director:

Darian Witherspoon

Table of Contents

Section 1 – Mission and Philosophy Statement………………………………………………........................3
Section 2 – Goals and Objectives…………………………………………………………………………………………..….…...4 Goals………………………………………………………………………………………………………………………………………………4 Objectives……………………………………………………………………..………………….…………………………..……………6
Section 3 – Instructional Model……………………………………………………………………………………………………….8 Basketball…………………………………………………………………………………………………………………………..……….8 Flag Football…………………………………………………………………………………….………………..……………….....…10 Soccer…………………………………………………………………………………………………………………………………………...12 Volleyball…………………….………………………………………………………………………………………………….………….14 Floor Hockey………………………………………………………………………………………………………………………..……16 Softball………………………………………………………………………………………………………………………………………...18
Section 4 --Discussion Model…………………………………………………………………………………………………………….19 Obesity…………………………………………………………………………..…………………………………………………………….19 Bullying…………………………………………………………………………………………………………………………………………26
Section 5 --Personal / Social Responsibility and Participation Model………………………..27

Section 6 --Drugs and Alcohol……………………………………………………………………………………….…………………..28
Section 7 --Positive Impact of Athletics……………………………………………………………………………………….29
Section 8 – Program Consent Form………………………………………………………………………………………………..31
Section 9 – Curriculum…………………………………………………………………………………………………………………….…….32

*Section 10 –Youth Athletic Stats Pg. 29
*Section 11 – Participant Assessment Special needs

Mission Statement

GET FIT-Youth Athletic Program provides the youth with the skills, knowledge and disposition needed to live an active, healthy lifestyle. We foster an environment where children have opportunities to grow as individuals not only physically but socially as well. Our program provides Physical Education in a supportive, non-threatening environment, where middle school and high school age kids can participate.

Philosophy Statement

GET FIT-Youth Athletic Program is an environment in which all children are provided an opportunity to develop the knowledge, skills and dispositions needed to be successful in athletics and eventually for a lifetime. Physical Education not only teaches fitness but also creates an environment in which responsibility, cooperation and teamwork are highly valued.

In the context of our program, these purposes are best accomplished by creating a safe and nurturing, but highly structured and disciplined environment within which the participants will feel free to take risks and explore their potential. It will also be vital to help the participants see the connection between the physical education classroom and their lives outside of the program.

Much of the learning process occurs through experience. Physical Education provides children opportunities to learn experientially. The program curriculum contains a risk-taking and authentic assessment, both of which benefit the experiential learning process. Just as in many classroom settings, there is a give-and-take interaction between participants and coaches/instructors; the coaches/instructors models and guides, and the participants practices and performs. The physical education environment is valuable in that it incorporates these teaching and learning concepts with a whole body, physical experience, which has been proven to stimulate learning, creativity and self-esteem.

Broad goals of our program include teaching through each of the domains (the cognitive and affective as well as the psychomotor), teaching participants that it is valuable to participate in movement experiences outside of the program, teaching participants that there are a variety of ways to be active, and teaching participants how to assess their own participation and performance.

Goals

Ages 11-17:

Content Standard 1-Motor Skill Performance

• CS1.1. Demonstrate developmentally mature applications combining locomotor, nonlocomotor and manipulative skills to participate in developmentally appropriate movement in sports

• CS1.2. Adapt and combine skills to meet the demands of increasingly dynamic environments.

• CS1.3. Participate in a variety of individual, dual and team tasks, activities, games and sports.

Content Standard 2- Applying Concepts and Strategies

• CS2.1. Demonstrate and understanding of what the body does, where the body moves and how the body performs the movement and relationships that occur in increasingly more complex movement and game forms.

• CS2.2. Use self, peer, instructors and technological resources to recognize and suggest performance improvements in self and others through adjustments in roles with sport and activities.

• CS2.3. Demonstrate knowledge of rules, safety practices and procedures as they apply to an increasing range of problem solving situations within various sports.

• CS2.4. Demonstrate and correct or critique performances of others while conducting practices and game situations.

Content Standard 3- Engaging in Physical Activity

• CS3.1. Engage in an increased variety of moderate to vigorous developmentally appropriate physical activities on a regular basis.

• CS3.2. Apply an understanding of the connections between the purposes of sport strategies and how to implement them in game situations.

• CS3.3. Apply the understanding of physical activity concepts to increasingly complex movement and game forms.

• CS3.4. Engage in a variety of appropriate physical activities during and outside of the program that promote the development and improvement of physical fitness level including intramural leagues and activities.

Content Standard 4- Physical Fitness

• CS4.1. Demonstrate the skills and knowledge to assess levels of physical fitness and participate in activities that develop and maintain each component.

• CS4.2. Assess physiological and affective responses to exercise associated with one’s level of physical fitness and nutritional balance by maintaining a journal.

Content Standard 5- Responsible Behavior

• CS5.1. Understand, participate in the development of, and follow program rules; follow activity-specific rules, safety practices and procedures; and apply safe practices, rules, procedures, etiquette and good sportsmanship in all physical activity settings.

• CS5.2. Continue to develop skills to participate productively in groups, in both cooperative and competitive activities.

• CS5.3. Develop strategies for including all persons, despite differences, in physical activity settings and rotating through various roles within class.

• CS5.4. Apply appropriate skills for resolving conflicts peacefully especially within game situations between teams and referees.

Content Standard 6- Benefits of Physical Activity

• CS6.1. Make decisions about participating in different physical activities based on feelings, interests and challenge by choice.

• CS6.2. Use small group and large group activites as a means of self and group expression.

• CS6.3. Use physical activity as a positive opportunity for social and group interaction and development of leadership skills.

