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Oregon Alliance for

Health, Physical Education, Recreation and Dance

E-Journal Winter 2009

Calendar of Events

February 27 & 28, 2009
Northwest Conference on Children’s Physical Education K-8
Conestoga Middle School         
12250 SW Conestoga Dr.      
Beaverton, OR  97008
http://www.ccepe.net

March 31- April 4, 2009
124th AAHPERD National Convention & Exposition
Tampa Bay, Florida     
www.aahperd.org

August 4 – 5, 2009
Northwest District 2009 Convention
Big Sky High School    
3100 South Avenue West    
Missoula, MT 59804
Missoula Convention and Visitor Center:
www.missoulacvb.org

October 9, 2009 
OAHPERD Fall Conference
West Salem High School   Salem, OR
www.oahperd.com

 

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Adapted Physical Education Program
At the Middle School Level

During my college experience at OSU, I had the opportunity to be involved with IMPACT (Individualized Movement and Physical Activity for Children Today).  This is a program where children with disabilities have the opportunity to work on different skills in the gym and pool through various activities that are designed by the group leaders.  Each participant is partnered one-on-one with a college student who helps them understand the games and work on the skills in a group setting.  As a volunteer, I learned a lot about my partner, disabilities, and myself.  As a group leader, I learned how important such a program is for both the participants and volunteers.  When I got my current job as a middle school physical education teacher, I found out that my school housed the Lifeskills program for the district.  After I found out that I had a period for Adapted Physical Education (APE), I knew that I wanted to design my program similar to IMPACT.

In my APE class, I have anywhere from 12-18 students with varying disabilities from cerebral palsy to autism.  There are usually 2-4 students in wheelchairs or gait trainers.  When my middle school students become 8th graders, they have the option to choose “Adapted Physical Education Aide” as their elective.  The class population is made up of students with disabilities and an equal number of 8th grade aides (24-36 students in all).  Each week, I partner the 8th grade aides up with a different student so they have the opportunity to work with all of the students 3 or 4 times throughout the year.  Each day, we do a warm-up game and a fitness activity all together.  Monday and Friday, we do an activity or game that works on various skills as a class.  On Wednesday, we join with the other two PE classes (there are 3 PE classes offered each period) for a fitness activity or our running program.  Tuesday and Thursdays are our “Individual Work” days which consist of the 8th grade aides working on various skills with their partner in a more focused manner.  For example, two students may be working on soccer skills, but one may be focusing on dribbling with their partner and the other may be focusing on passing and shooting with their partner.  Students aides receive the Individual Work Plan after warm-ups and get started right away working with their partner to attain the goals for the week.
As a teacher, this class is important for two reasons.  First, the students with disabilities have physical education class everyday and have the opportunity to work on skills and play games in a safe, successful environment.  Second, the 8th grade aides learn and grow as individuals as they help those in need and are put in a position of a peer teacher.  The student aides come up with ways to teach their partners the skills and games using various cues and modifications (of course with the help of myself and a few adult aides).  They leave my class with an increased sense of confidence and leadership skills they can use throughout life.

I am very fortunate to have a supportive administration that allows this program to exist, and an amazing Lifeskills teacher to work with for this program to be successful.

Kelly Ceder
Chehalem Valley Middle School
‘Newberg School District
cederk@newberg.k12.or.us

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How Do Different Warm-up Protocols Affect
Maximum Vertical Jump Heights?

 

The Study
Past research has shown that static stretching limits maximal performance. This study sought to add to that growing body of evidence. Specifically, this study investigated maximal vertical jump performance as result of different warm-up programs. Sixty-four Division I football players participated. The athletes were randomly assigned to one of four warm-up protocols; each included a 5 minute jog as a general warm-up. In three of the groups the general warm-up was followed by an additional component, a dynamic warm-up, dynamic flexibility stretch, or a static stretch. The final group served as a control group and did not complete an additional component. Prior to beginning the assigned warm-up protocol, each athlete completed a vertical jump pretest as a baseline for comparison. Immediately after completing the warm-up protocol each athlete performed another vertical jump test.

The Results
Vertical jump post warm-up performance improved in three out of the four groups. The warm-up protocol featuring the static stretching condition did not show an improvement over the baseline test. Of the three groups showing an improvement, the control group saw the least improvement. The dynamic warm-up and dynamic flexibility stretch groups saw the greatest improvement over their baseline tests.

