2015 idaho johperd
DESCRIPTION
Official Journal for SHAPE IdahoTRANSCRIPT
Fall, 2015
IDAHOJOHPERDSHAPE Idaho Journal of Health, Physical Education, Recreation, & Dance
SHAPE Idaho Constitution
Changes p. 15
Inclusion of Disabled Students in PE
The Ninth Grade Transition
A Step-by-Step Ankle Taping Tutorial
From the EditorI would like to thank those who have made this journal possible this year!We have amazing people in this state who are passionate and workextremely hard to make good things happen. I hope you find this journalinformative and useful! Any feedback is welcome.
Elaine Foster
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Submit to Idaho JOHPERD!
The Idaho JOHPERD is an annual publication from the Society for Health and Physical Educators
(SHAPE) Idaho. It is published with the intent to inspire and assist HPRD professionals in Idaho.
Topics that cover a host of issues and subjects related to HPRD professions are welcome.
Manuscripts should adhere to the following guidelines:
• Electronic format, double spaced with 1 inch margins.
• Average document length should be around 5 pages and should not exceed 10 pages including
references.
• Content is applicable, straightforward, and easy to read.
• Formatted following APA guidelines (including references)
• Photographs (encouraged) are clear and support the document. Credit for and a description of
the photo should be included.
• Plagiarism is not acceptable.
Submissions must be sent to Elaine Foster, [email protected], journal editor, by October 15, 2016
to be considered for publication in the December 2016 Idaho JOHPERD. If you have any questions
please contact Elaine via email.
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Front Cover: The photo collage on the front cover of this issue is the same collage that was used on the first issue of this publication. The
publication was originally titled Idaho JOHPER Athletics and was printed in 1973.
SHAPE Idaho BOARDEXECUTIVE BOARDPresident
Heather Van Mullem, Lewiston · [email protected]
Past President
Heather Bachman, Meridian · [email protected]
President Elect
Tyler Johnson, Boise · [email protected]
BOARD REPRESENTATIVES
Health Representative
John Rutten-Turner, Boise · [email protected]
Physical Education, Secondary Representative
Kelly Stauffer, Middleton · [email protected]
Physical Education, Elementary Representative
Carol Hill, Twin Falls · [email protected]
State Department of Education Representative
Rhonda Heggan, Boise · [email protected]
BOARD EXTENSION
Executive Director
Vacant
Business Manager
Shawnae Somsen, Soda Springs · [email protected]
BOARD AT LARGE
Dance Representative
Christa Davis, Lewiston · [email protected]
District I Representative
Shawn Lawler, Rathdrum · [email protected]
District II Representative
Philip Scruggs, Moscow · [email protected]
District III Representatives
Michael Cummings, Meridian
Shawn Patterson, Kuna
District IV RepresentativeVacant
District V Representative
Vacant
District VI Representative
Connie Dunn, Sugar Salem
Journal Editor/ Historian
Elaine Foster, Pocatello
Jump/Hoops for Heart Representative
Paul Perotto, Boise
2Society of Health & Physical Educators- Idaho
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IDAHO JOHPERDFall, 2015
ASSOCIATION NEWSFrom the Editor………………………..…………………………..……………………….……………………………………………Letters from Idaho-AHPERD Presidents ..…………………………………………………………………………………..2015 Conference Snapshots and Recap ..……………….….…………………….…..……………………………………… 2015 Awards……………………………………...……………………..…………………………….……………………………….Changes to SHAPE Idaho Constitution & By-Laws……………………...VOTE!.........................................
ARTICLESInclusion of Students with Disabilities in Physical Education
Eric Issendorf & Brad Strand……………..…………………………….….………..……………….……………….
Core and Fitness Enhancement for Middle School GirlsDiana Rosslerova, Grace Goc Karp, & Phillip W. Scruggs..………………………………………………
Cooperative Activities for All: Brickworks Answers the CallJessica Shawley…………………………………………………………….……………………………………………………
Disordered Eating in Athletics: How to Identify & Help Those Athletes at RiskDani Moffit………………………….….……………………………………………………………………………………..
The Ninth Grade TransitionMelissa Caudle.……………………..…………..…..…………………………………………………………………………
Understanding Diversity in Physical Activity: A Global Perspective of Post Traumatic Stress Disorder, Post-Concussive Disorder, and Chronic Pain
Gerard G. Lyons & Scott G. Lyons………………………….…..……………………………………………………
Inversion Ankle SprainGarret Wood……………………………………..……………….…………………………………………………………..
A Step-by-Step Ankle Taping TutorialThomas Henrie & Jessica Kerns………………………………………….…………………………………….…….
Tchoukball: A Multi-Cultural Game that Emphasizes Teamwork & Respect Between OpponentsKathryn Wheeler…………………………………………….…………….………………………………………………..
Coming soon: http://www.shapeidaho.org
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Letter From the President
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Greetings from Lewiston, ID. Congratulations on the start of a newschool year. I hope your fall semester is off to a great start!Please help me in extending a giant thank you to both ShawnaeSomsen and Elaine Foster for a great 2015 conference at IdahoState University in Pocatello, ID. Attendees gained from theirconference experience, learning new information, andreconnecting with peers from around the state.
Change is underfoot. The organization recently approved a name change from theIdaho Association of Health, Physical Education, Recreation, and Dance (IAHPERD) tothe Society of Health and Physical Educators-Idaho (SHAPE-Idaho). In addition,SHAPE-Idaho has undergone a board restructuring activity, adding positions in HealthEducation, Elementary Physical Education, and Secondary Physical Education.As you plan your professional activities for the upcoming year, please consider thefollowing opportunities:• Advocacy is crucial – get involved with SHAPE-Idaho’s efforts to advance our
profession.• Save the Date! The SHAPE-Idaho 2016 conference will be held on August 1-2,
2015 in Meridian, ID. Contact Heather Bachman, the Conference Coordinator, formore information.
• Apply for a grant through SHAPE-Idaho to help purchase equipment or furtheryour professional development. Grant submissions are due by December 15,2015. Contact Heather Van Mullem, the Grants Committee Chair, for moreinformation.
• Share your work with the Idaho journal of Health, Physical Education, and Dance.You are doing amazing things in your classes. Share your ideas with your peers!Contact Journal Editor, Elaine Foster, for more information.
I am proud to serve as the President of SHAPE Idaho. I look forward to working withyou this year.
Heather Van Mullem,President, SHAPE Idaho
amazing year Idaho-AHPERD had! I want to thank you all for your time and dedication to move our association forward with so
Message From the Past President
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Hello SHAPE Idaho! I want to say thank you to all of you foryour support through our time of change. We are all lucky tolive in this wonderful state and have so many wonderfulteachers in our profession. For me, this year I have learned alot about our professional organization and advocacy effortsaround the nation. My hope is for all professionals and futureprofessionals to gain an appreciation for the value and worththat SHAPE Idaho has. It seems that some of us think thatSHAPE Idaho is “just” the convention. Well, it is so much more
than that. We have partnerships with Jump Rope for Heart, Let’s Move ActiveSchools, and Fuel Up to Play 60. We offer professional development throughclinics, workshops, and yes our state convention. We also offer grant opportunities,teacher of the year awards, and leadership opportunities. SHAPE Idaho providesnewsletters, journals, and other resources. But most of all we are a “voice” for you.We can make all of these things possible through our membership and ourdedicated volunteers that choose to serve on the board. I would encourage ourmembership to get the word out to others about our organization and encouragethem to become members. The experience that I have had being a part of SHAPEIdaho with the relationships that I have made and the knowledge in leadership andprofessional development is more that I could have hoped for. Thank you Idaho.Please don’t forget to mark your calendars for Oct. 6th & 7th 2016 in Meridian,Idaho for our state convention. Please pass the word.
Sincere Regards,Heather [email protected]
• Improving skill and/or knowledge about physical activity• Increasing physical activity participation, fitness, and health• Developing character and social skills• Helping students to have fun and discover meaning in physical activityHow would you prioritize these outcomes? Which is most important? Which isleast important? The national and state (Idaho) content standards for physicaleducation emphasize the importance of each of these outcomes. In otherwords, as teachers we are expected to help students achieve each of theseoutcomes as a result of their participation in our classes and programs. Howare we doing? Do we know? Are we interested in knowing? How would wefind out?
Currently, we do not have assessment and accountability measures in place atthe state level and oftentimes not at the district and school levels either. Dowe like zero accountability? Or would some accountability be good for ourprofession?
I invite you to send me an email (my email address is below) to share youropinion about increasing assessment and accountability efforts in Idaho. Atthe national level, there are many in the field calling for increasedaccountability in our profession. Please take the time to share with me yourperspective regarding this issue.
Tyler Johnson, Ph.D.President-Elect, SHAPE IdahoAssociate ProfessorDepartment of KinesiologyBoise State [email protected]
Message From the President Elect
Assessment & Accountability in Physical Education
As a teacher have you taken the time to consider these questions: What is the purpose of physical education? For what reasons do I teach physical education? Answers to these questions generally relate to at least one or a combination of the following areas pertaining to student learning and development:
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The last Idaho-AHPERD Conference is in the books! Idaho State University in
Pocatello was the host site of the 2015 conference. Many exciting
presentations, exhibits, and activities took place.
Joe McCarthy from Minnesota brought in some great insights to help us
advocate for our profession. Former ISU football player, Gosh Gibbs, inspired
us to believe in ourselves, our students and each other with his keynote.
Presentations represented all areas in our profession. Dynamic dance, stick
jumping, injury taping, and a trip as an astronaut were all experienced. Abonus day brought CPR and PAL training for those coming in early. The
awards social honored the stars of our profession (see pp 11-13 for award
recipients). The night was capped off with Spikeball, Hungry Human Hippo,
and Slacklining.
Our name was officially announced during the luncheon, SHAPEIDAHO! The name change was welcomed by everyone in attendance. We
also had our official passing of the gavel as Heather
Bachman passed it on to our current President, Heather Van
Mullem. Amazing prizes were donated by so many
sponsors. Many people were able to take something back
to their schools, and everyone was able to take a new pieceof learning back to their students!
Thank you to all of those that helped make the conference a
success. Idaho State University, Elaine Foster, Launa
Moser, and the Idaho-AHPERD Executive Board...THANK
YOU! Make plans to attend the SHAPE Idaho 2016
conference in Meridian next year!
Shawnae Somsen
2015 Conference Recap
CONFERENCE
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SNAPSHOTS
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2015 SHAPE Idaho AWARDS
Elementary PE Teacher of the Year:Shawn PattersonCrimson Point Elementary, Kuna
Elementary PE Teacher of the Year:Jennifer StoorPonderosa Elementary, Meridian
High School PE Teacher of the Year:Kelly StaufferMiddleton High School, Middleton
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Athletic Director of the Year:Trent Derrick
Lakeland High School, Rathdrum
Collegiate Educator of the Year: Dr. Dani Moffit
Idaho State University
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Do you know an outstanding professional who serves a HPERD profession? Why not nominate him/her for a SHAPE Idaho award?! Just complete the nomination form found on our website or contact President-Elect, Tyler Johnson ([email protected]). Award categories include:
Elementary PE Teacher of the YearMiddle School PE Teacher of the YearHigh School PE Teacher of the Year
Adaptive PE Teacher of the Year (K-12)Health Educator Teacher of the Year (K-12)Dance Educator Teacher of the Year (K-12)
Outstanding College Student of the YearOutstanding Collegiate Educator of the Year
Athletic Director of the YearSHAPE Idaho Distinguished Service
American Heart Association Awards: Jump Rope & Hoops for Heart
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Jump Rope Top SchoolTom McGinnis, Hunter Elementary, Meridian
Hoops Top SchoolMeggan Perez, White Pine Intermediate, Burley
Dual Event Top SchoolPaul Perotto, Hidden Springs Elementary, Boise
Rookie of the YearAshley Holt, Lowell Elementary & Highlands Elementary
Are you interested in hosting a Hoops for Heart or Jump Rope for Heart event at your school? SHAPE Idaho is here to help! Contact Paul Perotto, SHAPE Idaho Jump/Hoops for Heart Representative ([email protected])
Above: Paul Perotto Above: Ashley Holt
SHAPE Idaho’s 68th Annual Conference
October 6-7, 2016
Meridian, ID
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In the following pages you will find SHAPE Idaho’s Proposed Constitution and By-Laws.As a member of SHAPE Idaho, it is your obligation to review these documents, with theproposed changes, and either accept or reject the proposal. Please know that thechanges have been made after much consideration and discussion by the SHAPE Idahogoverning board, and we feel these changes are necessary for the best interest of ourcurrent and future membership. We appreciate you taking the time to review thechanges and place your vote.
