Copyright © 2010 Pearson Education, Inc. PowerPoint ® Lecture Slide Presentation prepared by Mary J. Sariscsany, California State University Northridge DYNAMIC PHYSICAL EDUCATION FOR ELEMENTARY SCHOOL CHILDREN R O B E R T P A N G R A Z I S I X T E E N T H E D I T I O N Chapter 2 Teaching Childern in the Physical Education Environment

Copyright © 2010 Pearson Education, Inc The Growing Child: Outline  Growth patterns  Controlled by genetics at birth  All children follow a general pattern of growth (timing is unique)

Copyright © 2010 Pearson Education, Inc Growth Patterns  Rapid growth from birth to age five  Growth slows from age six to adolescence  When growth is rapid, the ability to learn new skills decreases

Copyright © 2010 Pearson Education, Inc Growth Patterns

Copyright © 2010 Pearson Education, Inc Growth Patterns  Elementary school years is an excellent time to learn motor skills  Elementary boys are generally taller and heavier  Girls reach adolescent growth spurt first (6 th, 7 th grade)  Increased rate of obesity has led to earlier onset of puberty in girls  K–2 students are “top-heavy”  High center of gravity lowers with maturity

Copyright © 2010 Pearson Education, Inc Changing Body Proportions

Copyright © 2010 Pearson Education, Inc Body Physique Children’s physiques somatotypes affects quality of motor performance Three Major physiques:  Mesomorphy  Endomorphy  Ectomorphy

Copyright © 2010 Pearson Education, Inc Skeletal Maturity  Physical maturity strongly affects student’s performance in PE  Measure chronological age with skeletal age  Five to six year variation in skeletal age in a typical classroom  Motor performance related to skeletal maturity  Girls’ motor performance unrelated to physiological maturity

Copyright © 2010 Pearson Education, Inc Children the Same Age Vary in Size and Maturity

Copyright © 2010 Pearson Education, Inc Muscular Development and Strength  Muscular strength increases with age  Lower-body strength is no different when height and weight adjustment is made between the sexes  Upper-body strength is higher for boys with the same adjustment  In leg strength activities boys and girls can participate somewhat equally if size and mass are somewhat equal

Copyright © 2010 Pearson Education, Inc Muscle Fiber Type and Performance  Genetically determined  Muscle fiber types  Slow twitch  Fast twitch  Muscle fiber metabolic specialization does not occur until adolescence

Copyright © 2010 Pearson Education, Inc Relative Strength and Motor Performance  Strength is an important factor in performing motor skills  Strength in relation to body size is considered the most important factor  Strength in relation to body size helps predict which students are most capable of performing motor skills  Deadweight negatively affects motor performance

Copyright © 2010 Pearson Education, Inc Aerobic Capacity: Children are Not Little Adults  Maximal aerobic power: ability to use oxygen  Closely related to lean body mass  Training results in little, if any, increase in aerobic power in prepubescent children  Children are not economical in running or walking activities  Makes them less capable at competing over long distances  Children exhibit rapid recovery rates  This makes interval training effective

Copyright © 2010 Pearson Education, Inc Overweight Children  Physical activity performance is seldom on par with leaner children  Requires higher oxygen uptake  Have to work harder than normal-weight children  Workloads should be based on time, not distance  Intensity should be secondary to the amount of time the student is involved

Copyright © 2010 Pearson Education, Inc Body Composition Affects Physical Performance

Copyright © 2010 Pearson Education, Inc Teaching Specialized Motor Skills  Allow student to play all positions and learn all skills  Maturity plays an important role in dictating how students learn motor skills  Ensure success for all students  Perceived competence  How students feel about their ability  Learned helplessness  Results in children dropping out of physical activity

Copyright © 2010 Pearson Education, Inc Children in Sport Activities  Assume all students have the ability to achieve  Starting young does not ensure success  Cannot predict sport success based on elementary school performance  Treat all children as if they have the potential to become successful  Don’t push an early start  Cause burn-out  Allow children to participate and have fun regardless of ability

Copyright © 2010 Pearson Education, Inc An Early Start Does Not Guarantee Success

Copyright © 2010 Pearson Education, Inc Guidelines for Exercising Children Safely Exercising in the Heat  Children do not adapt to temperature extremes as well as adults  Reduce intensity of activities that last 15 minutes or more  Increase intensity gradually  Keep children hydrated  Wear lightweight clothing and only one layer

Copyright © 2010 Pearson Education, Inc Guidelines for Exercising Children Safely Children with the following conditions are at a potentially high risk for heat stress  Overweight  Cystic fibrosis  Gastrointestinal infection  Diabetes insipidus  Diabetes mellitus  Chronic heart failure  Caloric malnutrition  Anorexia nervosa  Sweating insufficiency syndrome  Mental retardation

Copyright © 2010 Pearson Education, Inc Weather Guide

Copyright © 2010 Pearson Education, Inc Guidelines for Exercising Children Safely Distance Running  Training and competition for long-distance running should not be encouraged  Up to age 12, limit competition to 800 meters  Too much distance and/or intensity can cause injury at the growth plates

Copyright © 2010 Pearson Education, Inc Guidelines for Exercising Children Safely Fitness Testing Considerations  Test only at the end of the year  If not possible, allow at least 4–6 weeks conditioning period  Substitute the one-mile run with the PACER

Copyright © 2010 Pearson Education, Inc Guidelines for Exercising Children Safely Resistance Training  The way prepubescent children gain strength differs from adolescents and adults  Strength gains come from motor learning rather than muscle hypertrophy  Experts agree that weight training is acceptable but weight lifting is not and may even be harmful  Long-term effects of strength training in children have not been studied