• CS6.4. Realize that sport education challenges present opportunities for personal growth.

• CS6.5. Value the skill competence that results from practice.

• CS6.6. Demonstrate willingness to attempt a variety of new physical activities.

Objectives

Ages 11-17

Content Standard 1- Motor Skill Performance

• Use an overhand and underhand throw with good form.

• Demonstrate basic skills and tactics for an invasion sport in a 2 v 1 situation.

• Demonstrate the basic skills of an outdoor activity (softball, flag football, soccer)

• Demonstrate how to catch a ball using good form.

Content Standard 2- Applying Concepts and Strategies

• Identify critical elements of sport-specific games and activities that characterize good performance

• Identify tactics in invasion games and be able to apply them in game situations

• Recognize that skills in different sports are related to one another

• Recognize that invasion and net activities have different tactics.

• Recognize critical components for striking, throwing and catching.

Content Standard 3- Engaging in Physical Activity

• Identify opportunities in the community where they can be physically active.

• Identify ways to participate fully in physical education class.

• Identify ways to maintain a physically active lifestyle.

• Identify ways to participate in health enhancing physical activity.

• Identify opportunities to relate lessons learned within physical education to relate to outside activities.

Content Standard 4- Physical Fitness

• Identify personal fitness levels

• Self-assess cardiovascular fitness levels.

• Students will use appropriate technique when performing exercises and skills

• Students will meet the age and gender requirements for health related fitness

• Identify ways to maintain fitness outside of the program.

Content Standard 5- Responsible Behavior

• Interact with others in a positive manner regardless of skill level or other differentiating factors.

• Accept responsibility for the way they conduct themselves

• Work with others in a respectful manner.

• Respect equipment

• Respect the teacher and be responsible for own actions.

Content Standard 6- Benefits of Physical Activity

• Value physical activity to build self efficacy

• Identify positive effects of participation in various activities

• Identify preferred activities

• Value their involvement through challenge by choice.

• Identify benefits of various positions in sport

Instructional Model

Basketball

1. Participants will learn the basic rules and regulations for the game of basketball.
2. Participants will learn the basic skills of basketball such as dribbling, passing, shooting and defense.
3. Participants will learn cooperation and teamwork through the game of basketball.

A. Skills 1. Dribbling a. Body position b. Hand position c. Mechanics

2. Passing a. Body position b. Hand position c. Mechanics

3. Shooting a. Body position b. Hand position c. Mechanics

4. Defense a. Man to man b. Ball-you-basket c. Ball-you-man

B. Rules 1. General Rules a. Court b. Positions c. Fouls/violations d. 5 seconds to inbound

2. Scoring Rules a. 2 point shot b. 3 point shot c. Free-throw

Introductory Activities
1. Stationary dribbling
2. Dribble right/left hand down and back
3. Crossover dribble 4. Relay dribble
5. Zig zag dribble
6. Keep away dribble
7. Two hand chest pass
8. Two hand bounce pass
9. Overhead pass with a partner
10. Left/Right hand bounce pass with partner
11. Group passing
12. Shooting form with partner
13. Spot shooting
14. Lay-up drill
15. Jumps hot drill
16. Around the world

Developmental Activities:
1. Dribble / jumps hot / pivot
2. Partner dribble zig zag
3. Jump shot / pivots / pass to partner
4. Slide passing with partner
5. Partner shooting (catch and shoot)
6. Team 21
7. King / Queen of the court
8. Knockout
9. 3 Man Weave
10. Dribble / jump shot / shoot

Culminating Activities:
1. 3 on 3 games
2. 5 on 5 games
3. Tournaments

Instructional Model

Flag Football

1. Participants will learn the basic rules and regulations for the game of flag football.
2. Participants will learn the basic skills of flag football such as throwing and catching.
3. Participants will learn cooperation and teamwork through the game of flag football

A. Skills 1. Throwing a. Grip on the ball b. Body position c. Throwing mechanics of the arm

2. Catching a. Body position a. Hand position c. keep eyes on the ball (look it in)

3. Route Running a. Streak b. Flag/post c. Curl/hitch d. Drag/dig e. Slant/hot

4. Kicking Game (Long Snapping/Punting) a. grip on the ball b. Rotation of the ball back to the punter c. The catch/drop by the punter d. Kicking the ball (toes are flexed)

5. Blocking a. Blocking b. Run Technique c. Pass Technique

B. Positions 1. Offense a. Backs b. Line c. Receivers

2. Defense a. Linemen b. Linebackers c. Secondary

C. Rules 1. General Rules (Students will be given a handout) a. Position Rules b. Scoring c. Advancement of the Football d. Field dimensions e. Change of possession f. Considered “down” when body part hits the ground or one flag is pulled.

2. Penalties a. Offside b. Delay of Game c. Interference

Introductory Activities:
1. Distance Throw
2. Distance Kick
3. Run pass routes and catch the football

Developmental Activity (Lead Up Game):
* Ultimate Football - Each team consists of three to five players.
Start with all the players on the offensive team behind their goal line. The players then take 5 steps and pass the football. The defensive players may not make contact with any offensive player. A dropped or intercepted pass results in the other team getting the football at that spot on the field. Catch the pass and take only 5 steps or hold the football for 5 seconds. Once a player catches a pass, the offensive player tries to advance the football down the field and over the goal line. The player can only take 5 steps or hold the football for five second before they have to score or pass the ball to a teammate. Turn the ball back over to the other team after a score and repeat the steps. If one team is ahead by 4 or more points, then the game starts over at 0 to 0.