Many of the revisions within this proposed constitution revolve around items that wereapproved by the membership within the last year. These changes include:• Association name change to Society of Heath and Physical Educators (SHAPE) Idaho• Governing Board Restructure: The governing board now consists of seven (7) voting
members, two (2) board extension non-voting members, and nine (9) at-large, non-voting members. Details regarding these positions are outlined in the constitutionand in the operating codes for each position.
Changes that need your approval are outlined in the table below or can be found inthe Constitution & By-laws on pages 17-25.
Current Language Proposed Language Location in Constitution & By-laws
Executive Board Governing Board Throughout both documents- changed when referring to the entire SHAPE Idaho board
Annual Fall Conference Annual Conference Throughout both documents
This constitution may be amended at any official meeting of the membership or by electronic mail.
This constitution may be amended at any official meeting of the membership or by mail (including electronic mail).
Constitution, Article IX, Section 1
The association shall publish the Idaho JOHPERD and may publish other materials as hereinafter provided.
The association shall publish a journal and may publish other materials as hereinafter provided.
Constitution, Article VII, Section 3
All amendments shall be published in the Idaho JOHPERD after such amendments are passed
All amendments shall be published in the association’s journal or newsletter after such amendments are passed.
Constitution, Article IX, Section 3
The fiscal year shall run from the Annual Fall Convention to the next Annual Fall Convention of the Association.
The fiscal year shall run on the calendar year beginning January 1 and ending December 31
By-laws, Article III, Section 5
Continued on next page…
CHANGES to SHAPE Idaho’s Constitution & By-Laws**PLEASE VOTE-CLICK HERE**
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Current Language Proposed Language Location in Constitution & By-laws
The Executive Board meets three times a year: 1) Annual Fall Convention, 2) Winter, and 3) Spring/Summer. With the exception of the Fall Executive Board Meetings, meetings will be held in District 3 and all members from outside District 3 will receive travel expense money; the amount will be determined by the Executive Board each year in conjunction with approval of the annual budget.
The Governing Board shall meet at least three times a year with one meeting being held at the annual conference. At the discretion of the Governing Board, meetings may be held at one physical location or may be conducted using technological systems. With the exception of the board meetings held during the annual conference, all board members required to travel to the meetings will receive travel expense money; the amount will be determined by the Governing Board each year in conjunction with approval of the annual budget.
By Laws, Article III, Section 6
The association shall recognize meritorious Association Awards including:
The association shall recognize meritorious Association Awards which may include, but are not limited to:
By-Laws, Article X, Section 1
One award from each category may be given each year.
By-Laws, Article X, Section 1
IAHPERD has grant funding available.
SHAPE Idaho may have grant funding available.
By Laws, Article X, Section 2
DON’T FORGET TO VOTE ON THESE CHANGES
**CLICK HERE**
Vote will close January 15, 2016
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Article I – NameSection 1. The name of this Associationshall be Society of Health and PhysicalEducators Idaho (SHAPE Idaho).Section 2. The duration of the Associationshall be perpetual.
Article II – PurposeSection 1. The purpose of the Associationshall be to provide professional growth anddevelopment through leadership, support,encouragement and guidance in health,physical education, leisure recreation,dance, fitness, and sport based upon theneeds, interests and the inherent capacitiesof the individual in today’s society.Section 2. The purpose of the Associationshall be to serve as a liaison for Associationmembers by:• facilitating public and professional
understanding and appreciation of theimportance and value of health, physicaleducation, leisure recreation, dance,fitness, and sport activities as theycontribute toward human well-being.
• encouraging and facilitating research inhealth, physical education, leisurerecreation, dance, fitness, and sport; anddisseminating the findings to members ofthe profession and other interested andconcerned public.
• promoting continuous development andevaluation of standards and/or guidelineswithin the profession for personnel andprograms in health, physical education,leisure recreation, dance, fitness, and sport.
• coordinating and administering a plannedprogram of professional, public andgovernmental relations that will improvehealth, physical education, leisurerecreation, dance, fitness, and sport.
Article III – Non –Profit StatusSection 1. The Association shall not beoperated for profit (except that theAssociation shall be authorized andempowered to pay reasonable compensationfor services rendered and to make paymentsand distributions in furtherance of itspurposes.Section 2. The Association shall not directly orindirectly participate in or intervene in anypolitical campaign.
Article IV – MembershipSection 1. The Association shall consist ofmembers as hereinafter provided.
Article V – OrganizationSection 1. The Association shall consist oflocal regions based on geographical locations,and six divisions as hereinafter provided.
Article VI – GovernmentSection 1. The association shall be governedby an Executive Board; officers andcommittees as hereinafter provided.Section 2. The management of the Associationshall be vested in the members thereof,pursuant to Section 30-314 © of the IdahoCode.Section 3. In accordance with provisions of theBy-Laws of the Association, the ExecutiveBoard shall have the authority to conduct the
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SHAPE Idaho Proposed
Constitution
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SHAPE Idaho Proposed Constitution continued
business and affairs of the Associationduring the interim periods betweenAssociation meetings as hereinafterprovided.
Article VII – PublicationsSection 1. The association shall publish ajournal and may publish other materials ashereinafter provided.
Article VIII – Initial RegistrationOffice/AgentSection 1. The principle office of theAssociation shall be located in the Len B.Jordan Office Building under the supervisionof the State Coordinator of Health andPhysical Education.
Article IX – AmendmentsSection 1. This constitution may beamended at any official meetings of themembership or by mail (including electronicmail). An affirmative vote equal to two-thirds of the members present at an officialmeeting or two-thirds of the totalmembership by mail or electronic vote shallbe required for amendment.Section 2. Proposed amendments orchanges to the Constitution and/or By-Lawsshall be published in the associationsJournal, newsletter, website or mail(including electronic mail) not later than 30days prior to the vote at an official meetingor by electronic mail ballot.Section 3. All amendments shall bepublished in the association’s journal ornewsletter after such amendments arepassed.
SHAPE Idaho ProposedBy-Laws
The Mission of SHAPE Idaho is to provideprofessional growth and developmentthrough leadership, support, encouragementand guidance in health, physical education,leisure recreation, dance, fitness and sportbased upon the needs, interests and theinherent capacities of the individual intoday’s society.
Article I – MembershipSection 1. The membership of theAssociation shall consist of professionalmembers, student members, emeritusmembers, institutional members andhonorary members.Section 2. Professional members shallconsist of persons professionally engaged orhaving any interest in any aspect of health,physical education, leisure recreation, dance,fitness, and sport or other allied professions.Section 3. Student members shall consist offull-time students in residence atprofessional and/or teacher-educationinstitutions preparing for health, physicaleducation, leisure recreation, dance, fitness,and sport or other allied professions.Section 4. Emeritus members shall consist ofpersons who have been a professionalmember in good standing for 20 years andhave retired from fulltime professional
employment, or who have retired due to adisability. Application must be made to theAssociation in writing. Emeritus membersshall be eligible, without dues, to participatein Association matters, and will receive theassociation’s journal with no cost.Section 5. Institutional members shallconsists of colleges, universities, public andprivate schools, recreation departments, andother such institutions and agencies whichhave been granted such, upon approval ofthe Governing Board, provided no person isgiven any benefits of the Association and nomembership card is issued.Section 6. Honorary members shall bepersons outside the profession of health,physical education, leisure recreation, dance,fitness, and sport. Such persons must benominated through the Governing Board andelected by the membership on the basis ofunusual interest and meritorious service inthese or closely related fields.Section 7. Professional members shall havethe right to hold office, with studentmembers having the right to hold thestudent representative office.Section 8. Annual dues shall be set by theGoverning Board for the voting membersand institutional members of theAssociation. Membership shall last for onecalendar year. All members shall receive theassociation’s journal and all otherpublications.Section 9. Failure to pay dues for one yearautomatically drops a member from the rollsof the Association. Only members in goodstanding (dues paid) may vote or hold officein the Association.
SHAPE Idaho Proposed By-Laws continued
Article II – OrganizationSection 1. The State shall be divided into six
geographic districts coinciding with thedistricts of the Idaho High School ActivitiesAssociation. The districts shall serve as astructure for representation from the locallevel on the Governing Board and shallprovide a medium for conducting workshopsand conferences with the Association andIdaho State Department of Education.Section 2. State conventions will be held in
the region of the Immediate Past President,continuing on a rotating basis, with District3-4 hosting every other year: (for example:Districts 1-2, 3-4, 5-6, 3-4, 1-2, etc.). Anydeviation from this rotation may occur withthe approval of the Governing Board.
Article III – GovernmentSection 1. The Governing Board shall consist
of seven (7) voting members, two (2) boardextension non-voting members, and nine (9)at-large, non-voting members. A majority ofthe voting Governing Board members mustbe present to constitute a quorum for thetransaction of business (four votingmembers). All business items require two-thirds passing vote.Section 2. An individual may not serve on
the Governing Board in two capacities at thesame time.Section 3. The Business Manager shall keep
records of the Governing Board’sproceedings and shall be responsible for allfinancial business of the Association. TheState Department of EducationRepresentative shall maintain liaison withthe Idaho State Department of Education.Section 4. All SHAPE Idaho (and IAHPERD)
Past Presidents are invited to attend andparticipate in board meetings in an ex-officiocapacity without voting or financialreimbursement privileges.
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Section 5. The Governing Board shall beresponsible for the finances of theAssociation by accepting a proposed budgetfor the year at the winter board meeting.The fiscal year shall run on the calendar yearbeginning January 1 and ending December31. The Governing Board shall initiate andtransact all business essential for theconduct of the Association as charged inArticle VI (member’s constitution). TheBoard shall make an annual report to themembership assembly.Section 6. The Governing Board shall meetat least three times a year with one meetingbeing held at the annual conference. At thediscretion of the Governing Board, meetingsmay be held at one physical location or maybe conducted using technological systems.With the exception of the board meetingsheld during the annual conference, all boardmembers required to travel to the meetingswill receive travel expense money; theamount will be determined by the GoverningBoard each year in conjunction withapproval of the annual budget.
Article IV – Membership AssemblySection 1. The membership assembly shallconsist of all voting members of theAssociation.Section 2. The membership assembly shalleffect all changes in the constitution and by-laws; elect officers; initiate such business asit thinks desirable for the Association; acceptaction by a two-thirds vote of those presentat an official Association meeting or by a twothirds mail or electronic mail vote.Section 3. The membership assembly shallmeet at the time and place of the AnnualConference of the Association.
SHAPE Idaho Proposed By-Laws continued
Section 4. Members may vote by proxy ifthe proxy is a voting member in goodstanding with the Association. The proxymust be authorized in writing by themember of the Association and approved bythe Business Manager of the Associationprior to the meeting. Proxies are nottransferable. No person shall have morethan one vote.
