Health and Wellness Models It is Monday morning and students come to physical education prepared to self-assess their progress on developing cardiovascular fitness in a physical activity of their choice. Each student has set a personal goal and determined theirtraining heart rate zone necessary to reach that goal. Students enter the gymnasium from the changing rooms and pick up their heart rate monitors from the rack, get them on and secure, and begin to warm up in various activity groups. Those who have selected jogginghead outdoors while the step aerobics group begins low-level stepping. The in-line skaters move to theirworkout area while the basketball players begin activity. They warm up until their heart rates reach their self-determined training zone and they then attempt to maintain this level for 20minutes. Warm down is done as a group as students interact and talk about how they felt during activity. Students download their watches to the class computer, note on their own physical activity cards how many minutes they spent below, at, or above their training zone, and make notes in their physical activity journal. They will take time to reflect on their performance and how well they are working toward achieving their goals. Historically, physical fitness has been regarded by some as the goal of physical education. In the US, part of this was an outgrowth of poor youth fitness for the purpose of military readiness. Physical education thus became a prime vehicle to improve youth fitness. As Exercise Physiology evolved as an exercise science sub-discipline, this goal was coupled with an emphasis on strenuous activity that adhered to frequency, intensity, and duration guidelines. Such physical
and assessments. Figure 10.5 provides an overviewto guide design of a HOPE-basedcurriculum from the planning, implementation and assessment levels. It is worth remembering that when designing a HOPE programme, the primary goal to help learners acquire knowledge and skills for lifelong participation in physical activity for optimal health benefitsmust be kept in mind.It will also become obvious that without the support and collaboration of parents, teachers, administrators, community professionals and organizations it will be difficult to design and implement an effective HOPE program. Depending on the environment where HOPE is implemented will determine the content (high rates of physical activity, nutritional considerations), learners (students, parents, administrators, community), time (before, during, after school), place (school, home, community) and type of instruction (activity, discussion, group problem solving). An excellent example of a programme to promote physical activity among children and youth is being implemented at Meadowview Elementary in Farmington, Minnesota (). The teacher, Joe McCarthy, has developed a culture of physical activity by designing and implementing three programs that supplement school physical education and provide different opportunities for students; theJammin’ Minute (an exercise program delivered to every class by a 5th year student to start the school day), the Running Club (designed to increase physical activity for students during recess) and the Century Club (encourages students to be active outside of school time). Strand Learning Outcome/s Examples of Units, Learning Activities, Events Learners SEM Level school extended physical activity programming Promote high of moderate to vigorous physical activity and health-related knowledge to supplement scheduled PE program -After school dance -Lunch disc activities -Before school walking club -“Drop in time” in gym Primary &post Individual Sport, games, dance, and other movement forms To learn sport, games dance and other movement forms as a -Skill themes -Invasion and/or net games -Individual sports -Low level initiative challenges Primary &post primary students Individual
source of lifelong participation in PA -Outdoor programming -International dance Family/home education To teach parents, guardians, and other family members to promote PA, better diet, etc. at home and in the community -School Open House display -Parent organization presentation -How to readFITNESSGRAM® -Healthy cookingcourses -Behavior changestrategies -School website -Accessing community resources Parents, guardians, other family members and caregivers Individual Interpersonal Organizational Policy Health-related fitness To promote weekly MVPA according to national standards To promote individual achievement to “Healthy Fitness Zone” on standardized measures. -High MVPA units -Designing a personalphysical activity plan -Family physical activity strategies for home -Knowledge of health related fitness Primary &post primary students Individual Diet and Nutrition for physical activity To learn and demonstrate knowledge of diet and nutrition that enhances PA -Diet and nutrition for PA class -Parent health seminars -Analysis of school nutrition program -Consultations with school food Primary &post primary School food School admin. Individual Interpersonal Organizational Community Policy Physical Activity Literacy Technology Advocacy To acquire knowledge and appreciation that can increase and enhance participation and enjoyment of PA -School health fair -Guest speakers from the PA business community -Guest speakers from community advocacy organizations -Seminar on finding web resources for PA -Seminar on buying PA equipment and clothing Primary &post primary students Other teachers School food School admin. Community organizations Individual Interpersonal Organizational Community Integration of HOPE across all school subjects (includes recess) To increase (non-PE) teachers’, administrators’ and school staff’s knowledge of and support for children’s PA and improved dietary habits -Integrated content units across the school curriculum -Classroom activity breaks (e.g., Take10!) -Seminar on promoting high PA at recess -Workshop on recess socialization Primary &post primary students PE teachers teachers School admin. Individual Interpersonal Organizational Figure 10.5: HOPE Planning, Implementing and Assessing Framework: Program Strands (Adapted from Metzler et al, in press). Health-Based Physical Education (HBPE)
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