The health section this month features information on climbing walls and weight room safety.

If your school has got a climbing wall available for use, than this is the section you've been waiting for. Make sure to check out all the information and activities featured from our friends at traversewall.com.

Also, check out the article from PBS, and the activity that follows. And to make your weight room as safe as you can, check out the information from Exrx.net.

Lloyd Gage
Health & Fitness Section Editor

Check out this website that offers various different climbing walls, and other great additions to your PE program.

traversewall.com was created to offer indoor rock climbing products, services, and support to schools.

Climbing is an innovative activity that builds physical, social, and emotional skills. Whether you are considering building a wall, or have been climbing with your students for years, this site is for you—to inform, support, empower, and inspire.

III. Materials Needed:

	PBS In the Mix video: "Sports: Get In The Game!"
	TV/VCR
	Computers with Internet access
	Chalkboard, message board or easel with chalk or marker
	Poster board and markers and/or paper and pencil (one set for each group)
	Access to library with books on sports and youth

1.	Introduce the video "Sports: Get in the Game!" by asking students to brainstorm a list of sports. You or a student should write the list on the chalk or message board. The list may include: baseball, football, soccer, fishing, wrestling, ice skating, in-line skating, skateboarding, softball, swimming, running, aerobics, dancing, cheerleading, walking, golf, bowling, basketball, tennis, rugby, Lacrosse, hockey, horseback riding, track & field, gymnastics, wind surfing, weight lifting, volleyball, water or snow skiing, jumping rope, among others.
2.	Instruct the students to view the video and note the variety of sports discussed. Ask them to listen for reasons why sports, athletics or physical activities should be an important part of teenager's lives.
3.	Show the PBS In the Mix video "Sports: Get In The Game!"
4.	Following the video, ask the students if there were any sports mentioned in the video that are not found on the list on the chalkboard/message board. Add any additional ones not previously noted.
5.	Then pass out one 3" x 5" blank card to each student.
	Ask each student to write his/her name on the card, and then write the numbers 1, 2, and 3, one under the other. After the number 1, write their very favorite sport, following number 2, their second favorite and the same for the third favorite sport. When all students have completed numbers 1-3, using the list on the board, ask students to raise their hand and identify whether that is their favorite sport. Identify 4 to 5 students whose hands are raised and put them into a group (i.e., baseball group, in-line skating group, etc.). Follow the "sports" list on the board until all students have their first choice, or until all students are grouped (by second or third choice).
6.	Advise students that they will work in a small group to learn how their assigned sport is played and taught. They will investigate the specific, essential skills needed to effectively perform that sport. Inform students that as a group, they will be coaching the rest of the class on the skills of the sport.
	Examples of essential skills: tennis (serve, ready position and toss), golf (full swing for irons and woods), swimming (breast stroke), baseball (hitting, throwing, running), etc.
	Students may investigate the skills by: reading about the sport in books or magazines, viewing televised or video sports programs, searching the Internet for websites on sports and youth, interviewing local high school, college, YMCA/YWCA or recreation program coaches, or viewing the sport in person. Each of the students in the group will describe in written format, or illustrate in a drawing or diagram, how to perform a specific and essential skill for their favorite sport. As a class demonstration, the small group of students sharing the diagrams or outlines, will demonstrate all of the essential skills researched for the sport. The remainder of the class will actively participate as each group "coaches" the class. Following all "coaching" presentations, ask students to make a personal assessment and respond (this may be done verbally or in a journal-writing exercise):   What did you learn from the group activity? Did you realize the level of difficultly in teaching a particular skill and doing it correctly? What else did you learn about yourselves and working with peers? Would you like to coach a sport? To children, or adults? Finally, ask students what are some reasons why sports, athletics or physical activities should be an important part of teenager's lives?

Learn how to assess this lesson, find extensions and adaptions, and find links to online resources. Also make sure to check out the PBS website for other great teaching ideas.

Do you have a climbing wall? Well here's an introductory activity for your students

Materials Needed:

	"Masking tape foot holds" (Optional)
	Endpoint marker, like a cone

Activity:
This activity is designed to introduce students to the Traverse wall in a non-threatening manner. By using this activity as a starting point, you will reduce the anxiety that some students may feel and increase their perception of being supported by their class and teacher.

Have your students form a line parallel to the Traverse Wall. The person at the front of the line starts the activity by walking alongside the wall and doing a simulated climb with use of his or her hands while only his or her feet walk forward on the gym floor. The purpose is to get the students accustomed to the "feel" and "use" of the handholds.

Have each student do this "walk through climb" several times. On the second and third walk through, have each climber problem-solve about how the different shapes and sizes of holds can dictate different finger placement on and around the hold.

To prepare your class for use of their feet on the wall, you may want to place several "masking tape footholds" at varying intervals on the floor to simulate what it feels like when you have to reach for a foot hold. Have students repeat this simulation several times.

Upon successful completion of these walk-throughs, the students are ready to attempt their first climb on the Traverse Walls. Begin by having each student climb for a distance of less than five feet. Place a cone, or other marker at the endpoint, and ask each student to step down upon completion. By monitoring closely the distance that each student climbs, you will increase the percentage of students in who feel successful and downplay the importance of "who climbed the greater distance!"

After the Activity:
Save ten minutes at the end of your class period to process the day's activities. Some possible idea starters for positive reflection include:

	Opportunities for students to say thank-you to a classmate who may have supported and encouraged them
	Opportunities to recognize students for their outstanding effort
	Opportunities to discuss feelings about the activity. Did feelings prior to climbing remain the same after climbing?

Note:
As with all of the activities, we find it has a positive effect to take photographs of the students while they are climbing. These can be posted on a Climbing Bulleting Board the students can help design.

Learn Everything You Can.

Check out exrx.net, a site which contains massive amounts of information regarding weight training.

This site features books, diagrams, and other useful information. Safety information, weight room rules, and guidelines. Don't go into this year uninformed. Make your weight room is the safest place in the school.