Article V –Governing BoardSection 1. The Executive Board shall consistof the President, President-Elect, andImmediate Past President. The GoverningBoard, voting members, shall consist of theExecutive Board, Health Representative,Physical Education-Secondary Represe-ntative, Physical Education-Elementary Rep-resentative, and State Department ofEducation Representative. Non-voting boardextension members shall include anExecutive Director and Business Manager.Non-voting, at-large board members shallinclude a Representative from each of the sixgeographical districts, Journal/NewsletterEditor, Dance Representative, and JRFH/HFHRepresentative.Section 2. The President shall act as chair of
the Membership Assembly and theGoverning Board. The President shallappoint all members of committees. ThePresident shall appoint annually an AuditingCommittee to audit the books and theaccounts of the Business Manager. ThePresident shall act as presiding officer of theAnnual Conference. Other duties of thePresident are identified in the SHAPE IdahoOperating Code for the President.Section 3. The President-Elect shall act forthe President when absent and in case theoffice of the President is vacated shallbecome President for the unexpired term.The President-Elect will chair the AssociationAwards Committee. Other duties of the
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President-Elect are identified in the SHAPEIdaho Operating Code for the President-Elect.Section 4. The Immediate Past-Presidentshall attend all association board meetingsand lend continuity, guidance andexperience to the President and GoverningBoard. The Immediate Past-President shallbe chair of the Nominating Committee andthe Conference Planning Committee. Otherduties of the Past-President are identified inthe SHAPE Idaho Operating Code for thePast-President.Section 5. The Business Manager shall keepa record of proceedings of the Associationand shall be responsible for all financialactivities of the Association, includinggenerating various financial reports. TheBusiness Manager shall serve a three yearterm. Additional consecutive terms may beallowed. The position is appointed by theGoverning Board. Other duties of theBusiness Manager are identified in theSHAPE Idaho Operating Code for theBusiness Manager.Section 6. District Representatives shall beappointed by the Governing Board fromeach of the six districts and will hold officefor three consecutive years. The DistrictRepresentative will be the liaison betweenhis/her district professionals and theAssociation. He/she will promote theAssociation, Jump Rope for Heart, and /orother promotional professional events inhis/her district; assist in the collection ofprofessional data from that district; and actin an advisory capacity to district members.Appointments shall be made to ensure thatthere is a representation of public schools,higher education and a parity of men and
SHAPE Idaho Proposed By-Laws continued
women. Other duties of the DistrictRepresentative are identified in the SHAPEIdaho Operating Code for the DistrictRepresentative.Section 8. A Representative-Elect from eachof the board positions shall be appointed bythe Governing Board. The Representative-Elect shall act for the Representative whenabsent and in case the position of theRepresentative is vacated shall become theRepresentative for the unexpired term.Section 10. The Journal/Newsletter Editorshall direct the collecting of materials andpublication responsibilities of editing theassociation’s Journal and Newsletter. TheJournal/Newsletter Editor shall also serve asthe Archivist-Historian for the organizationand will maintain the archives of all recordsand activities of SHAPE Idaho. TheJournal/Newsletter Editor shall serve a threeyear term. Additional consecutive termsmay be served. The Journal/NewsletterEditor shall be appointed by the GoverningBoard. Other duties of the Journal/Newsletter Editor are identified in the SHAPEIdaho Operating Code for the Journal/Newsletter Editor.Section 11. The State Department ofEducation Representative shall serve asliaison to SHAPE Idaho, school districts,Health and PE related organizations andcoalitions to promote the SHAPE Idahomission. The State Department of EducationRepresentative shall serve a three year term.Additional consecutive terms may beallowed. Other duties of the StateDepartment of Education Representative areidentified in the SHAPE Idaho OperatingCode for the State Department of EducationRepresentative.Section 12. The Physical Education-Secondary Representative shall serve asliaison to SHAPE-Idaho and SHAPE America,work with the district representatives to
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support secondary physical education,physical activity, and recreation within thesecondary setting throughout the state. ThePhysical Education-SecondaryRepresentative shall serve a three year term.Additional consecutive terms may beallowed. The Physical Education-SecondaryRepresentative shall be appointed by theGoverning Board. Other duties of thePhysical Education-Secondary Represe-ntative are identified in the SHAPE-IdahoOperating Code for the Physical Education-Secondary Representative.
Section 13. The Physical Education-Elementary Representative shall serve asliaison to SHAPE-Idaho and SHAPE America,and work with the district representatives tosupport Elementary physical education,physical activity, and recreation within theElementary setting throughout the state.The Physical Education-Elementary Repres-entative shall serve a three year term.Additional consecutive terms may beallowed. The Physical Education-ElementaryRepresentative shall be appointed by theGoverning Board. Other duties of thePhysical Education-Elementary Represen-tative are identified in the SHAPE-IdahoOperating Code for the Physical Education-Elementary Representative.Section 14. The Dance Representative shall
act as liaison between SHAPE Idaho andSHAPE America. The Dance Representativeshall serve a three year term. Service mayinclude additional consecutive terms. TheDance Representative shall be appointed bythe Governing Board. Other duties of theDance Representative are identified in theSHAPE Idaho Operating Code for the DanceRepresentative.
SHAPE Idaho Proposed By-Laws continued
Section 15. The Health EducationRepresentative shall serve as liaison toSHAPE Idaho and SHAPE America, and workwith the district representatives to supporthealth education throughout the state. TheHealth Education Representative shall servea three year term. Additional consecutiveterms may be allowed. The Health EducationRepresentative shall be appointed by theGoverning Board. Other duties of the HealthEducation Representative are identified inthe SHAPE Idaho Operating Code for theHealth Representative.Section 17. The JRFH/HFH Representativeshall organize, manage, and direct SHAPEIdaho involvement in JRFH/HFH activitiesand act as the primary liaison betweenSHAPE Idaho and AHA affiliates. TheJRFH/HFH Representative shall serve aminimum of three years, subject to annualreview. Additional consecutive terms maybe allowed. The JRFH/HFH Representativeshall be appointed by the Executive Board.Other duties of the JRFH/HFHRepresentative are identified in the SHAPEIdaho Operating Code for SHAPE Idaho JumpRope/Hoops for Heart Coordinator.Section 18. SHAPE Idaho may hire/appointan Executive Director who shall serve as aliaison between SHAPE Idaho and SHAPEAmerica, create revenue for SHAPE Idaho,recruit members, assist with JumpRope/Hoops for heart throughout the state,assist with conference planning, andcomplete other duties as assigned by theGoverning Board. The Executive Directorshall serve a three year term, subject toannual review. Additional consecutive termsmay be allowed. Other duties andcompensation particulars are identified inthe SHAPE Idaho operating Codes for theSHAPE Idaho Executive Director.
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Article VI – Election of OfficersSection 1. The Officer Nominating Comm-ittee shall consist of the Immediate Past-President, President, and President-Elect ofthe Association chaired by the PastPresident. The recommended slate of thepresidential candidates shall be approved bythe Governing Board during its SummerBoard meeting.Section 2. The president-elect nominated inSection 1 shall be elected by secret ballot atthe Annual Conference of the Association bythe Membership Assembly or by electronicvote if needed.
Article VII – CommitteesSection 1. The Association may havestanding committees and presidentialcommittees. Standing committees shall beconstituted to perform continuing functions.Members of the presidential committees donot require approval of the Governing Board.Section 2. The standing committees shallconsist of: Constitution and By Laws, Finance(Budget), Awards, Membership, Nominating,Jump Rope for Heart, and any othercommittee the Governing Board deemsnecessary.Section 3. Standing committees shall beappointed annually by the President andapproved by the Governing Board.Consecutive terms shall be permitted uponapproval of the Governing Board.Section 4. Presidential committees areindefinite in number and are appointed forrelatively specific duties; short termduration.
SHAPE Idaho Proposed By-Laws continued
Section 5. Members of standing committeesand presidential committees shall beprofessional members of the Association ingood standing.Section 6. All committee chairs shall makean annual written report to the Presidentnot later than thirty days before the AnnualConference of the Association.
Article VIII – MeetingsSection 1. The Association shall conduct anAnnual Conference as determined by theGoverning Board.Section 2. Net income acquired by theAnnual Conference shall be included withincome from other sources and allocated asapproved by the Governing Board.Section 3. Attendance at the AnnualConference shall be primarily for Associationmembers who will pay the memberregistration rate. Guests may also attend theconference, but will be charged the guestregistration rate. Registration fees will bedetermined by the Conference Manager.
Article IX – PublicationsSection 1. The official publications of theAssociation shall be known as the IdahoJOHPERD and the SHAPE Idaho Newsletter.The Idaho JOHPERD is published once a yearand the SHAPE Idaho newsletter shall bepublished and distributed at least once ayear. All members shall receive a copy ofboth publications.
Article X – AwardsSection 1. The association shall recognizemeritorious Association Awards which mayinclude, but are not limited to: SHAPE IdahoDistinguished Service Award, SHAPE IdahoOutstanding Physical Education Professionalfor Elementary, Middle School and High
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High School Teacher of the Year Award,SHAPE Idaho Outstanding Health EducationProfessional Award of Elementary, MiddleSchool and High School, SHAPE IdahoOutstanding Dance Professional Award,SHAPE Idaho University/College DanceProfessional of the Year, SHAPE IdahoOutstanding College/University Educator ofthe Year, SHAPE Idaho OutstandingRecreation Professional Award, SHAPE IdahoOutstanding Student Award, SHAPE IdahoOutstanding Athletic Director, and SHAPEIdaho Model School. One award from eachcategory may be given each year.Section 2. SHAPE Idaho may have grantfunding available. The number of grants isdependent on funding and resources.Applications must be received by thedeadline set by the grants chair (thePresident) and Governing Board for reviewat the next board meeting. Recipients will berequired to present at the following AnnualConference and/or submit an article for thecurrent year journal.Section 3. Special project grants will beconsidered by the Governing Board asreceived. Special grant funds cannot be usedfor indirect costs. (I.E. administration,operational and facility costs.)
Article XI - Rules of OrderSection 1. Methods of procedure shall be inaccordance with Robert’s Rules of OrderNewly Revised. In case of conflict betweenthis constitution and Robert’s Rules of OrderNewly Revised, the former shall prevail.
Article XII – AmendmentsSection 1. These By-Laws may be amendedat any official Annual Conference (preferred)or by mail (including electronic mail). An
SHAPE Idaho Proposed By-Laws continued
affirmative vote of two-thirds of themembers voting shall be required foramendment. All amendments shall bepublished in the Journal of the association.
Article XIII – FinancesSection 1. Fiscal Year - the fiscal year shallextend from January 1 to December 31.Section 2. Disposal of Assets – Upondissolution, all of the assets of theAssociation shall be turned over to suchnonprofit organizations qualifying as exemptfrom federal tax under Section 501(c)(3) ofthe Internal Revenue Code of 1954 or anysuccessor provision thereto as the thenBoard of Governors shall select.Section 3. Restriction on Activities. No partof the net earnings of the Association shallinure to the benefit of any member, sponsor,donor, creator, director, officer, employee, orwithout limitation, any other privateindividual or to the benefit of anycorporation, organization, any part of the netearnings of which insure to the benefit ofany private individual; provided, this shallnot prevent the payment of reasonablecompensation for services actually renderedto for the association.The Association shall not divert an part of itsincome or corpus to any member, sponsor,donor, creator, director, officer, employee; bylending any part of its income or corpuswithout the receipt of adequate security anda reasonable rate of interest; by paying anycompensation in excess of reasonableallowance for salaries, or othercompensation for personal services actuallyrendered; by making any purchase ofsecurity or other property for more thanadequate consideration for money ormoney’s worth; by selling any substantialpart of its securities of other property forless than adequate consideration for moneyor money’s worth; or by engaging in any
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other transaction which either , directly orindirectly, results in such diversion of itincome or corpus.The association shall not make anyaccumulation of its income, unreasonable inamount or duration, or use any income forpurposes other than the objectiveshereinbefore set forth or invest any incomein any manner as to jeopardize thefulfillment or carrying out of its objectives.The association shall not devote asubstantial portion of its activities to carryon propaganda or otherwise attempting toinfluence legislation, and in no event shallthe Association engage in any legislativeactivities other than those in directfurtherance of the Association’s statedobjectives.The Association shall not participate in orintervene in any political campaign on behalfof any candidate for public office. In generalthe Association shall not act in any way orengage in any activity which might affect itsright to full tax exemption or the right ofdonors to the Association to full taxdeduction for their contribution to theAssociation, the Alliance shall be sooperated as to be entitled to and receive alltax exemptions, federal or local, which mayform time to time be granted to charitable,scientific, or educational associations offoundations.No part of the net earnings of theAssociation shall be used for the benefit of,or to the advantage of any member, sponsor,donor, creator, trustee, officer, employee, orwithout limitations, any other privateindividual. No part of the net earnings shallbe used for the benefit of any corporation or
SHAPE Idaho Proposed By-Laws continued
organization in which any private individualmight benefit, or in which a substantial partof the activities of such corporation ororganization Is the carrying on ofpropaganda or otherwise attempting toinfluence legislation, provided that thisrestriction shall not prevent payment ofreasonable compensation for servicesactually rendered to of for the Association ineffecting it purpose.Section 4. The proposed annual operating budget for the upcoming fiscal shall be prepared by the President and submitted to the Governing Board for review and action at the first board meeting of the year.Section 5. A report of the status of the current fiscal year operation budget shall be prepared by the Business Manager and submitted at each board meeting.Section 6. Members of the Governing Board and individuals in other appointed positions shall carry out their assigned responsibilities in accordance with the General Finance Guidelines and approved budget allocations.Section 7. All authorized expenses of the Governing Board will be paid in a timely manner by the Business Manager in accordance with the General Finance Guidelines and approved budget allocations.
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Being physically active can improve an individual’s health and wellness, social benefits,and learning function in the classroom (Fridlund, Kristen & Patriksson, 2002). Thesebenefits do not just apply to the regular child, but also to those who may have special needs.Participation of children with special needs can depend on a teacher’s experience, socialissues, and accessibility within their school environment (Fridlund, Kristen & Patriksson,2002). It is important that those with disabilities, or special needs, are allowed to bephysically active through physical education classes and other recreational opportunities.