Relevance
Static stretching appears to negate the benefits of a warm-up, thus having a negative effect on vertical jump maximal performance. Inversely, dynamic warm-ups have been shown to improve maximal vertical jump performance. The vertical jump is a great comparator for explosive strength, thus it is fair to reason that the vertical jump is a good indicator of the ability to execute explosive movements. This study challenges the use of static stretching prior to participation in activities that require explosive performance. Coaches that routinely using static stretches at the start of practice are encouraged to modify their warm-ups to include dynamic conditions while omitting static stretching conditions. This should result in an improvement in performance.

Reference
Holt, B.W. & Lambourne, K. (2008). The impact of different warm-up protocols on vertical jump performance in male collegiate athletes. The Journal of Strength and Conditioning Research, 22, 226-229.

 

Learn More
To learn more about the vertical jump and other events performed at the NFL combine visit http://www.nfl.com/combine

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HHS Announces Physical Activity Guidelines for Americans

Adults gain substantial health benefits from two and a half hours a week of moderate aerobic physical activity, and children benefit from an hour or more of physical activity a day, according to the new Physical Activity Guidelines for Americans. The comprehensive set of recommendations for people of all ages and physical conditions was released today by the U.S. Department of Health and Human Services.

The guidelines are designed so people can easily fit physical activity into their daily plan and incorporate activities they enjoy.

Physical activity benefits children and adolescents, young and middle-aged adults, older adults, and those in every studied racial and ethnic group, the report said.

“It’s important for all Americans to be active, and the guidelines are a roadmap to include physical activity in their daily routine,” HHS Secretary Mike Leavitt said. “The evidence is clear -- regular physical activity over months and years produces long-term health benefits and reduces the risk of many diseases. The more physically active you are, the more health benefits you gain.”
Regular physical activity reduces the risk in adults of early death; coronary heart disease, stroke, high blood pressure, type 2 diabetes, colon and breast cancer, and depression. It can improve thinking ability in older adults and the ability to engage in activities needed for daily living. The recommended amount of physical activity in children and adolescents improves cardio respiratory and muscular fitness as well as bone health, and contributes to favorable body composition.

The Physical Activity Guidelines for Americans are the most comprehensive of their kind. They are based on the first thorough review of scientific research about physical activity and health in more than a decade. A 13-member advisory committee appointed in April 2007 by Secretary Leavitt reviewed research and produced an extensive report.  
Key guidelines by group are:

Children and Adolescents -- One hour or more of moderate or vigorous aerobic physical activity a day, including vigorous intensity physical activity at least three days a week. Examples of moderate intensity aerobic activities include hiking, skateboarding, bicycle riding and brisk walking. Vigorous intensity aerobic activities include bicycle riding, jumping rope, running and sports such as soccer, basketball and ice or field hockey. Children and adolescents should incorporate muscle-strengthening activities, such as rope climbing, sit-ups, and tug-of war, three days a week.  Bone-strengthening activities, such as jumping rope, running and skipping, are recommended three days a week.

Adults -- Adults gain substantial health benefits from two and one half hours a week of moderate intensity aerobic physical activity, or one hour and 15 minutes of vigorous physical activity. Walking briskly, water aerobics, ballroom dancing and general gardening are examples of moderate intensity aerobic activities. Vigorous intensity aerobic activities include race walking, jogging or running, swimming laps, jumping rope and hiking uphill or with a heavy backpack. Aerobic activity should be performed in episodes of at least 10 minutes.  For more extensive health benefits, adults should increase their aerobic physical activity to five hours a week moderate-intensity or two and one half hours a week of vigorous-intensity aerobic physical activity. Adults should incorporate muscle strengthening activities, such as weight training, push-ups, sit-ups and carrying heavy loads or heavy gardening, at least two days a week.

Older adults -- Older adults should follow the guidelines for other adults when it is within their physical capacity. If a chronic condition prohibits their ability to follow those guidelines, they should be as physically active as their abilities and conditions allow. If they are at risk of falling, they should also do exercises that maintain or improve balance.

Women during pregnancy-- Healthy women should get at least two and one half hours of moderate-intensity aerobic activity a week during pregnancy and the time after delivery, preferably spread through the week. Pregnant women who habitually engage in vigorous aerobic activity or who are highly active can continue during pregnancy and the time after delivery, provided they remain healthy and discuss with their health care provider how and when activity should be adjusted over time.

Adults with disabilities -- Those who are able should get at least two and one half hours of moderate aerobic activity a week, or one hour and 15 minutes of vigorous aerobic activity a week. They should incorporate muscle-strengthening activities involving all major muscle groups two or more days a week. When they are not able to meet the guidelines, they should engage in regular physical activity according to their abilities and should avoid inactivity.

People with chronic medical conditions -- Adults with chronic conditions get important health benefits from regular physical activity. They should do so with the guidance of a health care provider.