Culminating Activities:
1. Flag Football
2. Rules of the game
Instructional Model

Soccer

1. Participants will learn the basic rules and regulations for the game of soccer
2. Participants will learn the basic skills of soccer such as dribbling, passing, trapping, kicking and goaltending.
3. Participants will learn cooperation and teamwork through the game of soccer.

A. Skills 1. Dribbling a. Use inside and outside of foot b. Short kicks and taps on the ball c. Long kicks d. Work in a straight line

2. Passing a. Use inside of foot b. Short and Long passes

3. Trapping Ball (Stopping) a. Use the sole of the foot b. Inside and outside of foot c. Chest

4. Kicking a. Put non-kicking foot next to ball b. With kicking foot turn tow outward c. Strike ball with inside of foot and follow through

5. Heading a. Body position b. Contact with head c. Safety

6. Goalkeeping a. Stance b. Stopping ball on the ground c. Stopping ball at the chest

7. Throw-In a. Both hands on the ball b. Throw from behind your head c. Both feet must be in contact with the ground

B. Positions 1. Offense a. Forwards b. Halfbacks c. Centers

2. Defense a. Goal Keepers b. Fullbacks

C. Rules 1. General Rules a. Field Dimensions b. Player Positions c. Scoring

2. Penalties a. Ball out of bounds b. Player Off sides d. Corner kick/free kick

Introductory Activities:
1. Dribbling Drill
2. Passing Drill
3. Kicking Drill
4. Heading Drill
5. Trapping Drill
6. Throw-in Drill

Developmental Activities (Lead Up Games):
1. Line Soccer
2. Zone Soccer
3. Unlimited Goalies

Culminating Activities:
1. 11 on 11 soccer game
2. Rules of the Game

Instructional Model

Volleyball

1. Participants will learn the basic rules and regulations for the game of volleyball.
2. Participants will learn the basic skills of volleyball such as serving, passing and setting.
3. Participants will learn cooperation and teamwork through the game of volleyball.

A. Skills
1. Serve (underhand/overhand) a. Body position b. Mechanics c. Ball contact/follow through

2. Forearm Pass (bump) a. Body position b. Mechanics c. Ball Contact

3. Set a. Body position b. Mechanics c. Hand/ball contact

4. Spike a. Body position b. Mechanics c. Hand/ball contact (timing)

5. Block a. Body position b. Mechanics

B. Rules 1. General Rules a. Court b. Rotation/Positions c. Score of games d. Let

2. Serving a. Serving area b. Legal/illegal serves c. Scoring of serve 3. Passing a. When to pass b. Legal/illegal passes c. Direction of passes

4. Setting a. When to set b. Legal/illegal set c. Direction of set

5. Scoring a. Rally Scoring b. Play to 15 win by 2 or 25 win by 2

6. Turnovers/Penalties/Violations a. Foot fault b. Out of bounds c. Net violation

Introductory Activities:
1. Partner serving/no net/work on form
2. Serving across the net to a partner
3. Serving from serving area over net
4. Rules involving serve
5. Pass on one knee partner
6. Pass to partner off toss
7. Pass back and forth with partner
8. Fan passing
9. Circle Passing
10. Rules involving passing
11. Indian style setting with partner
12. Set to partner off toss
13. Set back and forth with partner
14. Fan setting
15. Circle setting
16. Rules involving setting
17. Spiking with partners
18. Spiking in groups
19. Blocking in groups

Developmental Activities (Lead Up Games)
1. Target pass
2. Target set
3. Serve to targets
4. Serve to partners
5. Circle passes in two groups
6. Circuit (pass, set, pass/set and serving)
7. 3 on 3
8. 4 on 4
Instructional Model

Floor Hockey

1. Participants will learn the basic rules and regulations for the game of floor hockey.
2. Participants will learn the basic skills of floor hockey such as passing/receiving, shooting and stick handling.
3. Participants will learn cooperation and teamwork through the game of floor hockey.

A.Skills
1. Holding the stick
2. Dribble
3. Drive
4. Push-pass/flick

B.Positions
1 center
2 forwards
2 guards
1 goalie

C.Rules
1. You may not bring the stick above your knees at any time.
2. No hitting or swinging at the puck while it is in the air.
3. No body checking.
4. No scoring from behind the half court line.
5. When a puck is stuck in the net, the goalie gets possession.
6. Keep both hands on the stick at all times.
7. Always start the game with a face-off.
8. Only 6 players from your team are allowed on the floor at all times.
9. Each goal is worth one point.
10. Play hard, but play to keep the opponent safe.

Vocabulary
1. Face-off – The term used when describing the start of the game and the restart after every goal.
2. Clear – Moving the ball away from the goalie net by hitting it all the way down to the other end, along the sidelines.
3. Pass – Moving the ball to another player on your team.
4. Stick Handling – Controlling the ball while traveling through groups of opposing players.
5. Goal Crease – Clearly marked area that is off limits for all players except the goalie.
6. Save – The goalie prevents the ball from going into the goal.