For a better understanding, it is important to identify what constitutes individuals withdisability or special needs. According to the Individuals with Disabilities EducationImprovement Act (2004), a ‘child with a disability’ is defined as a child:
with mental retardation, hearing impairments (including deafness), speech orlanguage impairments, visual impairment (including blindness), seriousemotional disturbance (referred to in this title as ‘emotional disturbance’),orthopedic impairments, autism, traumatic brain injury, other healthimpairments, or specific learning disabilities; and who, by reason thereof,needs special education and related services.
Inclusion of Students with Disabilities in
Physical Education
Eric Issendorf, MS Brad Strand, Ph.D.Teacher, Fargo Public Schools Professor, North Dakota Fargo, ND State University
Fargo, ND
27
By definition, it is apparent thatdisability can involve a wide range offunctions or handicaps, and providedifferent challenges for an individual(s)and their teacher(s). Sometimes classesmay include one person with a disabilityor many with differing special needs.This scenario can pose a challenge toany teacher within a regular classroomsetting, but in a non-traditionalclassroom, such as a gymnasium oroutdoor play area, the challenges can beeven greater.
Within a regular physical educationsetting, physical education teachers maydeal with a variety of differentchallenges, from developing units andlessons that provide students with life-long skills for future physical activity, toworking with students with differingskill sets, or dealing with a variety ofsocial and behavioral issues within theclassroom setting. Those dilemmas canbe intensified with the ‘inclusion’ ofchildren who have been identified witha disability, or in some cases, multipledisabilities. Inclusion, by definition, is“an instructional methodology based oneducating children with disabilities andwithout disabilities in the sameclassroom environment” (http://www.education.com). This method has beenestablished to comply with therequirements of the Rehabilitation Act of1973, which protects the rights ofdisabled individuals who provideprograms and activities that receivefederal funds. It also states that ‘freeappropriate public education’ (FAPE) isprovided to each qualified person with a
…in a non-traditional
classroom, such as a
gymnasium or
outdoor play area,
the challenges can be
even greater.
disability regardless of its nature or itsseverity (U.S. Department of Education,2010).
As physical educators, it is important torecognize the need for quality instruction,planning, equipment, and differentiationfor all students, especially for those withspecial needs. Bailey, Cooke, Morley & Tan(2005) indicated the need for practicallyorientated inclusive modules and/orprofessional development for physicaleducation teachers to build confidence intheir abilities of inclusion, while creating amore positive environment and experiencefor special needs and regular students. Ithas been shown that building social tiesbetween students, with and withoutdisabilities, can improve understandingand relationships later in life, andstrengthen feelings of control over lifeevents (Greer & Taub, 2000). It is alsocrucial for physical educators to teachstudents, with or without special needs, thebenefits of learning skills, fitness concepts,and health related activities for life-longbenefits and rewards.
28
The purpose of this paper is to provide ashort review on the topic of inclusionthat includes the teachers’ perspectiveof inclusion, the social benefits ofinclusion, and adjustments forinclusion. The later part of the paperprovides an application.
Teacher Perspectives of InclusionIf physical education teachers haveconcerns about inclusive practices, itcan be assumed that a lack of training,education, and experience may have amajor impact on teachers’ perspectives.Bailey, Cooke, Morley & Tan (2005)suggested that teachers may lack theknowledge to adapt activities forstudents with disabilities, which couldlead to a lack of confidence by teachers.They stated that initial teacher trainingand professional development contin-uation was necessary in order to effect-ively work with students who havedisabilities. Kokaridas, Papadopoulou,Papanikolaou and Patsiaouras (2004)attributed a lack of skills, when hand-ling the needs of students with disab-ilities and that the promotion ofinclusion, depends on the perceivedlevel of knowledge. However, physicaleducation teachers were willing toincrease their knowledge base wasencouraging, knowing that it isnecessary in order to provide betterinstructional practices for those withspecial needs.
To become effective physical educationteachers and to have positive attitudeswhen teaching in an inclusiveenvironment, it seems critical to have
some prior training and education. Hardin(2005) found three themes, in regards toeffective inclusion practices, during astudy involving beginning physicaleducation teacher’s perspectives oninclusion in the physical educationclassroom:1) the need of developing experience in
relation to individuals with specialneeds,
2) other teacher examples and collab-oration, and
3) adapted course work taken duringundergraduate studies.
In a study involving physical educationmajors, Hodge & Jansma (2000) showedthat student’s with prior experiences andnewly acquired knowledge exhibitedbetter attitudes toward teaching specialneeds students. These results arecomparable to those found when similarquestions were asked of regular classroomteachers. Stoler (1992) found teacherswho had prior special education instruct-tion displayed more positive perceptionsthan those who did not have any priorinstruction and that in-service trainingprovided more positive attitudes towardinclusion. Although there were limitationsto all three studies, it can be fair to assumethat prior experience and educationrelating to individuals with special needshelps to provide positive experiences andperceptions of physical educationteachers.
Social Benefits of InclusionThe concept of inclusion stems fromproviding children with special needs thesame opportunities as children withoutspecial needs. Giving special needs kids
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the opportunity to form friendships anddevelop social identity are importantelements of the inclusion model. Physicaleducation can be used as a vehicle topromote such interactions amongstudents with or without special needs.After interviewing 21 boys and girls withphysical disabilities, Greer & Taub(2000) found physical activity providedan environment that engages childhoodexperiences for children with disabilitiesand enhanced social abilities throughperceptions of competence and self-enhancement. It can also be assumed thatnon-disabled children benefit from thisexperience as well. Impressions throughparticipation in common activitieshelped children with special needs feellike typical children and allowed them toexhibit physical abilities to otherclassmates. Additionally, multiple advan-tages to participation in sports can yieldgetting new friends, becoming someoneamong peers, and having fun (Fridlund,Kristen & Patriksson, 2002).
It should be noted that negative socialexperiences may exist within aninclusive school environment, such as“loneliness and exclusion, of being acuriosity, and of not being made to feelwelcome” (Clarke & Curtin, 2005).Researchers also reported that somechildren with disabilities experiencedexclusion from participation and/ornegative comments from some non-disabled students (Greer & Taub, 2000)and that physical differences canproduce bullying of students withdisabilities, but also provide opportunit-
ies to prove they are capable of physicaltasks like other peers (Brittain, 2010).
Adjustments for InclusionIn a study conducted by Bailey, Cooke,Morley & Tan (2005), physical educationteachers felt inclusion was a progressionto an ultimate target and extra teacherplanning was needed for inclusion to beachieved. There was a general consensusamong the participating physicaleducation teachers that there was a needto adjust curriculum delivery, makeappropriate activity changes, andprovide differentiation within lessons. Ifsuch considerations are made, it may beassumed that participation experiencesfor special needs students wouldimprove. Smith (2004), however, repor-ted that teachers felt that full inclusionwas difficult in some team activitiesbased on the type of disability individualsmay have and the requirement of theactivity or game.
Physical education teachers must alsotake into consideration the type ofequipment needed for those withdisabilities and access to facilities (Bailey,Cooke, Morley & Tan, 2005). Erlich,Fejgin, & Talmor (2005) stated thatequipment and facility availability makeinclusion a more difficult issue. If notadequately provided, the considerationsof safety, teaching methods, and activityoptions are more challenging. Admin-istrators and teachers must considerthese needs when factoring facilities andordering of equipment, which may leadto adjustments in budgets or requests foradditional funding.
30
ApplicationWhen reviewing the topic of inclusion,three common outcomes presentedthemselves: teachers’ perceptions ofinclusive practices, the benefits allstudents received from the inclusiveenvironments, and the modifications oradjustments which were needed toprovide the best opportunities andenvironment within the physicaleducation experience.
Through the readings, it was found thatmost teachers believed that inclusion wasgood for all involved, but that mostteachers’ knowledge and experiencewith special needs students was notsufficient enough to provide positiveoutcomes. Many teachers mentioned theneed for more education or professionaldevelopment to become comfortablewith the practice of inclusion. Thisinformation was valuable to me, becauseit correlated with my own needs toprovide a better overall experience in aninclusive setting. Through this discovery,a position statement Babcock, Piletic, &Tripp (2004) provided the writer withexcellent information that applied to myteaching practices. The statementprovided four key areas when modifyingphysical education instruction forstudents with disabilities; theorganization of the general physicaleducation class, the social environment,equipment modifications andconsiderations, and any personnelproviding support. I will explain theconcepts presented and provideexamples for the latter three areas. First,the importance of creating a positive
social environment within a physicaleducation environment is critical forinclusive success. If students are able tomeaningfully participate in physicalactivity it allows students to havepersonal success. Teachers must fosterand be mindful of the social environmentto protect individuals from exclusion orrejection. Examples of creating a positivesocial environment consist of modifyingwhat is taught (curriculum) or how it istaught (instructional) by creating smallgroups for collaboration, which allowsfor better understanding for allindividuals within the group. Second, theuse of equipment depends on a variety ofdifferent factors, such as: the activity, thefacility, and the student. Being creativewith equipment and considering the size,color, and function can provide allstudents with a better overall experience.For example, using a beach ball insteadof a regular volleyball will allow studentsto have more success and fun during avolleyball unit or game. Finally, workingwith other professionals within theschool or community provides importantcollaboration and a ‘community ofsupport’ that can enhance inclusion
Four key areas when modifying physical education instruction for students with disabilities:1. The organization of the general
physical education class2. The social environment3. Equipment modifications and
considerations4. Personnel providing support
31
practices. Personnel can include otherstudents, aides, therapists, teachingpartners, and/or administrators.
By applying this information to myteaching and instructional practices, I tryto create a positive environment thatallows all individuals to activelyparticipate in physical activity. I alsorealize that inclusion is a ‘process’ that isever-changing and depends on manyfactors. It is also important that Icontinue to learn and apply newconcepts and methods for professionalgrowth and understanding.
Barriers and FacilitatorsOne of the major barriers that I haveexperienced, not only for the subject ofinclusion, is the fact that our school onlyhas one gymnasium, which is relativelysmall compared to others within ourdistrict based on the number of students.This limited space has forced us (my co-teacher and me) to have double-classes.Thankfully, our principal has arrangedthe schedule to accommodate the samegrade-level for each period to eliminatesome of the safety concerns. However,the class sizes (when combined) are inexcess of 40 students, which make for avery crowded and loud play area. Thistype of atmosphere and environment canhave an impact on regular students andeven more significant impact on thosewith special needs. Those who arephysically disabled (whether hearing-impaired or physically-handicapped)have a difficult time hearing instructionsor cues, or changing directions and
avoiding collisions with other students.Those who have emotional or behavioralchallenges can feel over stimulated byexcessive noise and motion, thisenvironment does not allow for idealstructure needed to maintain goodbehavior, and sometimes students arefaced with personal space conflict withother students. These issues can have ahuge impact on the experiences thatindividuals with special needs have inour schools physical education program.To overcome this unfortunate situation,we (my co-teacher and I) have developeda routine to help provide structure to allstudents when participating on theirphysical education days. The structureconsists of a warm-up, a student leaddynamic stretch routine, followed by thelesson/activity, and ended with a studentlead cool-down stretch. This consistencyallows all students, especially those withemotional or behavioral challenges,awareness of what is to be expected fromday-to-day. There are also rules, such asno screaming, that help keepunnecessary noise issues to a minimum.
Outcomes and AssessmentTo provide a comprehensive plan forinclusion, it is imperative that I have atool to use to assess my inclusive physicaleducation environment. Babcock, Piletic,& Tripp (2004) provide four ‘principlesof inclusion’ to help evaluate theinclusive environment of my program;they consist of social justice, equalopportunity, non-categorization, andnon-segregation.
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First, the principle of social justice allowsall individuals to have equal value andrights to services and materialspresented. Next, equal opportunity is theright to equal treatment, choices, and theability to take risks. Discrimination is nottolerated and rules that exist cannot bebiased in any way. Third, non-categorization places an emphasis on thefact that no one person is the same andthat everyone should understand thatindividual differences exist. Finally, non-segregation enforces the need for contactwith people from a variety of differentbackgrounds, which helps peopleunderstand differences and providesgreater awareness when making choices.These principles provide insight that canbe used to constantly assess and revisemy physical education program, so that Imay provide an inclusive environmentthat fosters success for all students.
With continued practice and profess-ional development in inclusive physicaleducation, it is my goal to give allstudents the best possible physicalactivity that will prepare them to lead alife-style full of physical fitness, whileproviding an increased socialsignificance within the school andphysical education environment, andfoster an improved psychological well-being. As a teacher, I always strive for mystudents to have the best opportunitiesthat will help set them up for a lifetimeof success and achievement.