For more information about the “Physical Activity Guidelines for Americans,” visit www.hhs.gov or www.health.gov/paguidelines.

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Note: All HHS press releases, fact sheets and other press materials are available at http://www.hhs.gov/news.

 

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OAHPERD Partnership
HEALTHY KIDS LEARN BETTER

2009 Health & Prevention Workshops

All trainings and materials are provided free of charge.

The following workshops and trainings are available in 2009:

• Fire: Injury Prevention and Safety Curriculum
• Using Health Education Standards and Assessment in the Classroom
• Using the HECAT: Health Education Curriculum Analysis Tool

Registrations are due two weeks prior to training event.

• Injury Prevention Training           DATE AND LOCATION*:

Sub costs are covered for these training events. Please fill in cost per day for substitutes in your district: $_______/day
Sub invoices from district due by the 10th of the month after the training to:
Malinda Schlatter, OAHPERD, 5394 Summerlake Street SE, Salem OR 97306

• Standards and Assessment       DATE AND LOCATION*:

 

• HECAT Training                         DATE AND LOCATION*:

 

*If locations are TBD, please register and we will get back to you with a specific location

Name of Participant:

 

Place of Employment:

 

Position/Grade Level:

 

Work Mailing Address:

 

Phone Number:

Email:Please send registration page to maesie@bogliconsulting.com or to Bogli Consulting at 4731 NE 26th Avenue, Portland OR 97211
Fire: Injury Prevention and Safety Curriculum Training

Audience: Elementary and Middle School Teachers, Counselors and Prevention Specialists

Contact: Maesie Speer, Office Manager, Bogli Consulting
503.493-9752 (leave message)
maesie@bogliconsulting.com

Description: A Fire Awareness curriculum aligned to Oregon Health Education Standards and Benchmarks.  This workshop will:

• Increase participants’ ability to create a comfortable learning environment for all students.
• Enhance participants’ knowledge level of related information.
• Familiarize participants with theory and research that support the curriculum.
• Increase participants’ comfort with teaching strategies employed in the curriculum.
• Increase participants’ comfort and confidence in delivering the curriculum.

Substitutes' costs and all materials are paid for by
the Office of the State Fire Marshal !!

 

Using the HECAT: Health Education Curriculum Analysis Tool

Audience: K-12 Health Teachers and Curriculum Specialists

Contact: Maesie Speer, Office Manager, Bogli Consulting
503.493-9752 (leave message)
maesie@bogliconsulting.com

 

Description: The HECAT was developed by CDC in partnership with health education experts across the country. The HECAT allows educators to evaluate their curricula based on research that supports positive health behaviors among students by answering the following questions.

• Is it enhancing students’ health behaviors?  
• Are the elements of effective health education practices incorporated?
• How is it aligned with the National & Oregon Health Education Standards?
• Are strategies included that assess both concepts and skills?
• Is the content accurate and current?
• Are there opportunities for students to practice essential health skills?
• Does it promote positive health behaviors and norms?
• What and where are the gaps?

 

 

 

Using Health Education Standards and Assessments in the Classroom

Audience: K-12 and Pre-service Health and Physical Education Teachers, Curriculum Specialists and Administrators

Contact: Maesie Speer, Office Manager, Bogli Consulting
503.493-9752 (leave message)
maesie@bogliconsulting.com

 

Description:This is a national assessment-training program based upon current research.   The 13+ hour interactive training has been adapted to the Oregon’s Health Education Standards (OHES). 

 

During the training, participants will:

• Become familiar with the OHES
• Identify effective Health Education teaching practices
• Receive tools and strategies to use that are aligned with the OHES
• Practice scoring student work
• Develop performance assessments to gauge students’ learning
• Develop a standards-based classroom unit plan

It is expected that participants attend all 14 hours of the training plus a booster session.

 

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29th Annual Northwest Conference on Children’s Physical Education K-8

Friday Evening, February 27
and
Saturday, February 28, 2009

Conestoga Middle School
12250 SW Conestoga Dr.
Beaverton, OR  97008  
http://www.ccepe.net

Keynote Speakers

Chip Candy
NASPE National Middle School
Teacher of the Year

 

Jim Ross
AAHPERD Eastern District
Teacher of the Year

CONFERENCE FEES
*Pre-registration:  $95.00         (if post marked by Jan. 28, 2009) includes conference t-shirt, packet, & sack lunch

*Registration received after Jan. 28, 2009 and on site is $125.00 (Packet, T-shirt, and Lunch for on-site and late mail-in registrations are subject to availability and are not guaranteed)