Participant Outcomes
1. Participants will be able to list 3 safety rules
2. Participants will be able to make a goal 3 out of 5 times
3. Participants will be able to pass successfully 3 out of 5 times

Lesson Plans
Day 1 –Discuss the grip and demonstrate (remember lefties) Demonstrate stick handling and explain why this is important Have students get in lines behind a set of cones and dribble the ball while weaving in between the cones. Demonstrate passing and receiving skills (focus on pushing/sweeping for pass) Have participants find a partner and practice passing and receiving while jogging to opposite wall Review vocabulary words – Stick Handling, Pass, Face-off

Day 2 – Review the grip, have the students warm-up by dribbling the ball between the cones and passing to a partner Demonstrate shooting and discuss strategy (aim for corners) Discuss safety with tweaking the wrist and lifting the ball off the floor Have participants get in 4 lines facing toward each goal, put a garbage can, step from aerobics, or any other object in goal and have participants try to score around the object Talk about different strategies Have class sit and have 6 participants demonstrate the positions on the court and the responsibility for each position Review vocabulary words – Goal Crease, Save, Clear

Day 3 – Warm-up Review all 6 vocabulary words Have two teams set up in 6 positions and explain what each position does Go over rules of game Have those two teams play for about 1 minute to demonstrate Break up into teams and begin play

Instructional Model

Softball

1. Participants will learn the basic rules and regulations for the game of softball.
2. Participants will learn the basic skills of softball such as catching, hitting, and throwing.
3. Participants will learn cooperation and teamwork through the game of softball.

A. Skills 1.Base Running 2. Catching 3. Fielding 4. Hitting 5. Pitching 6.Throwing

B. Positions 1. Pitcher 2. Catcher 3. First Baseman 4. Second Baseman 5. Shortstop 6. Third Baseman 7. Outfielders -(Left, Right, and Center)

C. Rules

1. Player

2. Game

3. Batting

4. Time

*Participants will participate in a variety of drills and lead up games to increase their basic softball skills, especially throwing and catching with a mitt and learning how to bat the ball correctly. The goal for all participants is to have the skills and knowledge necessary to play a beginning level game of softball.