Inclusion of students with special needsin physical education is a very rewardingexperience for all involved if certain
experience and knowledge exists, social aspectsare considered and adjustments are made by allstake-holders. By understanding the positive andnegative effects of inclusion in the physicaleducation environment, it is easier to foster thepositive relationships and proactively inhibit thenegative experiences.
ReferencesBabcock, G., Piletic, C., & Tripp, A. (2004).Including students with disabilities in physicaleducation. American Association for ActiveLifestyles and Fitness, 1-19.Bailey, R., Cooke, B., Morley D., & Tan, J. (2005).Inclusive physical education: Teacher’s views ofincluding pupils with special educational needsand/or disabilities in physical education.European Physical Education Review, 1(1),84-107. doi:10.1177/1356336X05049826Brittain, I. (2004). The role of schools inconstructing self-perceptions of sport andphysical education in relation to people withdisabilities. Sport, Education and Society, 9(1),75-94.Clarke, G. & Curtin, M. (2005). Listening toyoung people with physical disabilitiesexperiences of education. International Journalof Disability, Development and Education, 52(3),195-214.Erlich, I., Fejgin, N., & Talmor, R. (2005).Inclusion and burnout in physical education.European Physical Education Review, 11(1), 29-50. doi:10.1177/1356336X05049823Free Appropriate Public Education under Section504. (n.d.). U.S. Department of Education.Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.htmlFridlund, B., Kristen, L., & Patriksson, G. (2002).Conceptions of children and adolescents withphysical disabilities about their participation ina sports programme. European PhysicalEducation Review, 8(2), 139-156.Continued on next page…
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Greer, K.R., & Taub, D.E. (2000). Physical activityas a normalizing experience for school-agechildren with physical disabilities: Implicationsfor legitimation of social identity andenhancement of social ties. Journal of Sport andSocial Issues, 24(4), 395-414.doi:10.1177/0193723500244007Hardin, B. (2005). Physical education teachers’reflections and preparation for inclusion.Physical Educator, 62(1), 44-56.Hodge, S.R., & Jansma, P. (2000). Physicaleducation majors’ attitudes toward teachingstudents with disabilities. Teacher Educationand Special Education: The Journal of theTeacher Education Division of the Council forExceptional Children, 23(3), 211-224.doi:10.1177/088840640002300304Inclusion | Definition. (n.d.). Education.com |An Education & Child Development Site forParents | Parenting & Educational Resource.Retrieved from http://www.education.com/definition/inclusion/
34
Kokaridas, D.,Papadopoulou, D., Papanikolaou,Z., & Patsiaouras, A. (2004). Attitudes of Greekphysical education teachers toward inclusion ofstudents with disabilities. International Journalof Special Education, 19(2), 104-111.Public Law 108-446. (n.d.). U.S. CopyrightOffice. Retrieved from http://www.copyright.gov/legislation/pl108-446.htmlSmith, A. (2004). The inclusion of pupils withspecial educational needs in secondaryschool physical education. Physical Educationand Sport Pedagogy, 9(1), 37-54.Stoler, R.D. (1992). Perceptions of regulareducation teachers toward inclusion of allhandicapped students in their classrooms.Clearinghouse, 66(1), 60.
Diana Rosslerova, M.Ed., Grace Goc Karp, Ph.D., and Philip W. Scruggs, Ph.D.
University of Idaho, Department of Movement Sciences
Core and Fitness Enhancement for
Middle School Girls
Abstract
A total of 83 eighth grade girls enrolled in one of two female only PE classes. One class, control group,
participated in high activity fitness instruction; the other class participated in a core enhancement intervention
three times a week. Pre and post fitness and core data were compared via paired t tests. Alpha was set at
.05. It is unknown whether the improvement in fitness was due to maturation, parent involvement, in-class
physical activity participation, high intensity fitness activity, or outside of school physical activity participation.
However, the post survey indicated that 71% of both groups improved in terms of muscular strength,
muscular endurance and cardiovascular fitness (p < .05). It is unknown whether the improvement in fitness
was due to maturation, parent involvement, in-class physical activity participation, high intensity fitness
activity, or outside of school physical activity participation. However, the post survey indicated that 71% of
both groups improved in terms of muscular strength, muscular endurance and cardiovascular fitness (p <
.05). The purpose of this study was to determine what impact a five week core strength program had on
fitness performance of female students in PE.
Background
Little is known in relation to middle school girls’ performance in physical education (PE) (Balaji & Murugavel,
2013).
The most important factors for females are to improve bone and soft tissue, increase metabolic rate and
improve self-esteem and confidence (Ebben & Jensen, 1998).
It is also pertinent to make sure an exercise program should not focus solely on core training but involve
other aspects of strength and conditioning which provide the most benefits to the participant (McNamara,
2008).
Meyers (2010) uses a core stability program for her students which utilize dynamic, static and medicine ball
type strengthening exercises (Meyers,2010).
Women should strength train in the same ways as men, using the same program design, exercises,
intensities, and volumes, relative to their body size and level of strength (Ebben & Jensen, 1998).
35
Methods
Participants - Eighty three eight grade middle school female students participated in the study.
Procedures - Fifth period class (the high intensity fitness group) performed high impact activities three
times a week for a duration of thirty minutes for five weeks. Seventh period class (the core strength
intervention group) performed core intervention strength exercises three times a week for a duration of thirty
minutes for five weeks of class time.
Data Collection and Analysis - Student perceptions about core strength performance was collected via
surveys. Fitness performance data were collected through log sheets and Fitness testing. Descriptive
statistics were used to analyze pre and post survey responses, log sheets and fitness performance data.
Results
Pre Survey Questions Results Period 5 – Control Group
(48 students)
Period 7- Core
Enhancement Group (49
students)
Q1. What part of your core (back, abdominals, or hips)
do you feel is the strongest in your body? Circle all
that apply. (Back, Abdominal, Hips)
Back - 33%
Hips- 50%
Abdominals- 48%
Back -35%
Hips- 31%
Abdominals-39%
Q2. What part of you core (back, abdominals, or hips)
do you feel is the weakest in your body? Circle all that
apply. (Back, Abdominal, Hips)
Back – 40%
Hips- 40%
Abdominals- 42%
Back – 35%
Hips- 33%
Abdominals- 47%
Q3. Which part of the Meridian fitness test (mile run,
shuttle run, v-sit, sit ups, push ups, or flexed arm
hang) do you think you will improve the most? Circle
all that apply. (mile run, shuttle run, v-sit, sit ups,
push ups, flexed arm hang
Mile – 58%
V-sit -1%
Flexed Arm Hang- 1%
Curl Ups- 10%
Rt. Push ups- 10%
Shuttle – 42%
Mile – 47%
V-sit- 1%
Flexed Arm Hang- 10%
Curl Ups- 0.04%
Rt. Push ups- 0.06%
Shuttle – 39%
Post Survey Questions Results Period 5 – Control Group
(48 students)
Period 7- Core
Enhancement Group
(49 students)
Q1. Do you feel that your core is stronger after the
five week of core strength training program? Circle
One. (Yes or No)
Yes – 71%
No- 29%
Yes – 71%
No- 29%
Q2. In which area, did you see the most improvement
in after the five weeks of training? Circle all that apply.
(Muscular Strength, Muscular Endurance, Flexibility
and Cardiovascular Endurance)
Muscular Strength- 54%
Muscular Endurance- 42%
Flexibility- 62%
Cardio- 37%
Muscular Strength- 45%
Muscular Endurance- 43%
Flexibility- 49%
Cardio- 37%
Purpose
The underlying purpose of this research was to introduce female middle school students to dynamic, static
and medicine ball strength training that can improve core strength and fitness in general.
This study examined the impact of a core intervention on fitness performance of female middle school
students.
36
Conclusions and Recommendations
In most females muscular strength increased during this study.
Students from both groups (71%) indicated that they felt like their fitness and core strength improved
over the course of five weeks.
The results indicate that both the high fitness intervention and core strength intervention helped improve
flexibility, muscular strength and muscular endurance but the contributing factors could also be
motivation, maturation, after school activities and others that have contributed in the development of the
students.
In future studies, (a) the psychological aspects (motivation, self– esteem, etc.) should be evaluated
more closely to give a more well– rounded analysis of the improvement and (b) the intervention should
take place over a year with pre, mid and post testing to better examine fitness changes and impact on
core strength.
Acknowledgements and References
This study was conducted as a partial requirement for completing the MED degree. Thank you to Lake
Hazel Middle School, the students of LHMS and the West Ada School District in making this research
possible.
Balaji, E., & Murugavel, K. Motor Fitness Parameters Response to Core Strength Training on Handball Players.
International Journal for Life Science and Educational Research , 1, 76-80.
Ebben, W. P., & Jensen, R. L. (1998) Strength Training for Women: Debunking Myths That Block Opportunity. The
Physician and Sports Medicine, 26, 1-8.
McNamara, J. (2008). Building an exercise program that includes core training. National Strength and Conditioning
Association Performance Training Journal , Retrieved from http://www.nsca.com/Education/Articles/Building-an-
Exercise-Program-that-Includes-Core-Training/
Myers, E. (2010, April 22). Core training programme [Online forum comment]. Retrieved from
http://www.pescholar.com/wp-content/uploads/2012/04/Core-Training-Programme.pdf
37
Brickworks Answers the Call
hen someone told me I could use this set of foam bricks for teambuilding andmotor skills development I chuckled to myself inside with a bit of disbelief yet was intriguedby the level of excitement portrayed by the teacher sharing her story. With that I attended aworkshop session at a regional Physical Education conference on “Brickworks” and saw theteacher was right. I immediately knew what my next IAHPERD grant would encompass.
Thanks to the IAHPERD Grant Program, I purchased two sets of Brickworks for use in ourMiddle School Physical Education Program. Brickworks is a set of 100 etha-foam bricks thatare durable and safe. They are black and white and the set comes with a storage bag andactivity guide. The Brickworks activity guide that is divided into several sections:construction, manipulative and locomotor activities, as well as task-oriented and foot-skillactivities. Most activities are geared to partners or teams, but there are also those forindividual challenge.
Jessica Shawley, M.Ed., NBPTSMoscow Middle SchoolSHAPE America National Teacher of the Year
W
38
Activities are designed to “provide anopportunity to enhance the art ofcooperation and instill problem-solvingcapabilities through the various activities”(Brickworks manual). Taking from theactivity guide, I developed a progressionof single “toss and catch” activities, thenwent into partner “juggling” activities oftoss, catch, and creative movements. I thenwent into small groups and large groupchallenges. It was a wonderful addition tomy cooperative emphasis I try to do in thewinter that complements a movement anddance unit. This was the first time I haveused Brickworks and I can see using it inseveral other ways and has greatapplication for K-8 levels, and for adaptedphysical education. Other adaptationsinclude using the bricks for targets,bowling pins, “Jenga”, coordination/juggling, creating patterns, andintegrating movement and music.
In the end, using Brickworks brought a newand innovative touch to my cooperative,teambuilding and movement lessons.Students were able to apply their owncreativity in creating patterns, improvingcoordination and cooperating with theirpeers. It is fun, simple, and could be used forshort terms lessons that supplement anoverall larger unit or be a stand-aloneprogression of activities.
Thank you to our association for providingthe IAHPERD Grant Program. It has helpedenhance my program and improve myteaching!
Continuing the conversation: Whatare some activities that you do that also hiton some of these same principles? Shareyour ideas on Twitter using #SHAPEIdaho#physed @SHAPEIdaho @JessicaShawley
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Dani Moffit, Ph.D., LAT, ATCIdaho State University
Disordered eating in athletes ischaracterized by an entire spectrum ofabnormal eating and weight controlbehaviors and attitudes (Bonci et al.,2008). The prevalence of disorderedeating have ranged as high as 62% and33% among female and male athletes,respectively, though the lack ofstandardized assessment tools and/ordefinitions make it difficult to quantify(Bonci et al., 2008). The maladaptivecontinuum of issues can range fromconcerns about body weight and shape topoor nutrition to binge eating to extremeweight control methods including use oflaxatives, diuretics, and diet pills, as well asfasting, purging, and extreme exercise(Bonci et al., 2008).
