OPHEA conference workshop looking at the integration of heart rate technology into the physical education classes.

1. Making Student’s Fitness MatterMaking Student’s Fitness Matter
Mark Verbeek CSCS, BSc. HPE
HWDSB - Fitness & Wellness

2. • Average Canadian child is sedentary for 3-5 hrs/day in
front of tv (DPA support 2006, HWDSB)
• 57% of 5 -17 year olds are not active enough for optimal
growth – Adolescents numbers grew from 64% to 82%
(DPA support 2006, HWDSB)
• Canadian children spend more than 26 hours per week
watching tv, and up to 30 hours per week sitting in
school (Belfry, 1996)
Current Trends

3. • Health-related fitness improves cardiovascular endurance, muscular
endurance, weight control, flexibility and strength (A Case for Daily
PE, 2006)
• Skill-related fitness improvements include speed, balance, agility,
power, coordination and reaction time (A Case for Daily PE, 2006).
• Create an opportunity for physical activities to be enjoyable,
promote confidence and ability to be physically active (CAHPERD,
1996)
• Develop the desire to be active and physically fit, a positive attitude
that will keep the student active long into adulthood (A Case for
Daily PE, 2006)
• Fitness training develops a life-time habit of health and fitness in
order to reverse the sedentary trend (Nguyen,2006)
Fitness Expectation 1 - Obesity

4. • Moderate to vigorous physical activity favourably enhances
performance in classroom functions such as arithmetic, reading,
memorization and categorization (DPAI, 2004)
• Academic performance is maintained and in some cases enhanced
despite less curricular time devoted to other academic subjects
(Sheppard, 1997)
• Regular physical activity reduces anti-social behaviour. Students
play better with one another, show less aggression and experience
fewer discipline problems (CFLRI, 1993).
– Validation – Ancaster Senior Public added Fitness facility –
Results = office referrals dropped by 45% and suspensions
decreased by 41%.
• Provide opportunities for ALL students, regardless of gender or
ability level, to participate in physical education programs and
activities (CAHPERD recommendations)
Fitness Expectation 2 – Inclusive

5. • Individual level – physical education contribute to the maintenance
and improvement of health, provide wholesome leisure-time
occupation and enable mankind to overcome the drawbacks of
modern living. Community level – physical education enriches social
relations and develops fair play(United Nations Educational,
Scientific and Cultural Organization, 1978)
– Validation – Ancaster Senior Public has seen a 20% reduction in
Staff absenteeism since the Fitness Facility.
• Provide access to school buildings and ensure safe participation in
physical activity (United States Surgeon General,1996)
• Quality programs goals to increase the knowledge about physical
activity, develop behavioral and motor skills that promote lifelong
activity, and encourage physical activity outside of physical
education classes (Anderson et al., 1998)
Fitness Expectation 3 - Model

6. Fitness Focus
Changing Their Fitness Future – TODAY!

7. Making the Change

8. NEED
 Is “it” broken?
 Is there a need for change?
 Does it relate to your school community?
 Indicators
 National rise in obesity rates
 Sedentary lifestyles
 Closer to Home
 Inactive Recess times
 After School Athletics
 In School Intramurals/House Leagues
 Activity Journals

9. ANALYSIS
• Measure “it” ?
• What specifically needs to change?
• Check class measures
– Fitness assessments, intramural attendance, recess play etc.
• Informal Communication
– Dialogue with parents, staff and students
• Formal Communication
– Surveys for staff, parents and students
– Student Journals

10. PLAN of ATTACK!
 What exactly are you addressing?
 Obesity – How?
 Increase active lifestyle – How?
 After school programs – How?
 Fitness clubs and after school athletics – How?
 Teacher volunteers, Fitness Businesses – Who?
 How are you going to measure success?
 Fitness Assessments through repeatable measure – Fitness Gram -
TriFit System
 Journal writing from students
 Surveys/Questionnaires from Staff, Students and Parents

11. Plan the ACTION!
• 1. Administrative Support
• Time to plan, schedule fitness classes
• 2. Parental Support
• Role modeling, resource support
• 3. Staff Support
• Advocates, role models, Fitness & Wellness Committee, time
• 4. Student Support
• See the value, the goal – healthier me!, get involved GAC
• 5. Community Support
• Financial, partnerships

12. Put plan into ACTION
 Create MISSION and VISION
 Aligns with School Board mission and vision
 Buy in from school staff and students
 Community supported initiatives
 Gather RESOURCES
 Businesses – Expo or advertisement or donations
 Fundraisers – Health Expo, Jump Rope, Hoops for Heart
 Membership costs – design and implement fitness programs for
staff and community
 Event participation fees – dance-a-thon, video dance

13. “To create and sustain an atmosphere that
promotes, develops, and demonstrates
fitness and wellness as a way of life.”
Gatestone’s Vision