Objectives:
1. Understand the knowledge of basic rules, skills and terminology of softball.
2. Demonstrate the proper mechanics for beginning softball skills: throwing, catching with a mitt, Pitching, batting, and base running.
3. Understand softball player positions.
4. Continue to develop teamwork strategies.
5. Demonstrate characteristics of cooperation, sportsmanship and teamwork.
|Selling Obesity |
|Overview |
| |
|In this lesson, students look at the health issues that are associated with our fast food culture, and the advertising of it. Students begin|
|with a snack-food survey to assess their own eating habits. |
|Through class discussion, they explore North American fast food culture, and the role that marketers play in promoting these types of foods |
|to children and teens. At the end of the class, students choose from a number of activities that help them understand this issue in greater |
|depth. |
| |
|Learning Outcomes |
|Students will demonstrate: |
|• awareness of the health issues associated with overconsumption of snack foods and fast foods |
|• awareness of how the fast food and snack food |
|industries encourage over consumption of their |
|products through advertising and serving sizes |
|• an understanding of their own responses to advertising |
|of fast food and snack food |
|• continuing awareness of the types of foods needed to |
|maintain a healthy lifestyle |
|• continuing awareness of the principles of balance and |
|moderation in fitting snack foods into a healthy diet |
| |
|Procedure |
|Guided Discussion |
|• Ask students to brainstorm definitions for the term “junk food.” (Generally, |
|junk food is a slang word used to describe pre-packaged snack foods with |
|limited nutritional value – foods that are high in salt, sugar, fat or calories, |
|with low nutrient contents.) |
|• What are some examples of junk foods? |
|• Ask students to define the term “fast food.” (Fast foods are quick, reasonably |
|priced and readily available alternatives to home cooking.) |
| |
|Distribute the Snack Food Survey to students. |
|• Once it’s completed, discuss their answers as a class. |
|• Based on their responses, how would students rate their fast food/snack food |
|habits overall? |
|• According to students, what are the most popular fast food restaurants? |
|• What’s the most popular snack food? |
| |
|Ask students: |
|• Do you consider fast food/snack food to be a significant part of teen culture in |
|North America? Why or why not? |
|• What are some of the reasons why North Americans consume so much junk |
|food and fast food? (Answers might include: excessive marketing; disposable |
|income; easy access to fast food in neighbourhoods, schools, malls, etc.; busy |
|lives that don’t leave time to prepare proper meals; peer or family influences.) |
|• What are the positive elements of fast food? (Eating at fast food restaurants is |
|fun, the food is tasty, it’s convenient, it’s inexpensive, fast food restaurants |
|provide a popular place for teens to socialize.) |
|• What are some of the negative aspects of fast food? (Many fast foods are high |
|in calories, fat, saturated fat, sugar, and salt. There are also concerns relating |
|to the environmental cost of fast food. For example, valuable land and water |
|that could be used to grow crops for people are being used to support |
|livestock for the food industry instead.) |
|• Distribute the Food Facts sheet to students and review the key points. (You |
|might want to bring in a twelve-ounce container and a thirty-two-ounce |
|container to illustrate the difference in average serving size for soft drinks.) |
| |
|Ask students: |
|• What surprised you most on this sheet? |
|• Why is the marketing of fast food to children of concern to health officials? |
|• What are some of the ways that fast food is marketed to kids? (Answers may |
|include: commercials; billboards; toys; clothing; jingles; games; Internet |
|sites; special-sized meals for kids of different ages; cross-marketing with |
|movie and television figurines or popular toys; prizes and games with kiddie |
|meals; indoor playgrounds; and branding – even very young children can |
|recognize those golden arches!) |
|• Why would fast food restaurants target young children in their marketing |
|campaigns? (Make sure that students consider the “whine factor” as well as |
|brand loyalty and brand recognition. In most families, children exert |
|tremendous influence – in other words, if a four-year-old insists on going to |
|Burger King, chances are parents and siblings will accompany him or her.) |
| |
|Ask students to think back to when they themselves were younger, or to keep |
|younger siblings in mind, as they answer the following questions: |
|• Have you ever tried a food product because you liked the commercial? |
|• Have you ever dragged your family along to a fast food place that you wanted |
|to visit? |
|• Have you ever visited a fast food restaurant because of the prizes they give |
|away with the meals? |
|• Have you ever collected movie figurines through a promotion at a fast food |
|restaurant? |
|• Do you own any clothing that features food slogans or logos? |
|• Can you think of any advertising campaigns for healthy foods that are as |
|popular as advertising campaigns for snack foods? (The “Got Milk” campaign |
|is one of the few campaigns for non-snack foods that has captured the |
|imaginations of young people.) |
| |
|o In a article on the causes of obesity, American nutrition expert |
|squarely blamed the fast food industry for using advertising and |
|promotion to constantly pressure us to eat. The combination of |
|unprecedented access to a poor diet – to high-calorie foods that are |
|widely available, low in cost, heavily promoted, and good-tasting – and |
|a culture that discourages people from being physically active, has lead |
|to the creation of a “toxic food environment” that’s hazardous to our |
|health. In particular, he points the finger at strategies such as “supersizing” |
|servings as an example of how food marketing adversely affects our health. |
|(Kelly Brownell, “The Pressure to Eat,” in Nutrition Action, July/August 1998.) |
|• Why are people attracted to “super-sized” fast food? (Consumers believe |
|they’re getting better value for their money. Did you ever notice how |
|Starbucks’ smallest-size coffee is called “tall,” not “small”? Even when |
|servings aren’t that large, they are labeled to make consumers feel that |
|they’re getting added value.) |
|• Do super sizes make us eat more? (Researchers have found that when we |
|order larger portions of food, we in fact more than we’re actually hungry for.) |
| |
|How much difference does super-sizing make? Using McDonalds’ hamburgers and |
|fries as an example, give students the calorie and fat measurements of regular |
|servings then have them guess the super-sized equivalents: |
| |
|Ask students: |
|• Is all fast food bad food? |
|• What are some examples of healthy fast food? (Grilled chicken sandwiches, |
|baked potatoes, small hamburgers minus the mayonnaise, wraps, and salads |
|– these are some of the healthier choices you can make. Be careful, though. |
|Some foods that appear to be healthy or low in calories may not be. For |
|example, a large Starbucks’ White Chocolate Mocha, made with whole milk, |
|has 600 calories and three-quarters of a day’s allowance of saturated fat. And |
|a Taco Bell Taco Salad contains 850 calories and 52 grams of fat – a better |
|choice would be a Subway Salad Delite, with only 51 calories.) |
| |
|Activities |
|• In their journals, have students keep track of how much snack food and fast |
|food they consume in a week. In addition to recording the food they eat, have |
|students record their activities while snacking. Do any patterns emerge? |
|• Have students record the number of food commercials that appear during |
|Saturday morning cartoons. What products are most advertised? |
|• Have students deconstruct the language, images and messages in ads for |
|snack foods and fast foods. (See the lesson You’ve Gotta Have a Gimmick for |
|ideas.) |
|• One proposed solution to the health concerns about the North American junk |
|food crisis is to levy a tax on fast food – and apply that money to the |
|promotion of healthy foods. Have students list other solutions to this problem. |
|• Part of the problem with many “healthy living” public service announcements, |
|and advertisements for healthy foods, is that young people seldom perceive |
|these messages as being “cool.” Individually or as a group, have students |
|create advertising campaigns that would appeal to kids their age. (Students |
|might want to deconstruct the “Got Milk?” campaign as a successful model.) |
|• Conduct a class debate on whether or not the fast food industry should be |
|permitted to advertise to children. Have students assume the roles of health |
|practitioners, kids, parents, and fast food producers to argue for or against |
|this issue. |
|• Have students come up with a list of guidelines for advertising fast food, soft |
|drinks and snack foods to children. |
|• Have students survey local fast food outlets and grocery stores for kids’ |
|promotions. (If possible, have them collect samples of advertisements and |
|promotions.) Create a billboard that provides a snapshot of how the food |
|industry advertises to kids. |
| |
|• Have students track cross-marketing promotions between fast food outlets |
|and upcoming movies. |
|• Have students visit kids’ sections of Web sites for fast food companies, and |
|analyze the ways in which these companies use online games and activities to |
|engage children and build brand recognition and loyalty. |
|• Have students create and conduct a “Fast Food I.Q.” survey for younger |
|students. This could include: |
| |
|o a questionnaire similar to the Snack Food Survey |
|o a section where they provide pictures of “spokescharacters” for various |
|fast food outlets and snack foods (such as the McDonalds |
|“Hamburgler,” Cheetos’ Cheetah, Taco Bell’s Chihuahua) and ask the |
|children to identify the company each represents |
|o a “name that jingle” or “name that slogan” section where children must |
|match fast food companies, or snack foods or beverages, to the correct |
|slogan or jingle |
|o Once completed, have students summarize their results |
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|Handout #1 |
| |
|Food Facts |
| |
|Call it fast food, snack food or even junk food – North Americans love it! Here are |
|some interesting facts about junk food. |
| |
|• In the United States, the food industry spends more than $33 billion a year to |
|advertise products that are mostly loaded with fat, salt and sugar. |
| |
|• Every month, more than 90 per cent of the children in the United States eat at |
|McDonald’s |
| |
|• The American National Cancer Institute spends $1 million per year to |
|encourage people to eat fruits and vegetables. |
| |
|• Over the past twenty-five years, American researchers have found an |
|increase in fast-food commercials during children’s television programming – |
|with many of these commercials emphasizing larger portions. |
| |
|• According to the Canadian Paediatric Society, most food advertising on |
|children’s TV shows is for fast foods, soft drinks, candy and pre-sweetened |
|cereals – while commercials for healthy food make up only 4 per cent of those |
|shown. |
| |
|• During the 1950s, the typical soft drink order at a fast food restaurant |
|contained about eight ounces of soda. Today, a “child” order of Coke at |
|McDonalds is twelve ounces, and a large Coke is thirty-two ounces (and about |
|310 calories!). |
| |
|• Fast food companies make higher profits on soft drinks than on their food |
|products. |
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|• McDonalds is the largest owner of private playgrounds in North America. |
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|• In 1997, Americans spent over $54 billion on soft drinks. |
| |
|• Twelve- to nineteen-year-old boys drink an average of 868 cans of pop per |
|year. Girls drink about one-fourth less – about 651 cans per year. |
| |
|• A super-sized order of McDonald’s fries contains 610 calories and 29 grams of |
|fat. Other brands aren’t much better: a king-sized order of Burger King’s fries |
|packs 590 calories and 30 grams of fat. |
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|• Per ounce, Chicken McNuggets contain twice as much fat as hamburger. |
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|• In the United States, obesity is second only to smoking as a cause of death. |
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|• In Canada, 46 per cent of adults are overweight or obese. Over the past |
|twenty years, obesity rates for Canadian kids have tripled. |
| |
|• The American artificial flavour industry – the industry that’s behind the great |
|taste of much of the snack food we consume – has annual revenues of |
|approximately $1.4 billion. |
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|• And speaking of artificial flavouring – a typical strawberry milkshake contains |
|approximately fifty artificial ingredients to create that great “strawberry” |
|taste! |
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|Handout #2 |
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|Snack Food Survey |
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|Complete this survey to figure out your snack food habits. |
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|On average, each week: |
|1. How much pop do you consume? |
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|2. How many bags of snack foods such as potato chips, pretzels or cheesies? (Are |
|they large bags or small bags?) |
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|3. How often do you eat sweets such as candy or chocolate bars? |
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|4. How often do you eat baked or fried sweets such as cookies or donuts? |
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|5. How often do you eat sweetened cereal for breakfast? |
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|6. How often to you eat at fast food outlets such as Wendy’s, Burger King, Taco Bell, |
|Pizza Pizza, etc.? |
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|7. What fast food outlet are you most likely to visit? |
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|8. When you go to a fast food restaurant, what size of serving are you most likely to |
|order? |
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|9. How often do you “super-size” your order? |
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|Bullying Awareness |