There are currently three eating disorderswith definite classification, or are “clinicallydiagnosable”: anorexia nervosa, bulimianervosa, and eating disorder – nototherwise specified (Anderson & Petrie,2012). Although these disorders are ofgreat concern for coaches, parents, andteachers, recognizing the sub-clinicalconditions (some symptoms but notsufficient to warrant a clinical diagnosis)helps overcome the barrier to earlydetection (Anderson & Petrie, 2012).Considering that twenty years ago anorexia
nervosa was seen in 1 male for every 15females, but today in the generalpopulation it is 1 male for every 4 females,and in athletics, 1 male to every 2 females,we have something with which to beconcerned (Goltz et al., 2013).
There are sports that are more susceptibleto athletes with issues: a) those in whichlow body weight or physique is importantfor optimizing performance; b) those withsubjective evaluation and in whichaesthetic ideals coexist; and c) thosewhere body weight classifications apply(Bonci et al., 2008). However, it’simportant to remember to be suspiciousacross all sports. Athletes perceptions areoften skewed from the requirement of theirsport, specializing in a sport may happenbefore the body type/weight becomesdefined (a 6’4”, 300-lb football player wantsto be a receiver, rather than a lineman),and pressure from socio-cultural ideals orfamily expectations may alter an athlete’sway of thinking (Bonci et al., 2008; Arthur-Cameselle & Baltzell, 2012).
Additionally, keep in mind that in femaleathletes, focus tends to be on thinness andappearance, whereas in male athletes, it’stypically leanness, strength, andmuscularity (DiPasquale & Petrie, 2013).
Disordered Eating in Athletics: How to Identify and Help Those
Athletes at Risk
40
Both can contribute to eating practices that are considered unhealthy. Coaching practicesthat can contribute to onset of disordered eating includes: a) telling athletes they shouldlose weight without providing proper nutritional guidance; b) telling athletes they willperform better or get better scores if they are leaner; c) ridiculing an athlete or makingcomments about his or her weight or body composition; d) daily weigh-ins; e) assigningunrealistic weight goals; and/or f) overemphasizing weight or percent body fat (Bonci et al.,2008). Pressure from society or parents, coaches valuing performance over health, andpersonality characteristics can exacerbate any initial issue (Arthur-Cameselle & Beltzell,2012).
What Do I Look For?As a coach or teacher, you will probably spend more time with an athlete than his or her family and as an advocate for that athlete you have a responsibility to keep him or her healthy. Of great importance is to learn how to recognize a problem sooner rather than later. An abbreviated list of signs and symptoms for eating disorders is presented below (Selby & Reel, 2011). A more comprehensive list can be found at www.nationaleatingdisorders.org (National Eating Disorders Association, 2010).
Changes in Mood,
personality, or
other behaviors
Dramatic shifts in personality, unusual mood swings, or atypical
behavior may be a signal for concern. As a coach or a teacher, you
have developed a relationship with your student-athlete; you may be
the person who best notices the changes.
Emphasis on body
image
An individual making comments about his or her body, especially in
comparison with others’ bodies, may be struggling with body image.
Those who are willing to do “whatever it takes” in order to meet the
perceived ideal body may be at risk.
Focus on food and
eating that is
different from
others
Individuals struggling with food issues may demonstrate a food focus
different from others. For example, they may very strict about what
food goes into their body, how many times they chew each bite, or how
the food is arranged on the plate. They may also adopt “food rules”
that border on extreme as compared to their peers.
Extremes in eating Eating excessively or eating very little; both can be a concern. It may
be normal for a football lineman to eat high amounts of food, but it can
be a problem if it’s binge-eating, rather than eating for fuel. The
undereating can be problematic and create downward spiral: too little
food means too little fuel. Too little fuel results in performances
suffering, increased chance for injury, or more serious consequences
such as loss of bone density and menstrual irregularities in females.
Strong need to feel
in control
Loss of control creates stress for some individuals. One way of coping
and creating a sense of control of self and surroundings is to control the
amount of and when food is consumed.
Additional
stressors
Pathogenic eating disorders may lead to an eating disorder simply
because of stressors outside of the individual’s control. Issues such as
family-related death or illness, divorce, poor grades, or injury may
exacerbate an eating disorder that has already developed.
41
What if I Suspect an Athlete has an Eating Disorder?Any suspicion that an athlete is struggling with an eating disorder should be taken seriously.It’s your responsibility to act as an advocate for that individual and ignoring the signs and/orsymptoms can lead to serious medical or psychological problems and even death.
The following guidelines are recommended when approaching an individual who may needyour help (Selby & Reel, 2011):
1. Choose somewhere private. Respect the privacy of your athlete. Your conversationshould not be public, regardless of whether or not there is an eating disorder. Beprepared to approach the athlete with sensitivity and respect while adhering todisclosure requirements regarding confidentiality (Bonci et al., 2008). You need toexpect denial, anger, and/or resistance during the initial discussion (Bonci, et al., 2008).
2. Whenever possible avoid using the term “eating disorder”. Unless you are aprofessional licensed and trained to do so, you cannot diagnose the eating disorder.Using that terminology may immediately place the individual on the defensive, shuttingdown any opportunity to speak with him or her honestly. Indicate specific observationsor concerns (Bonci et al., 2008). Starting the conversation with a simple, “I’m reallyworried about you. You seem distracted and your energy is lower than it used to be. Isthere something I can do?” may be enough to show you care and allow the athlete tofeel comfortable enough to discuss concerns.
3. Consistently convey your concern for your athlete with specific examples – bea broken record if you have to. You’ve avoided the label “eating disorder” so younow are able to focus on how worried you are and how you want to help. It’s importantto be specific in your examples – not only are you worried, but you’re worried thatgrades are starting to slip, that practices are not as strong as they used to be, or thatperformance is lacking. Offering another person for the individual to talk to isimportant. Teachers and coaches are not trained to treat eating disorders, nor shouldthey try to. Involving a counselor at school or another health care professional isparamount. The parents should also be involved, though that is something that shouldbe done with care.
4. Have a list of referrals ready. Know who you need to talk to at your institution orschool. If it’s not a counselor, it may be the school nurse. Include this person in yourdiscussions so he or she is ready for a consultation and/or timely referral when the timecomes (Bonci et al., 2008).
5. Support the treatment recommendations. Knowing your athlete is struggling withsomething serious can be difficult. Depending on the severity of the disorder, theathlete may not be allowed to practice or compete. This is a time to be extremelysupportive, especially if you were the person who started the discussion regarding theeating disorder. Benching an athlete may increase the feelings of isolation he or shealready feels, so keeping the athlete involved with the team at any level will helpmaintain a connection. A level of vigilance for follow-through is paramount (Bonci et al.,2008). Not only may you need to persuade an athlete to submit to an initial medicalevaluation, but you may need to convince that individual to follow through withtreatment required/recommended (Bonci et al., 2008). 42
6. Can I make a student or athlete get treatment? Laws vary by state. If the child is a minorthe parents/legal guardian will likely have final authority as to treatment for the child. It will beimportant to be sure the parents know your concerns for the child and be sensitive to thepotential for blame to be placed on you (“If you hadn’t pressured her to jump higher” or “Youwork your athletes too hard; what do you expect from them?”). Offer to keep the athleteinvolved with a voice so he or she feels valued.
In an article by Arthur-Cameselle & Baltzell(2012), athletes who had recovered fromeating disorders were asked to give adviceto their coaches. The top advice givenincludes: Become educated on eating disorders to
increase awareness Emphasize proper nutrition to athletes
and if you’re not sure, ask someone totalk to your athletes who know
Emphasize sport skill instead of bodyweight as a means of achievingperformance goals
Avoid singling out athletes with regard tobody weight or shape
Address and confront the athlete with theeating disorder if it is noticed orsuspectedo Somewhere privateo Avoid using the term “eating disorder”o Convey concerns with exampleso Have potential referrals readyo Support treatment recommendations Provide emotional support Refer the athlete to professional care,
and Prohibit participation in sports if health
risks are evident.
Prevention is the best strategy to avertdisordered eating. Educational programsshould be offered on the importance ofoptimal nutrition practices (Bonci et al.,2008; Coelho et al., 2014). Mandatoryeducational programs for athletes, coaches,athletic trainers, and other athletics staffshould occur annually (Bonci et al., 2008).Female athlete education should includeconsequences of menstrual irregularities
(Bonci et al., 2008). Early identificationshould occur during the preparticipationexams (Coelho et al., 2014). Eatingdisorders can cause irreversible damageand can be fatal so those closest to theathlete need to be aware of the signs andsymptoms consistent with the disorder toget referrals to a licensed mental healthor medical professional as soon aspossible (Selby & Reel, 2011).
Approaching your athlete can befrightening; the topic is often consideredtaboo. However, disordered eating canlead to serious consequences and as acoach you have a responsibility to keepyour athletes safe from harm. Ignoringyour “gut feeling” about a problem couldmean your athlete is not getting theneeded help quickly enough. If you don’tfeel comfortable approaching yourathlete, find a counselor, athletic trainer,or other health care professional who isable to help you. Your athlete’s life maydepend on it.
ReferencesAnderson C, Petrie TA. Prevalence of disorderedeating and pathogenic weight control behaviorsamong NCAA division I female collegiate gymnastsand swimmers. Res Quart Exerc Sport. 2012;83(1):120-124.
Arthur-Cameselle JN, Baltzell A. Learning fromcollegiate athletes who have recovered fromeating disorders: advice to coaches, parents, andother athletes with eating disorders. J App SportPsych. 2012;24(1):1-9.
Bonci CM, Bonci LJ, Granger LR, Johnson CL,Malina RM, Milne LW, Ryan RR, Vanderbunt EM.National Athletic Trainers’ Association Position
43
Statement: Preventing, detecting, and managingdisordered eating in athletes. J Athl Train.2008;43(1):80-108.
Coelho GMdO, Gomes AIdS, Rieiro BG, Soares EdA.Prevention of eating disorders in female athletes.Open Access J Sports Med. 2014;5:105-113.
DiPasquale LD, Petrie TA. Prevalence of disorderedeating: A comparison of male and female collegiateathletes and nonathletes. J Clin Sport Psych. 2013;7:186-197.
Goltz FR, Stenzel LM, Schneider CD. Disorderedeating behaviors and body image in male athletes.Revist Brsileira de Psiquiatria. 2013;35:237-242.
National Eating Disorders Association. (2010).Retrieved fromhttp://www.nationaleatingdisorders.org
Selby CLB, Reel JJ. A coach’s guide to identifyingand helping athletes with eating disorders. J SportPsych Action. 2011;2:100-112.
44
The Ninth Grade
Melissa Caudle, MHEIdaho State University
Department of Community and Public Health
A Time of TransitionNinth grade is a time of transition. Students face numerous challenges as well asincreasing expectations and stressors when navigating the shift from middle school tohigh school. Examples include peer pressure, bullying, social media use, healthdecisions (including but not limited to physical activity, nutrition, alcoholconsumption and drug use), social commitments, academic performance, andextracurricular activities. Academic courses are rigorous and requirements forgraduation are increasing. Peer groups are being formed and peer pressuresusceptibility is at peak levels (McCallumore & Sparapani, 2010; Sumter, Bokhorst,Steinberrg, & Westenberg, 2009).
The majority of absences, failing grades, behavioral issues, and the lowest gradepoint averages occur in the ninth grade year. (McCallumore & Sparapani, 2010;Newman, B., Newman, R., Griffen, O’Connor, & Spas, 2007). Approximately 22% ofstudents repeat ninth grade classes, and in some urban areas this number increasesto 40%, with only 10% to 15% of these students graduating high school. Thesefindings are of concern given the difficulty of finding employment without a highschool diploma. Further, research indicates individuals who do not graduate fromhigh school have “a high probability of experiencing long stretches of unemployment,participate less in civic life, and are more likely to be incarcerated” as adults (Neild,2009, p. 72). The ninth grade year is crucial as it sets the pattern and tone for astudent’s entire high school career and is ultimately defined as the “make or breakyear” of high school (McCallumore & Sparapani, 2010, pp. 447).
45
Ninth grade students experience the lossof familiar routines and key supportingadults including teachers, coaches, andadvisors as they transition from middleschool to high school. The structure ofmiddle school peer groups are disruptedas students move to new schools andare forced to reorganize. Ninth gradersalso receive less individualized attentionfrom teachers than eighth gradersresulting in more independent decisionmaking (McCallumore & Sparapani,2010; Neild, 2009; Newman et al., 2007).
Many eighthgrade studentsare leaving mid-dle school illprepared todeal with highschool acade-mic rigors andsocial interact-tions such asbullying and
peer pressure. Further, they often lacknecessary coping skills when faced withstress and adversity (McCallumore &Sparapani, 2010; Neild, 2009). Thechallenges incurred during this transitionperiod can lead to a time “masked withfeelings of loneliness, isolation, anddisconnection” (McCallumore &Sparapani, 2010, p. 449).