14. “To create participation in our school
community one step at a time.”
Gatestone’s Mission

15. Start SMALL
 Student Programs
 non-traditional units in gym class i.e. Fitness stations,
Aerobics, Yoga, Plyometric program
 Challenge students to be healthier i.e. assessment
scores, active fundraising ideas, Food Journals,
Nutritional Choices
 Staff Programs
 Provide access to fitness and wellness programs in
your community
 Start your own fitness club or running club or cooking
group in your school
 Community Programs
 These can mirror staff programs

16. Develop a Yearly Plan
• Yearly Plan
– Yearly Fitness Plan on top/within existing PE program
– Additional activity opportunities before, after and all
day events supported by curriculum
– Professional development focused on Fitness and
Wellness i.e. Cooking classes, Nutritional Seminars,
Active Presentations
– Special events – Dance-a-thon, Road 2 Hope Race
– Guest Speakers

17. GES – Yearly Fitness Plan
Yearly Fitness Plan
2009/2010
September October November December January February March April May June
Training Period (Macrocycle) PREPARATORY DEVELOPMENTAL HIGH PERFORMANCE PEAK PERFORMANCE
Training Objective
Strength, Aerobic Stamina, Speed Skill, Flexibility
Enhance
BW Strength, Anaerobic Stamina, Quick Skill,
Flexibility Enhance
Strength, Aerobic Stamina, Agility
Skill, Flexibility Enhance
Strength, Anaerobic Stamina,
SAQ Skill, Flexibility Enhance
Training Focus (Mesocycles)
Phase 1 - Aerobic Stamina/Speed Skill -
Long/Flexibility/Safety
Phase 2 - Anaerobic Intro/BW
Strength/Flexibility
Phase 1 - Anaerobic Stamina/ Quickness
Skill/Flexibility
Phase 2 - Aerobic Stamina - Circuit/Quickness
Enhance/Flexibility Enhance
Phase 1 - Aerobic
Stamina/Strength
Develop./Quickness/Flexibility
Phase 1 - (An) Aerobic
Stamina/Speed Skill -
short/Strength/Flexibility
Training per week (Microcycles) 1 to 3 times 1 to 3 times 1 to 3 times 1 to 3 times
Performance Assessments
September
Baseline
End of
November
End of February Begin of June
LTAD Training Components
Strength
Phase Focus: develop body weight strength continued development of body weight strength enhance strength capabilities sustain strength capabilities
Percentage Trained: 20% 35% 30% 10%
Skill
Phase Focus:
improve running mechanics, basic
techniques, physical literacy,
preparatory movement techniques
develop acceleration techniques and short running
techniques, continue to develop exercise
techniques
develop deceleration techniques,
continue to develop accel and
exercise techniques
enhance short running
techniques and explosiveness,
continue accel,decel
Percentage Trained: 15% 15% 20% 25%
Stamina
Phase Focus: improve aerobic capacity develop anaerobic base, sustain aerobic capacity enhance aerobic capacity
enhance anaerobic capacity,
sustain aerobic capacity
Percentage Trained: 45% 15% 15% 35%
Flexibility
Phase Focus: introduce flexibility techniques continue to develop flexibility techniques
continue to develop flexibility
techniques
sustain flexibility
Percentage Trained: 15% 25% 25% 15%
SAQ
Phase Focus: improve long distance speed techniques
develop acceleration and quick response
techniques
develop deceleration, sustain
accel, and quick response
techniques
develop short distance running
techniques, introduce
explosiveness
Percentage Trained: 5% 10% 10% 15%

18. Deliver
 Fitness and Wellness FOCUS with Polar Heart Monitors
- make it important! Walk the Walk!
 Be Accountable – mission and vision, assessments
 Run programs, Support programs and provide
opportunities to be Fit and Well.
 Educate by providing resources to support Healthy
Living and Fitness in your school i.e. POLAR, LTAD,
DPA, Web sites, seminars, presentations, activity books,
posters, incentives, resource center in library etc.

19. Evaluate Feedback
• Assess, Assess, Assess!
– Make sure you validate your plan through
• Daily feedback through Polar Heart Monitors
• Fitness assessments for Students three times per
year
• Student Activity Logs – make it an assignment
• Questionnaires or surveys – for staff, students and
community
• Comment cards – have one in the front foyer
• E-mail responses

20. Make it BETTER!
• Continue to develop and assess program
• Add more technology – Polar Heart Monitors
• Add specialized programs i.e. Freakshow, Tots and
Shots, local fitness businesses
• Work with local running clubs, fitness facilities to
develop programs within the school community i.e.
Run for Life program, Freestyle, 5 Star Fitness
• Access to professional development for teachers, or
bring the PD to them
• Add more staff to Phys. Ed program

21. WHY?
• Accountability to the participants as a self assessment
tool
• To monitor progress from day to day, term to term,
year to year
• Immediate activity assessment tool for measuring
exertion levels for facilitator and participant
• Motivation to participants through innovative non-
traditional approach
• To engage participants in maximizing the amount of time
spent in beneficial zones (moderate-vigorous)
• Build a Participant Portfolio for a continuous physical
health assessment
• Move away from the higher numbers better marks
philosophy and focus on physical achievement for all.
WHY POLAR?