Purpose:
- Identify characteristics of bullies
- Discuss the effects that bullies have on the bullied student
- Discuss ways to deal with bullies
- Demonstrate how to prevent bullying in school
Materials Needed:
- Role play note cards
- Anti-Bullying Pledge
Description of Idea
1. Discuss the different aspects of bullying. What is bullying: any action that involves a desire to hurt, hurtful action, a power imbalance, repetition, enjoyment by the aggressor (the bully), and feelings of oppression from the victim (the bullied).
* Where bullying happens: anywhere that the bully thinks he or she can get away with it.
* Why do students bully: gain power, attention, material things, or to act on problems at home or copy another person.
* How bullied students feel: scare, alone, sad, bad about themselves, don’t like school, headaches and stomachaches.
* Types of bullying: physical aggression, social alienation, verbal aggression, and intimidation.
* Strategies for dealing with a bully: tell them stop, stand up, group together, tell an adult, ignore it, avoid it, and walk away.
* Prevent bullying: don’t join in, help others, speak out, include everyone, group together.

2. Act out teacher constructed instances of bullying with the help of student volunteers. Following each scene ask the class to identify the different roles, bully, or bullied, the type of bullying used and the strategy used to deal with it as well as other scenarios that may be similar. Make up the last scenario as a class and go through the same questions.

3. Open up discussion about things related to bullying and what the students can do about it. Similar to a peer advice session.

4. Hand out an “Anti-Bullying Pledge” each student will sign his or her name and have the class read it out loud together. If there is time they may decorate it in and hand it back to be displayed around the room.

Variations:
As an alternative to the "anti-bullying pledge", you might want to have students create posters, individually or in groups, that reinforce the anti-bullying message. Posters can then be displayed around the school or shared with younger students as a peer-to-peer project or as an Advocacy Project. Perhaps it can be coordinated with an "Anti-Bullying" week or campaign.

Assessment Ideas:
Have the students come up with a way to reduce bullying in schools and in the community.
Could be a change in the school for the teachers to implement, a program for students, or even something specific that you can do. Outline the idea and how it will work.
Personal / Social Responsibility and Participation Model

|5 |4 |3 |2 |1 |
|Students at Level V, in addition|Students at Level IV, not only |Students at Level III not only |Students at Level II may not |Students who operate at Level I |
|to respecting others, |show respect and participation, |show at least minimal respect |participate in the day’s |make excuses and blame others |
|participating, and being |but they are also able to work |for others but also willingly |activities or show much mastery |for their behavior and deny |
|self-directed, are motivated to |without direct supervision. They|play, accept challenges, |or improvement, but they are |personal responsibility for what|
|extend their sense of |can identify their own needs and|practice motor skills, and train|able to control their behavior |they do or fail to do. |
|responsibility beyond themselves|begin to plan and carry out |for fitness under the |enough so that they don’t | |
|by cooperating, giving support, |their physical education |instructor’s supervision. |interfere with the other | |
|showing concern, and helping. |programs. | |students’ right to learn or the | |
| | | |instructor’s right to | |
| | | |instructor. They do this without| |
| | | |much prompting by the instructor| |
| | | |and without constant | |
| | | |supervision. | |

| |The Model is a two-part strategy for teaching personal and social |
| |responsibility through physical activity. The first part is |
| |educating the students of each level and the behaviors that are |
| |associated with that level. The students are then asked on a daily |
| |basis "what level were you today?" This question cognitively makes |
| |the students stop and reflect on the behavior they exhibited during |
| |the class. The second way the Model can be utilized is by the |
| |instructor. The instructor may choose to praise a student using the |
| |levels "Wow, Darian I like how you are operating at a level 5". This|
| |can also make the students that are off task aware of their |
| |behavior. The physical educator can also use this model as a rubric |
| |in order to evaluate the student’s affective behavior. A totem pole |
| |is painted at the door, as a students exit the gym they must touch |
| |the level that they thought they were that day. The three faces are |
| |used for the younger students. |

Drugs and Alcohol

Warning Signs: How To Tell if a Student is Using Alcohol or Drugs?