Adolescence and Peer PressureSusceptibilityDuring adolescence, numerous matur-ational processes occur includinghormonal alterations and further neural
brain development (National Instituteon Alcohol Abuse and Alcoholism[NIAAA], 2004). Adolescents seekindependence from parents andguardians during this transition, andmany parents view this as theappropriate time to allow moreautonomy to their children. Asadolescents seek and gain autonomy,peer relationships increase inimportance as friends are selected andsocial circles are developed. Of furthernote, entering the ninth grade may alsoserve as a signal to older peers that the
student isnow ready tobe included ingroups oractivities(Sumter et al.,2009; Neild,2009).
Research indicates peer pressure peaksduring this stage of adolescence. Peerpressure definitions vary across theliterature. In the context of this articlepeer pressure is defined as feelingpressure from a person of similar ageto think in certain ways or to engage inparticular behaviors. “It is duringadolescence when peers’ acceptanceand approval become the driving forcein an adolescent’s concept of self” (Ali,Amialchuk, & Nikaj, 2014, p. 918).As adolescents join social groups, theyexperience real or perceived pressureto conform to the group. (Kelly, Chan,
46
Toumbourou, O’Flaherty, Homel, Patton,& Williams, 2012). Peer influences play akey role in an adolescent’s decisionmaking, and behavioral choices are oftenmade based upon the adolescent’s perc-eption of the peer-group’s approval.(Sumter et al., 2009; Ali et al., 2014). It isimportant to note peer pressure can bepositive and supportive or negative andendangering depending upon thecontext (McKay & Cole, 2012; Sumter etal., 2009).
Transitional ProgramsSchools that provide training andsupport to ease this transitional periodhave lower dropout rates, increasedacademic success and scores onstandardized tests, improved attendanceand student behavior, greater teachermoral, and increased parental contactthroughout high school (McCallumore &Sparapani, 2010).
Solutions to ease this transition can besimple and effective. Preparations canbegin in middle school with opendialogue between middle and highschool teachers. Providing eighth gradestudents with sample tests, readings andhomework can help provide anunderstanding of upcoming expec-tations. Having high school students visitmiddle school classrooms multiple timesto present or answer questions canalleviate fears and build relationships.Touring new buildings and providingmaps and bell schedules help studentsfeel prepared. Family orientations andmeet the teacher events emphasizing
the importance of the ninth grade yearcan facilitate parental involvement.Pairing ninth grade students with olderpeer mentors can also ease thetransition (McCallumore & Sparapani,2010).
More in-depth solutions includesummer bridge programs andfreshman academies. Summer bridgeprograms, typically lasting multipleweeks, can prepare students withtransitional skills and report successkeeping adolescents on schedule.Some states have gone as far asinstituting freshman academies provid-ing separate buildings or wings forninth grade students as they adjust andtake additional time to mature(McCallumore & Sparapani, 2010;Neild, 2009).
Success stories from across the nationshow that programs and supporttrainings targeting this transitionalperiod are effective and couldpotentially benefit Idaho students. TheIdaho State Department of Educationreported 22,755 ninth grade studentsenrolled for the 2012-2013 academicyear (Idaho State Department ofEducation, 2014). Further, Idaho hadan 84.1% high school graduation rateduring the same period suggestingroom for improvement (Idaho StateDepartment of Education, 2014).
Ninth grade students face numerouschallenges when navigating thetransition from middle school to high
47
school. Peer groups are being formedand peer pressure susceptibility is atpeak levels. Routines are changing andindependent decision making isincreasing. Being aware of the issues andimplementing transition strategies andprograms can ease these challenges andgive students necessary skills to succeed.
ReferencesAli, M. M., Amialchuk, A., & Nikaj, S. (2014).Alcohol consumption and social networkTies among adolescents: Evidence from AddHealth. Addictive Behaviors, 39, 918-922.
Idaho State Department of Education.(2014). Report card state of Idaho schoolyear: 2012-2013. Retrieved fromhttps://apps.sde.idaho.gov/Accountability/ReportCard/Result?schoolYearId=10
Idaho State Department of Education.(2014). Fall enrollment statistics. Retrievedfrom http://www.sde.idaho.gov/site/statistics/fall_enrollment.htm
Kelly, A. B., Chan, G. C. K., Toumbourou, J.W., O’Flaherty, M., Homel, R., Patton, G. C.,& Williams, J. (2012). Very youngadolescents and alcohol: Evidence of aunique susceptibility to peer alcohol use.Addictive Behaviors, 37, 414-419.
McCallumore, K. M., & Sparapani E. F.(2010). The importance of the ninth gradeon high school graduation rates and studentsuccess in high school. Education, 130(3),447-456.
McKay, M. T., & Cole, J.C. (2012). Therelationship between alcohol use and peerpressure susceptibility, peer popularity andgeneral conformity in Northern Irish
school children. Drugs: Education,Prevention and Policy, 19(3), 213-222.
National Institute on Alcohol Abuse andAlcoholism. (2014). The facts about youthand alcohol. Retrieved fromhttp://pubs.niaaa.nih.gov/publications/PSA/factsheet.pdf
Neild, R. C. 2009. Falling off track duringthe transition to high school: What weknow and what can be done. Future Child,19(1), 53-76.
Newman, B. M., Newman, P. R., Griffen, S.,O’Connor, K., & Spas, J. (2007). Therelationship of social support to depressivesymptoms during the transition to highschool. Adolescence, 42(167), 441-459.
Sumter, S. R., Bokhorst, C.L., Steinberg, L.,& Westenberg, P.M. (2009). Thedevelopmental pattern of resistance topeer influence in adolescence: Will theteenager ever be able to resist? Journal ofAdolescence, 32(4), 1009-1021.
48
Gerard G. Lyons, Ed.D.
Scott G. Lyons
49
In Kazakhstan, the sports of Bandy, Boxing, and Judo are played.
Bandy is similar to Ice Hockey played with a ball instead of a puck.
In Turkey, Cirit is played. Cirit is a contest played on horseback
where a stick is thrown at opposing contestants. In Uzbekistan,
Kurash is played, as well as Soccer, Wrestling, and Boxing. Kurash
is a type of upright jacketed wrestling. One of the oldest of Martial
Arts, Kurash has been around for several thousand years. There
are many sports and recreational pursuits practiced around the
world which may be relatively unknown to professionals in the areas
of Health, Physical Education, Recreation, and Sports.
A Global Perspective of Post-
Traumatic Stress Disorder, Post-
Concussive Syndrome, and
Chronic Pain
There are approximately one hundred
and ninety six (196) countries in our
world. That number can change
periodically depending upon individual
status for each country and global
events of the day. Many of those
countries’ inhabitants engage in a wide
diversity of activities, some of which are
virtually unknown to professionals in
Recreation, Sport, and Physical
Education in the United States. A lack of
knowledge and/or understanding exists
even in the case of sports which have
been historically played around the world
including in very remote areas. A case in
point is the sport of Cricket. According to
Wikipedia, Cricket is played by more
than 120 million people around the world
and is the world’s second most popular
sport. Many professionals in Sports,
Recreation, and Physical Education
have heard of Cricket, and are aware
that it has been played all around the
world, especially where the British
Empire has ventured. Yet, few of those
professionals would be able to explain
the rules and strategies of Cricket. In
Finland, Pesa Pallo is played. Pesa
Pallo is a game very similar to American
Baseball, yet the field is set up
differently. In the Ukraine, soccer,
basketball, boxing, ice hockey, and
rugby are played. Considering that there
is such a wide diversity of activities
engaged in around the world, it could be
posited that professionals in the various
areas of physical activity should become
familiar with the host of activities played
around the world. This is suggested to
be especially true now, more than ever,
because people from all over the world
are travelling to visit or live in the United
States as well as a host of other
countries.
Professionals should seek to
understand the nature of the activities
engaged in by people from other
countries for a variety of reasons. One
such reason may be to understand that
many of the activities played around the
world are contact-type activities, or
activities which may be the source of
incidences of traumatic brain injury
(TBI), and more specifically, activities
which may result in Post-Traumatic
Stress Disorder (PTSD), Post-
concussive Syndrome (PCS), and/or
Chronic Pain (CP). Together, PTSD,
PCS, and CP have been identified by
Lew, Otis, Tun, Kerns, Clark, and Cifu
(2009) as the “poly trauma clinical triad”
(in Logan, Goldman, Zola, and Mackey,
2013, p 4). In that study, Lew, et al.
posited that PTSD, PCS, and CP were
more commonly found in combination
than they were found in isolation.
Professionals in fields involving physical
activity should recognize that there are
a wide variety of possible causes from
activities practiced around the world
which could possibly in-fact result in
PTSD, PCS, and CP. The implications
for participants in physical activities are
more complex than meets the eye. The
implications for professionals in fields
involving physical activities are also
more complex. Planning activities is
challenging because consideration
must be made for participants who may
have a variety of symptoms or
accommodation needs. Especially
considering that participants may have
50
participated in activities which are
unfamiliar to professionals, and may
have resulted in accidents/injury, the
nature of which may have resulted in
TBI. One of the key strategies for
success in recovering from TBI is to
avoid successive injury.
Experiencing injury in any physical
activity can be devastating. Whether it
be a broken bone, a scrape, or a muscle
tear, injury can interfere with many other
aspects of life. In the spectrum of injury,
the “poly-trauma clinical triad” (Lew, et
al., 2009) is very serious. Taken
together, PTSD, PCS, and CP can offer
great challenges for recovery. As
individual conditions, PTSD, PCS, and
CP can still be devastating, and very
difficult to overcome. Lyons, (2013)
reinforced what has long been known,
that individuals who have experienced
injury often are advised to avoid another
injury, especially when it involves injury
to the brain. Considering that there are a
plethora of activity types the world over,
it would behoove professionals in
physical activity to learn about the nature
of the diversity of activities. There are
several reasons why this is important.
Three such reasons are proposed in this
writing, (a) to understand the potential
for injury in different activities including
the prevalence and incidence of injury in
other activities, (b) to alert participants
about the potential for subsequent injury
from participation in future activities, and
(c) to attempt to understand any
changes in performance skill-sets or
compromised abilities from previous
injury.
Understanding the
Potential for Injury
Professionals who organize, supervise,
lead, and/or participate in physical
activities should make a concerted
effort to learn about the activities in
which people from diverse areas of the
world participate. The sport of Bandy
requires protective head gear for
players. Bandy is similar to Ice Hockey,
but it is played with a ball. Statistics on
the prevalence and incidence of head
injury would be of great value,
especially if the physical activity
professional were to encourage a
Bandy player to participate in Ice
Hockey as it is played in America. It
would be wise to consider that perhaps
further preparation and experience with
a puck might possibly enable the Bandy
player to avoid injury which could be
related to the slight change in
equipment and the dynamic of the
activity with a puck instead of a ball.
http://www.usabandy.com/page/show/979807-tillberga
51
Alerting To the Potential for
Subsequent Injury
Prior injury a participant could alert both
the player and the professional who
oversees the activity to the potential for
re-injury. In most instances of injury, one
of the circumstances to avoid is re-injury.
Often times, recovery from an injury
takes a long time and a lot of effort. To
sustain another injury, especially in the
same bodily area, can often be much
more serious. Knowing the nature of the
diversity of activities participated in the
world over, may in fact allow
professionals to be alerted to the types
of injury which are common or which
may be experienced by participants and
which should be avoided at all costs. It
should be recognized that not all
participants in any given activity sustain
injuries. However, where there has been
injury, it would be prudent to know so
that a well-placed warning could be
offered to participants. This is especially
true with regard to more serious injuries
such as TBI. There are many athletes
who have withdrawn from a particular
physical activity because they had
experienced injury to their head/brain,
and they recognized that further injury
could be devastating.
Understanding Skill Sets
and Abilities
Where there has been prior injury, it is
possible and even likely in some cases,
that the participant may have
compromised a skill or an ability which
prior to injury, may have been well
developed. This is often the case with
broken bones, sprains etc. With regard
to TBI, however, the skill sets and
abilities which may be compromised are
perhaps more complicated to
understand. There is a great variety of
possibilities when it comes to TBI. What
may seem like a simple concussion,
may in fact be much more severe and
disabling. One size does not fit all when
it comes to recovery from TBI. It is not
accurate nor sufficient to make
assumptions about the nature of PTSD,
PCS, or CPS. Each individual may
experience a wide variety of symptoms
and they may experience differing
severity of symptoms as well. What
may have been a seemingly routine skill
which a participant demonstrated
almost effortlessly, can become very
difficult or even impossible after an
injury.
