Fitnessgram and Physical Best - New Jersey
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Curriculum and Instruction: Inclusion through Fitness and the FitnessGram Ellen Kowalski, Ph.D. Adelphi University Carolyn Masterson, Ed.D. Montclair State University FITNESSGRAM and The Brockport Physical Fitness Test FITNESSGRAM: BPFT: ◦ Developed by AAHPERD ◦ Developed by Drs. Professionals Joseph Winnick and ◦ Health-Related, Frank Short and other Criterion-Referenced AAHPERD Professionals Fitness Test for Typically ◦ Health-Related, Developing Students Criterion-Referenced Fitness Test for Students with Disabilities Aerobic Capacity/Functioning FITNESSGRAM: BPFT: PACER (20m) PACER (20m) PACER (16m) PACER (16m) (available soon) One Mile Run/Walk Walk Test Target Aerobic One Mile Run/Walk Movement Test (TAMT). Target Aerobic Movement Test (TAMT) For students physically unable to take their own heart rate Measures the ability to exercise at or above a recommended target heart rate for 15 minutes (Winnick, & Short, 2005). Use heart rate monitor during aerobic activity. ◦ Watch beeps only when the heart rate is above or below the set target zone. Flexibility FITNESSGRAM: BPFT: Backsaver Sit Backsaver Sit and Reach and Reach Trunk Lift Trunk Lift Shoulder Stretch Shoulder Stretch Modified Apley Test Modified Thomas Test Target Stretch Test Modified Apley Test 3 pts: Superior medial angle of opposite scapula 2 pts: Top of head – elbow out 1 pt: Mouth 0 pts: Unable to touch mouth Modified Thomas Test Lying supine on table Test right hip, lift left knee and pulls towards chest with both hands. ◦ Need: 3 X 5” card and a 4 X 6” card Scoring ◦ 3 pts: Leg remains in contact with mat ◦ 2 pts: Leg lifts < 3” off table ◦ 1 pt: Leg 3” 6” lifts > 3” but < 6” ◦ 0 pts: Leg 6” lifts > 6” Lower Body Strength and Endurance FITNESSGRAM: BPFT: Curl-Up Curl-Up Curl- Modified Curl-Up Upper Body Strength and Endurance FITNESSGRAM: BPFT: Push-Up Push-Up Pull-Up Push- Isometric Push-Up Modified Pull-Up ◦ 1 trial, up to 40 secs. Flexed Arm Hang Push- Seated Push-Up ◦ 1 trial, hold 20 secs. Pull-Up Pull- Modified Pull-Up Flexed Arm Hang Bench Press Modified Pull-Up Upper Body Strength and Endurance (Continued) BPFT: Grip Strength (Dynomometer) Extended Arm Hang Dumbbell Press ◦ Lift a 15 lb. in specific cadence up to 50 times Reverse Curl 40 m push/walk Wheelchair Ramp Test Reverse Curl Start with 1 1b weight on thigh Extend wrist and flex elbow to at least 45° Hold 2 secs. and return controlled Scoring ◦ 1 rep = Pass 40 m push/walk Test measures if participant has strength to cover distance without exertion in 60 seconds or less. NOT A RACE! ◦ Maintain heart rate in Target Zone Curriculum and Instruction DIFFERENTIATED INSTRUCTION Implementing patterns of instruction that serve multiple needs and therefore benefit many more students at a given time. EDUCATION …IS INCLUSIVE … OF ABILITY DIFFERENTIATED INSTRUCTION = CHALLENGING UP (increasing complexity) BREAKING DOWN (decreasing complexity) Accommodates ALL students within the Spectrum of ability! PROVIDE CHOICE Equipment to use Physical Task or Movement Station to go to Players Position IMPORTANT! choice: When providing choice Teachers do not determine the task/equipment FOR the student…instead they ” provide “ALL” students with “OPTIONS” to choose from. ” WHY IS PROVIDING CHOICE IMPORTANT? EVERYONE HAS THE CHOICE ALLOWS EVERYONE TO PARTICIPATE AT THEIR OWN LEVEL – From high to low skilled DOES NOT PUT INDIVIDUAL STUDENTS ON DISPLAY ACKNOWLEDGES INDIVIDUAL DIFFERENCES EMPOWERS STUDENT – ALLOWS DECISION MAKING GENERAL POINTERS STATION WORK TASK CARDS: Good for students with Asthma, Autism, Physical Disabilities, Intellectual and Processing Deficits PARTNERS: Change activity so that EVERYONE has a partner TASK CARDS: Include multiple tasks that work on the same thing but at different levels of difficulty/complexity Red Light Green Light Learning Objective: ◦ Definition of Aerobic Endurance Activity Procedure: ◦ Students Move in Open Space using different Begin” physical movements. Student “Begin” on GREEN, Down” Stop” “Slow Down” on YELLOW and “Stop” on RED and take Heart Rate. Inclusion Tips: ◦ Create “movement” task cards that allow students to choose an activity that challenges their ability when the “green” card is shown. Elementary Book p. 23 Learning Objective: ◦ Measuring heart rate after an anaerobic activity ◦ Importance of maintaining a healthy body composition Activity Procedure: ◦ Scatter many cones in the playing area with half of them upright and the other half laying down. ◦ Divide group into two teams – one team the Builders and the other the Bulldozers ◦ Builders stand up cones that are laying down and the Bulldozers hit the upright cones down. ◦ Play the activity for 2-4 minutes and take heart rate ◦ Switch teams after each round. Inclusion Tips: ◦ Audience Ideas Elementary Book p. 132 GROUP WORK Identify 3 ways to build in Choice 1. Equipment: a. b. c. 2. Physical Task or Movement: a. b. c. 3. Players Position: a. b. c.