Adolescents can become addicted to alcohol in only 6-18 months; for adults this usually takes 5-15 years. Of the children who first use alcohol or other substances before the age of 15, 40 percent are later classified with an addiction. That’s why it’s critically important to know and recognize the signs of drug and alcohol use and abuse so that you can inform parents and they can seek help for their child immediately.
Physical Evidence of Drug Use:
• Liquor missing or watered down
• Fake ID
• Mouthwash, breath spray
• Visine or other eye drops
• Roach clips, rolling papers
• Bong pipes and small screens
• "Stash cans," often disguised as soda or beer cans
• Any drugs or drug paraphernalia you find on the child are indications of drug use, even if he or she insists they "belong to a friend."
Changes in School Performance:
• Discipline problems
• Lowered grades, neglected homework
• Frequent tardiness and absenteeism
• Falling asleep in class
Changes in Physical Appearance:
• Lack of personal cleanliness, messy appearance
• Red eyes and frequent use of eye drops
• Runny nose, congestion, coughing
• Wearing dark glasses when not necessary
• Significant weight loss or gain
• Circles under eyes
Changes in Behavior and Personality:
• Abrupt changes in mood
• Hostility, defiance of rules
• Depression, "I don't care" attitude
• Lack of responsibility: not doing chores or homework; forgetting family occasions
• Blaming, lying, making excuses
• Loss of memory, shortened attention span, disordered thought patterns
• Withdrawal from family, isolation, secretiveness
Changes in Friends and Interests:
• New or different friends, especially ones who use drugs
• Secrecy about actions and possessions
• Sports or extracurricular activities are given up; everything is "boring"
Positive Attitudes toward Drugs and Alcohol:
• Pro-drug messages on posters or clothing
• Strong defense of the occasional use of drugs by peers
• Thinks adults "hassle" kids
• Easily angered when confronted about chemical use
• Others are concerned over his/her use of alcohol or other drugs
Positive Impact of Athletics
(both community-based and school-based) on youth development and academics.

Below is a summary of research that effectively demonstrates the positive impact of athletics
(both community-based and school-based) on youth development and academics.

For the thousands of youth involved in athletic programs, their extracurricular activity is integral to their personal development and learning. Tens of thousands more young people engage in extracurricular athletics through community-based programs. These programs provide structure and context that yield positive outcomes for youth. As a program dedicated to producing successful young adults, we recognize the value of affording our young people access to extracurricular athletic programs.

Youth Athletics and Personal Development
Participation in youth athletics – whether through a school or a community-based program – has generally been considered positive for youth. However, key bodies of research have demonstrated how youth who participate in formal programs perform relative to their peers.
Below are summaries this research.

Involvement of young people in sports programs promotes responsible social behaviors and greater academic success, confidence in one’s physical abilities, an appreciation of personal health and fitness, and strong social bonds with individuals and institutions. Carnegie Corporation report

Adolescents who spend NO TIME in extracurricular activities are 57 percent more likely to have dropped out of school by the time they would have been seniors; 49 percent more likely to have used drugs; 37 percent more likely to have become teen parents; 35 percent more likely to have smoked cigarettes; and 27 percent more likely to have been arrested than those who spend one to four hours per week in extracurricular activities. Department of Health and Human Services report

According to the National Education Commission on Time and Learning, school-age children and teens who are unsupervised during the hours after school are far more likely to use alcohol, drugs and tobacco, engage in criminal and other high-risk behaviors, receive poor grades, and drop out of school than those children who have the opportunity to benefit from constructive activities supervised by responsible adults. National Education Commission on Time and Learning report

Participation in high school sports yields the following results:
• By a 2-to-1 ratio, boys who participate in sports do better in school, do not drop out and have a better chance to get through college.
• The ratio for girls who participate in sports and do well in school is three to one.
• About 92 percent of sports participants do not use drugs.

• Sports participants take average and above-average classes.
• Sports participants receive above-average grades and do above average on skills tests. 6) Students involved in athletics appear to change focus from cars and money to life accomplishments during the process. Hardiness Research
Female athletes do better in the classroom, are more involved in school activity programs and stay involved in the community after graduation. Women’s Sport Foundation report

Youth Athletics and Academic Achievement
Participation in athletics and academics are closely correlated for the simple reason that schoolbased programs require students to maintain a 2.0 GPA to be eligible for participation. This is a key driver for marginal students to “make the grade” and to be engaged academically. Parents, coaches and students alike will attest to this “carrot and stick” approach to eligibility as the catalyst for converting dropouts to graduates, “C” students to “B” students, and wayward youth to college-bound young adults.

Community-based and school-based programs both contribute to a young person’s sense of character. This discipline and rigor, provided through a structured program, often carries through to the young person’s academic life.

While we can acknowledge the fundamental drivers of this correlation, various studies have quantitatively proven that participation in an extracurricular athletic program results in an increased GPA and better attendance.

