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If you are reading this, you are at the beginning of your summer vacation and interested enough to be checking out what is new at PElinks4u. That professional commitment is admirable.
When I think of the relief in getting to July and finally having some time for me; time to relax, time to travel, time to practice what I preached...an active lifestyle, time to play tennis, swim, go dancing and biking, and time to read for fun and evaluate the past year, I am speechless that you are actually reading this.
May I say this; rest. Take this time to re-energize. Make it fun. You deserve it! So, yes, thank you for logging on and best wishes for your having a wonderful summer.
Isobel Kleinman
Section Editor
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When you have a moment for respite, you might consider what was reported in Physical Activity Today's Summer edition that "...Physical Education may be the only time that some children are moving during the day."
This being true, it places the responsibility on us to keep students moving as much as possible. We fall down on the job according to a study by McKenzie and associates that was reported in the Research Quarterly for Exercise and Sport. Few classes keep students even moderately active. Most classes fail to meet the national standard of keeping students active a minimum of 50% of the time, and students only participate at an intensity level sufficient enough to improve cardiovascular fitness 15% of the time.
This is blamed on two factors; poor class management and large classes. The report suggests that if teachers change the amount of time they spend on procedural tasks, the problems would be greatly alleviated.
That is easy to fix.
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Gym Procedures that Enhance Use of Activity Time
Here are some ideas:
While the class is dressing
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| Leave out equipment for the early arrivals to use |
| Use this time on the floor to work with the students who need attention |
Find ways to take attendance while kids are moving. You can:
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| Check student attendance as they arrive |
| Take attendance during warm-up drills, mimetics, or once games are underway. |
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| Once you get to know your class, take attendance at the end of the period while they're dressing to leave. |
Develop routines that reduce the need for repetitious instruction:
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| Tell whichever team wears the scrimmage vests they get the ball first. |
| Have the losing team bring in field equipment. |
Leave tools out that allows a quick collection of balls, and other supplies and equipment.
Use visual aids.
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| Post field assignments and tournament schedules on charts or a blackboard. |
...and, if you want to learn how to integrate cognitive instruction to keep students moving...
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| New Values Gained Teaching Dance |
Teaching Dance and Math
Galeet Westreich
Dance and Physical Education have some things in common. Both use the body to achieve a predefined goal. Both struggle to make connections that go beyond their discipline and enhance academic learning. Strange as it might seem, there are approaches to teaching dance that can enhance skills in mathematics and language arts.
A recently developed approach for teaching mathematics using dance, KTS™ (The Kinematics Teaching Strategy), is now available for both physical education teachers and dance teachers who would like to expand their teaching practices. The KTS™ has been found to assist students, not only in improving their physical conditioning, specifically their flexibility, coordination, and awareness of exercise, but also their understanding of mathematical concepts.
For more information about KTS™ and teacher training workshops, please write to: ktsyes@hotmail.com
Dance and the Steeplechase
There is an effort afoot to get the 3,000 meter Steeplechase event held for women during the Olympics according to The New York Times (May 30, 2001, "One Gender Wall Left Standing"; Marc Bloom). This, the only track and field event denied women in the Olympics, is run in the NCAA. Hopefully, it will be included in the next Olympics and when it is, we can look to Elizabeth Jackson who, according to her coach from Brigham Young says, "...has the best water-jump technique of any woman." Why?
Liz trained in ballet since she was six and now, having transferred her energies to the Steeplechase, is one of two US women in position to challenge the world record. Interestingly, she attributes her success to the years she spent in ballet, and the dance skills she acquired there. Liz is quoted as saying, "Hurdling is leaping over a bar, and I did that all the time in ballet. Coordination and flexibility from dance help me accelerate through the water jump."
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Infection Detection Protection
"Microbes are the oldest form of life on Earth. Right now, billions of microbes are swimming in your belly and crawling on your skin. Don't worry, over 95% of microbes are harmless."
This site offers kid-friendly explanations on the various bacteria, and ways to prevent infections and diseases. Many of the links require the Shockwave plug-in. From the American Museum of Natural History in New York City.
Just One Night
This site is a companion to a PBS video on the topic of alcohol and driving. Includes links to other educational resources, myths about alcohol, and the effects of drinking on driving ability.
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If you have ideas, comments, letters to share, or questions about particular topics, please email one of the following Secondary PE Section Editors:
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Help to support quality physical education and health education by contributing to this site.
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Tchoukball
Today, we hear or read more and more often about violence at school. Tchoukball is a great opportunity to teach non-violence and respect to students and young people. Why is Tchoukball the sport of tomorrow? For four essential reasons:
- It is a fast paced, energetic, and fun team game.
- It teaches respect for all players, and increases self-esteem in
individuals.
- It is fully accessible and highly attractive to beginners, as well as
mixed teams.
- It is played without any aggressiveness or violence.
Every child or adult who plays Tchoukball loves the game immediately. This game is based on a fundamental ideal; to
realize the educational potential in sports for the greatest number of individuals. Thus Tchoukball is conceived to be played as a school activity, as a family game, as leisure time relaxation, and can also be played on a competitive level.
My goals are to give to PE teachers and all people in charge of teaching sports a tool with a great educational power.
Sincerely,
Pierre-Alain Girardin
Tchoukball Web Site
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The Champion
He was a man of flesh and blood. He wasn't made of rock.
Angel, devil, child, - man of ordinary stock.
But somehow he was different - true athletes always are-
For as he cursed, sweated, and bled, he took pride in the scar.
They told him to win like a man, no matter what the cost;
So many times he ventured forth; so many times he lost.
And when they turned around and said, "It's OK son, you tried,"
He clenched his headgear in his fist, and like a man he cried.
But from his tears came anger; then, when it ceased to spin,
He rose again, determined that next time he would win.
His trembling body strengthened; his heart soared in sky.
His darkened soul stood flaming; there was fire in his eye.
He worked and worked relentlessly; he struggled and he strained.
His conscience whipped him mercilessly for every ounce he gained.
He ran on legs like pistons; his muscled arms grew sore;
He'd tell himself, "I have to" then ask himself, "What for?"
And then, at last, the reckoning: the final hour was here,
His stomach tightened dangerously, his muscles tensed with fear.
Weak-kneed, he shook the challenger's hand-
And then, as one possessed,
His instincts gave him power, and his body did the rest.
It suddenly was ended. His body seemed to scatter.
A crowd was cheering somewhere, but to him it did not matter.
One thought was gleaming in his brain, a thought that made him smile.
He's given it all he had, and that's what made it all worthwhile.
He stood and faced his teammates, with pride instead of shame.
He knew not that he'd won or lost, but that he'd played the game.
And some call him THE WRESTLER, and some call him A MAN,
But he called himself a WINNER...
And the ref held up his hand.
Sent in by Justin F., Age 15; North Carolina
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Mind Over Matter
This series is designed to encourage young people in grades five through nine to learn about the effects of drug abuse on the body and the brain. Mind Over Matter is produced by the National Institute on Drug Abuse, National Institutes of Health.
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