*Student Registration - $30.00   (must show proof of full-time student status)

*$10.00 processing fee will be charged for any refund prior to January 28th  *NO REFUND AFTER JANUARY 28TH

*CHECKS PAYABLE to Council for Children’s Expanded Physical Education  or  CCEPE

Embassy Suites - Washington Square
9000 S.W. Washington Square Road
Tigard, OR 97223
1-800-EMBASSY
www.embassysuites.com
$115.00 per room
**To get this rate you must identify yourself as a participant of the NW Conference on Children's Physical Education.**

CONFERENCE SCHEDULE

Friday, February 27, 2009
On-Site Registration:  5:00 PM
Group Session 6:00 PM–7:30PM
*Group session will be lead by Keynoters Chip Candy and Jim Ross

Saturday, February 28, 2009
Sessions:  8:00 AM – 3:00 PM
On-Site Registration:  7:00 AM
8:00   TEAM TIME
8:25     Announcements
8:30     Breakout Session 1
9:30   Breakout Session 2 
10:30    Keynote Session -
            Chip Candy
11:30     Lunch & Exhibitors
  Showcase
12:30    Breakout Session 3
1:30     Keynote Session –
            Jim Ross
2:30     Breakout Session 4
3:30     Conference wrap-up &
  Final raffle drawing.

**To see the complete schedule please visit our website: www.ccepe.net

Questions?  Email:
barbara.cusimano@oregonstate.edu

REGISTRATION (click here to download form)

Name: ___________________________
Home Address: ____________________.
City ______________State___Zip_____
Phone (____)______________________
E-mail ___________________________
School ___________________________
School District _____________________

T-shirt:  S   M   L  XL  XXL

Oregon State University Credit, Washington Clock Hours or Oregon PDU’s available
Must register for OSU credit or WA clock hrs on-site on Friday. Separate fee.

Total Amount Enclosed:  $ ____________

Checks payable to CCEPE  *PAYMENT MUST ACCOMPANY REGISTRATION.  We will accept personal checks, district checks, or money orders.  *NO P.O.’s or CREDIT CARDS

Mail to CCEPE

620 NW 17th St
Corvallis, OR 97330
541-737-5925

 

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2009 Call for OAHPERD Conference Sessions

Theme: TBA
2009 OAHPERD Annual Fall Conference
Oregon Alliance of Health, Physical Education, Recreation and Dance
October 9, 2009

Location: West Salem High School    Salem, Oregon

Click here to download the Conference Sessions Registration form

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2009 Membership Application

click here to download the 2009 Membership Application (PDF format)

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New Nutrition Curriculum Takes Teens Beyond the Food Groups

However you (or they) might say it, real is very real today: a job, homework, activities, chores, texting, and, yes, social networking.  With their jam-packed schedules, it can seem a little tough to make nutrition fit.  Yet, nutrition can be the key to keeping it all together – not just looking good, but feeling good and thinking straight.

After two years of research, focus groups, and testing, Nutrition Education Services/Oregon Dairy Council has released an engaging new teen nutrition curriculum based on the long-time ODC high school program, Pyramid Plus.  Pyramid Plus: Real-Life Nutrition for Teens is a 9-lesson curriculum for grades 9-12 that reaches beyond the basic five food groups to explore nutrient-rich food choices.  Developed with input from teens and teachers, the curriculum includes lessons on topics relevant to today’s teens, including eating on-the-go, body image, and navigating nutrition on the internet.  Each lesson includes a detailed alignment to National and Oregon Health Education Standards and Benchmarks, and Oregon Career Related Learning Standards.

This isn’t a boring teaching kit.  “It embraces hands-on learning, allowing students to acquire knowledge and skills outside of lectures and taking notes,” explains Education Consultant, Vicki Wentzien.  Bring Pyramid Plus: Real-Life Nutrition for Teens into your classroom and watch your students take a renewed interest in nutrition.  The price of the curriculum ($59) includes 50 full-color Pyramid Plus nutrient-rich food charts, posters and supporting materials, plus a companion CD with teaching materials. 

To order, visit the online catalog at www.oregondairycouncil.org.  Look in “Nutrition for Kids” or enter item number A64.  Oregon customers always receive 10% off orders, plus you’ll get $10 off if you order the curriculum online. 

Nutrition Education Services/Oregon Dairy Council has been a leader in nutrition education since 1918.  They employ a staff of registered dietitians and nutrition educators who believe that healthy food choices include a wide variety of foods from each food group.  Nutrition education resources from the Oregon Dairy Council are firmly grounded in the Dietary Guidelines for Americans and MyPyramid.