“GET FIT” Youth Athletic Program
Informed Consent Form

I hereby give my permission for ______________________________________________ to participate in the “GET FIT” Youth Athletic Program.
My child and I are aware of the risk in participating in a athletic program. I assume all risks associated with my child’s participation in the program, including but not limited to falls, contact with other participants, and other reasonable risk conditions associated with the program. All such risks to my child are known and understood by me. I understand this informed consent form and agree to its conditions on behalf of my child and any other parent/guardian of my child.

Age__________ Gender: M F

Medical Information
1. Does your son/daughter suffer from any medical, physical, emotional or behavioral conditions which might affect his/her safety during the program? YES/NO
If “yes” please specify __________________________________________________________________
2. Is your son/daughter currently undergoing any form of medical or psychological treatment, including any medication? YES/NO If “yes” please specify ____________________________________________
3. To the best of your knowledge, has your son/daughter been in contact with any infectious or contagious diseases or suffered from anything in the last four weeks that might be or become infectious or contagious? YES/NO If “yes” please specify ______________________________________________
4. Is your son/daughter allergic to any food or any medication? YES/NO
If “YES” Please specify__________________________________________________________________
5. Do you give permission for staff to give your youngster aspirin/ibuprofen? YES/NO
6. Has your youngster had a Tetanus shot in the past 5 years? YES/NO
7. Does he/she have any special dietary requirements? YES/NO
If “yes” please specify__________________________________________________________________

Parent(s) or Guardian(s) ____________________________________________
Address ___________________________ Phone (___) ___________________
Child’s Physician _____________________Phone (___) ___________________
Pre-existing medical conditions (i.e. allergies/asthma): ________________________________________________________________
Are there any other conditions that your child’s instructors needs to be aware of? ________________________________________________________________
Other(s) to contact in case of emergency ________________________________________________________________
Relationship to Child ____________________ Phone (___) ________________

Parent’s signature ______________________________ Date ______________

Please return this form to your child’s instructor.
This is for the instructor’s records.
This will be kept by the instructor and will be at all your child’s classes in case needed

Curriculum

1. Does the program have a written curriculum? ( Yes ( No

2. Are objectives written in the program’s curriculum in any of the following areas? a. Motor Skills ( Yes ( No

b. Physical Fitness ( Yes ( No

c. Cognitive Concepts ( Yes ( No

d. Personal/Social Skills ( Yes ( No

3. What year was your curriculum last revised? ________

4. Is a Physical Fitness Assessment administered to the participants? ( Yes ( No If yes, what ages? ________

Assessment

Statement on Assessment

We believe strongly that effective assessments exposes and fosters the participants learning in physical education and therefore is an essential component of our program. In physical education, as in other academic subject areas, assessments are aligned with curriculum standards. Not only does regular assessment help improve participant focus, it helps instructors to identify strengths and weaknesses so that proper planning and instruction may occur.

Perhaps more important than the planning--teaching—assessing cycle is the notion that clear assessment helps the participant change behaviors away from the program environment. It helps the participant understand his or her strengths and weaknesses and therefore helps the participant to an understanding of how to develop lifelong habits of wellness and physical fitness.

PHYSICAL DISABILITIES

MAINSTREAMING STUDENTS WITH PHYSICAL DISABILITIES INTO THE PE CLASSROOM

Students with physical disabilities want to participate in PE with their classmates. It is possible with creativity and attention to the students' IEP details. PE teachers can consult with the special education teacher for ideas when mainstreaming students with physical disabilities.

Adapt the Activities

Students with physical disabilities may be able to do similar activities as their peers when they are mainstreamed into the regular PE class. It will depend on the extent of their physical disabilities, but one way PE teachers can work with students is by adapting activities. Teaching students with physical disabilities is possible with a little creativity. Here are some ways you can adapt common activities for students with physical disabilities. • Weight and size of equipment: If the PE class is participating in a unit on baseball, students with disabilities may be able to use a whiffle ball and bat. For football, Nerf footballs can be used. Sometimes in soccer, the goal area for students with physical disabilities may have to be larger. For volleyball, students can use a beach ball. Some students without physical disabilities might also benefit from this equipment if they have difficulty with a sport. If students are given the choice to use different equipment, then the student with physical disabilities does not stand out. • Change or modify rules: Teaching students with physical disabilities means you need to assess each situation and student separately. Students with physical disabilities want to play but they do not always want to be "the easy out" when they are mainstreamed into the PE classroom. With creativity, PE teachers can change the rules to help everyone. For example, all students can get one free kick or hit, depending on the sport. You could also allow students to get closer to the "pitcher" in a sport such as kickball or softball. You could let the student sit down for part of the game if that would help him to feel more comfortable or participate more fully.

Paraprofessional Help

When teaching students with physical disabilities, paraprofessionals can also help students when they are mainstreamed into the regular PE class. A paraprofessional can help students change clothes or shoes more quickly, assist with explaining rules to the students or asking the PE teacher questions, and participate in the activities with the students with physical disabilities to make the activity as enjoyable as possible for the students.
As with any collaboration between teachers, it is extremely important for the PE teacher and the paraprofessionals to have some time to plan together and discuss the best way to mainstream students with physical disabilities into the PE classroom. Paraprofessionals should be familiar with the students' IEPs and may be able to suggest modifications to help the PE teacher. A paraprofessional can also serve as a link between the PE teacher and the special education teacher to make sure the IEP goals for gross motor skills are being met during mainstreaming.
Teaching students with physical disabilities means you have to use the resources available to you to provide the best experiences possible for the children.