52
A Global Perspective
Nelson Mandela reminisced on his days
at Clarkebury Institute learning to be a
Christian gentleman: “We played lawn
tennis with home-made wooden rackets
and soccer with bare feet on a field of
dust.”
To understand further the implications of
the nature of these dynamics, it may be
helpful to define how a sport (Soccer,
also known as Football) which is gaining
in popularity very quickly in the United
States, has impacted the history of the
world, and perhaps recognize that the
nature of the game should be studied by
professionals in physical activity.
Goldblatt (2006) provides a speculative
insight into a global pastime that has
long been overlooked and perhaps
misunderstood:
No one knows how many people play
football; how could you count them?
But FIFA has tried – and their guess is
that around a billion people play the
game reasonably formally. That’s 50
million referees, balls and pitches, and
25 million kilometres of white lines,
enough to circle the earth over a
thousand times (XV).
Goldblatt (2006) gives us perspective on
soccer’s global outreach with an
interesting statistic:
Around half the planet watched the
2006 World Cup Final – three billion
humans have never done anything
simultaneously before. Football is
available to anyone who can make a
rag ball and find another pair of feet to
pass to. Football has not merely been
consumed by the world’s societies, it
has been embraced, embedded, and
then transformed by them. Football is
a minority sport only in North Ameri-
ca, Australasia, and South Asia,
where baseball, rugby, and cricket
are stronger, and even here it is a
rising force (XIV).
With half the population of the world
tuned-in to the sport of soccer in one
way or another, it is imperative that
professionals, spectators and partici-
pants alike become more educated on
the prevention and treatment of soccer-
related injuries. Definitively, soccer is
emerging across the globe as a favored
pastime. Injuries and trauma related to
the sport increase every year, and all
involved with the sport of football should
become more educated and aware of
treatment and prevention methods.
One can easily see that there are
numerous physical activities enjoyed
the world over. People have played
since the earliest of times. It is what
makes humans unique. When
professionals in physical activity
encounter people from the diversity of
53
countries, it is professionally correct
to know the nature of the games
people play. One way all of us can
respect the diversity of people in the
world is to understand the games
and sports they play. When it comes
to participation in activities where
injury may be a potential
consequence, it is wise and prudent
to understand that people from all
walks of life may have experienced
previous injury and also that they
should be educated about the
potential for re-injury.
ReferencesGoldblatt, D. (2006). The Ball is Round: A
Global History of Soccer. Riverhead Books,
Penguin Group Inc. New York, NY, USA.
XV, XVI, XIV.
Kuper, S. and Szymanski, S. (2009).
Soccernomics. Nation Books, Perseus Books
Group. New York, NY, USA. 157
Lew, H., Otis, J., Tun, C., Kerns,R., Clark, M.,
and Cifu, D., (2009). Journal of Rehabilitation
Research & Development. Vol. 46, Issue 6,
P697-702.
Logan, B. W., Goldman, S., Zola, M. and
Mackey, A. (2013). Concussive Brain Injury in
the Military: September 2001 to the Present.
Behavioral Sciences and the Law, 31: 803-813.
Lyons, J. (2013). Post-traumatic stress disorder
caused by traumatic brain injury: strategies for
success in managing stress. Idaho Association
of Health, Physical Education, Recreation, and
Dance Journal, 2012-13, 16-17.
54
Inversion Ankle Sprain
The Grading of Ankle Sprains
Grade 1: The ATF ligament has beenmildly stretched. Symptoms are mildpain, some swelling, and difficultywalking. Patient should rest, ice, andelevate the affected limb and wrapwith a compressive wrap for 24-48hours. Return to activity is usually 7-10 days.
Grade 2: The ATF ligament has beenpartially or completely torn with astretch to the CF ligament.Symptoms are feeling a snap or popwith moderate pain, swelling,bruising, and difficulty weightbearing. Patient should rest, ice,elevate the affected limb and, wrapwith a compressive wrap for at least72 hours. Crutches should be used 5-10 days and patients should bereferred for x-ray to rule outfractures. Return to activity may takeup to 6 weeks.
Grade 3: This injury is very un-common in sport and will result invarying damage to all 3 ligamentsand the joint capsule. Patient willhave severe pain, swelling, andbruising. Patient should be referredto physician where a walking boot orcast may be applied for 3-6 weeksfollowed by crutches for 3-6 weeks.
Anterior Talofubularligament (ATF)
Posterior TalofibularLigament (PTF)
CalcaneofibularLigament (CF)
Garret Wood, MSAT Student, Idaho State University
Lateral ankle sprains are the most common type of sprain and frequently occur in runningjumping sports. Inversion sprains occur when the athletes foot points down then rotatesinward stretching the ligaments. Braces and exercise can help reduce the incidence of anklesprains.
Reference
Prentice, W., & Arnheim, D. (2006). Arnheim's
principles of athletic training: A competency-
based approach (12th ed.). Boston: McGraw-Hill.55
Beginning
Materials needed: 1 ½“ to 2”non-elastictape, (Optional) pre-wrap
Step 1: Have individual sit on the tapingtable, leg extended, and foot in 90°dorsiflexion.
Step 2: Apply pre-wrap from about one-thirdup the shin and end at the mid-foot.
Step 3: Apply 2 strips of 1 ½“ to 2” inch tapeto the top and bottom of the pre-wrappedarea. These are called anchors strips.
Thomas Henrie, ATSJessica Kerns, ATS
Figure 1
Figure 2
A Step-by-Step Ankle Taping Tutorial
StirrupsStep 4: Starting medially (inside) secure tapeto the top anchor and with tension pull itunder the heel and attach it to the other(lateral side) of your top anchor. These arecalled stirrups as seen in Figures 1 & 2.
56
Step 4 Continued: A total of 3stirrups will be placed so as togive support to the ankle.
Closing the Stirrups
Step 5: The muscle of the calf creates angles which need to be considered while closing in the stirrups. Each strip of tape should cover about half the width of the previous strip.
Step 6: Working from the top anchor down to the top of the foot, the angle of the tape decreases and becomes almost horizontal. The angle then reverses itself as it reaches the top of the foot (see Figure 3). This tape helps keep the stirrups attached to the ankle and gives support.
Figure 3
57
Individual Heel Locks
1
2
3
Step 7: Heel locks follow a pattern to“hold” the calcaneus in place. Thefigure below starts on the medial side;the next picture is the lateral side,where the tape is actually at thecalcaneus. Start the lateral (outside)heel lock with 1 ½” tape at an angletoward the arch of the foot. See Figure4, follow numbers 1 2.
Figure 4
Repeat steps 7-9, to complete 3 heel locks on each of the medial (inside) and lateral (outside) to look like the picture below.
Figure 8s
Step 10: Secure the tape to the lateral(outside) ankle above the malleolus(ankle bone), continue the tape in adownward angle to the back half ofthe arch with a medium tension on theroll. Bring the roll around to the lateral(outside) of the foot.
58
Figure 8s Continued…
Step 11: Continue the roll andtension across the ankle to themedial (inside); this should createan “x” shape on top of the anklebetween the foot and lower leg.
Step 12: Wrap the roll around theback of the lower leg to meet thestart of step 10. Repeat steps 10-12for a total of 3 figure 8s
Repeat: Steps 5-6 to close off heel locks and figure 8s. Finish off with an anchor at the mid-foot so the athlete won’t roll the tape up when putting on his/her sock.
Finished Product!
59
KC WheelerPayette Lakes Middle School
Tchoukball
A multi-cultural Game that
Emphasizes Teamwork and
Respect Between Opponents
choukball originated in Switzerland from a man named Dr. Hemann Brandt.
Brandt wanted to develop a team sport that had several key areas of emphasis:
1. He wanted a game that would be highly competitive without promoting
aggressive behavior.
2. It should avoid violent confrontations between teams and teammates.
3. Brandt wanted to reward problem-solving and anticipation.
4. He wanted to teach and promote teamwork and positive social behavior.
5. More than just learning a sport he wanted a sport that also taught the principles
of physics.
This idea became the sport of Tchoukball. This game can be played on a
professional level, in a physical education setting, or just as a family activity.
T
60
I began doing a multicultural games
unit as part of my curriculum to
enhance students understanding of
possibilities within physical activity,
other cultures and practices around
the world, and give them an
opportunity to try something they
perhaps have never heard of before
with the hope that some of them may
find they are quite talented in and
activity even though they may not be
“athletes”. We do a variety of games
and activities including Omnikin Ball,
Peteca, Kabaddi, Pepperches, Takraw,
Chueca, and Tchoukball. This unit has
become one of the most popular units
of the year and student continually ask
to play the various games in the unit.
The reason Tchoukball is such a great
game for physical education is
because unlike many sports we play
nowadays there is NO aggression
towards the other team. You cannot
intercept the opponent’s passes, you
cannot block a player from moving
around the court, and you cannot
make any contact or “tackle” the other
team. You must rely solely on your
team’s ability to work together and
strategize success in scoring, and that
on defense you can anticipate the
proper location to stop the ball when
the offense tries to score. It is also a
game that is still very competitive, and
requires that students are active
throughout the entire game. Tchoukball
is a great way to make students look at
their social behavior and how they
treat others. You cannot be the “all-
star” that runs all over your opponents
and shuts out their teammates. This
lesson is the hardest for my students
because they are so used to our
societies idea of having to be
aggressive to the other team, ruthless
in the path to success no matter what
the consequences are, and that being
competitive means destroying
everyone else whether on your team
or not…they must be the best. At first
many students are frustrated that they
cannot block or intercept the other
team, but as we continue to discuss
how to be successful they begin to
understand the goal is not to stop the
other team but to set your own team
up for success (whether on offense or
defense). This is a very new idea for
my junior high students and once they
begin to understand the concept, they
suddenly become extremely excited
and look at sport in a completely
different way.
This game has been a great way to
teach teamwork, sportsmanship, and
strategy while having students
continue to develop their throwing and
catching skills. Below are the rules and
setup of the game. I encourage
anyone to try Tchoukball and see the
success that students have in focusing
on their own team and moving away
from the idea of “destroying” the other
team.
61
What you need: a basketball court size
playing area (this size can be varied)
- A ball that you are able to hold with one
hand (there are official Tchoukballs
available)
- Two Tchoukball frames
Soft Tchoukballs
Tchoukball Frame
The playing area:
The field of play is recommended to be 131 feet by 65.6 feet or smaller. It
consists of two forbidden zones at each end of the playing area.
The forbidden zone is a semi-circle in front of the Tchoukball frame on the
baseline with a 9.9 foot radius.
HOW TO PLAY TCHOUKBALL
62
Basic rules of play:
- There are no designated sides, either team can shoot the ball at either rebounder.
- The team that has possession of the ball tries to throw the ball off the rebound surface
after a maximum of three passes. Once the ball hits the rebound surface it must touch
the floor outside the forbidden zone to score a point. If the other team can catch the
ball before it hits the ground neither team scores.
- The team playing defense tries to catch the ball after the opponent has thrown the ball
and the rebound surface.
- It is illegal to intercept or interfere with the other team in any way.
- You cannot block the defense from catching the ball off the rebound surface.
- When you have possession of the ball you can take no more than three steps and your
team can make no more than three passes before shooting at the rebound surface.
- If one rebounding surface has been shot on three times you must shoot at the other
side before being able to return to the same rebound surface.
- When a point is scored the ball is thrown in from beside the rebound surface by the
opposite team, and this throw does not count as one of the team’s three passes.
Scoring:
A player scores a point for his team if he shoots
the ball off the rebound surface and it hits the
floor outside of the forbidden zone.
A player give a point to the other team if:
Penalties:
A player commits a penalty if:
- He takes more than 3 steps while in
possession of the ball.
- Plays the ball using any part of his
body below the knees.
- Makes a fourth pass for his
team.
- Makes contact with the
floor in the forbidden zone
or out of bounds when in
possession of the ball.
- He drops the ball when it is
passed to him.
- He catches the ball from
the other team.
- He catches the ball when
shot at the rebound
surface from his own team.
- He blocks his opponents in
any way.
- He misses the rebound
surface when shooting
the ball.
- He makes the ball
bounce out of bounds
when shooting at the
rebound surface.
- He shoots the ball and it
bounces off the rebound
surface and hits him.
- He shoots the ball at the
rebound surface and it
hits the ground in the
forbidden zone before or
after hitting the rebound
surface.
If a penalty happens, the ball is given to the opponent and the game
continues from the spot of the penalty. A pass must be made before the ball
can be shot at the rebound surface.63
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