22. HOW?
• Implement into existing program daily or weekly
• Modify existing activities/games to target and sustain
moderate to vigorous activity levels in all participants
• Enhance Physical Literacy through application of training
specific expectations
• Develop and enhance proper movement patterns
through muscular and neural training
• Train participants to use, monitor and goal set own
fitness levels
• Specialized Curriculum and Community based programs
HOW?

23. Applying Polar to Gym
• Lesson: Low Organized Games - Dodgeball
• Expectation: throwing, catching, dodging
movements
• Divide the class into two teams based on
birthdays
• Go over boundary and fair play expectations
• Review rules for being hit, catching, and
throwing at participants and basketball hoops
• BEGIN

24. Applying Polar to Gym
• Lesson: Low Organized Games – Dodgeball
• Add POLAR to Lesson Expectations
• Expectation: throwing, catching, dodging movements,
+ VIGOROUS participation.
• Through Polar E600’s Heart Monitors – students can
maintain and monitor moderate to vigorous activity
for 20 – 30 minutes, by using fitness exercises as
elimination penalties and monitoring effort by heart
rate during activity.

25. POLAR Gets Results.
• Results
– More moderate to vigorous activity for sustained
periods of time
– More student engagement in activity
– Develop throwing, catching and dodging skills at a
more vigorous pace

26. Applying POLAR to Fitness
Exertion Levels Criteria Activity
Recommendations
Level 1
Heart Rate
below 65% of Maximum
Heart Rate
Exertion is LOW
• Static, controlled
movements with an
emphasis on gradually
increasing or decreasing
intensity to prepare or
relax body systems.
• Cool down or Warm up
Zone.
Static Stretching
Walking
Yoga with minimal
movement
Pilates
Single muscle group
engagement
arm curls, ham curls, leg
extension, adduction,
abduction leg lifts
Exercise Ball Stretching

27. Applying POLAR to Fitness
Exertion Levels Criteria Activity
Recommendations
Level 2
Heart Rate
between 65 – 75% of Maximum Heart
Rate
Exertion is MODERATE
• Dynamic, full range of motion
movements with an emphasis on
increasing intensity or frequency
through speed and/or number of
movements within activity.
• Sustained Target Zone.
Controlled Dynamic Stretching
Trunk Twists, Alternate Toe Touches,
Sky Touches, Arm Circles
Yoga with Movement
Jogging on the Spot
Light implements
med balls, weights, partner assisted
Jogging longer distances <1500m
Single to Multiple muscle group
engagement
V-Hops, Bell Hops, Pogo Hops
Crunches, Wall Sits, Push ups
Exercise Ball Activities
Crunches, Trunk Twists, Balance Acts
Footwork Movements
Side Shuffle, Carioca, Zig Zag, Backpedal
Plyometrics with single direction
Line Hops, Plyo Push up
Controlled Skipping One Plane of
Movement
Resistance Training
Weights, resistance bands

28. Applying POLAR to Fitness
Exertion Levels Criteria Activity
Recommendations
Level 3
Heart Rate
between 76 – 85% of Maximum Heart
Rate
Exertion is VIGOROUS
• Dynamic, full range of motion
movements with an emphasis on
increasing or sustaining intensity
through speed, frequency and
number of body parts engaged in
activity.
• Sustained Target Zone.
Fast Dynamic Stretching
Trunk Twists
Alternate Toe Touches
Sky Touches
Arm Circles
Medicine Ball Activities
Chest Pass
Sit up with Med, Pass
Push ups with speed, Med Ball
Sit ups with speed
Running <1500m
Multiple muscle groups engaged
Jumping Jacks, Chicken Jacks, Jack/Jills
Bear Crawl, Crab Crawl, Leap Frog
Plyometrics with multi-direction
Four Star Jump
Box Hops
Jump Tucks
Footwork Movements
T-scale, Jingle/Jangle, L – run
Skipping with Speed and Footwork Drills
multiple direction movements
Circuit Training

29. Applying POLAR to Fitness
Exertion Levels Criteria Activity
Recommendations
Level 4
Heart Rate
between 86 – 95% of
Maximum Heart Rate
Exertion MAXIMUM
• Dynamic, maxi mal
effort movements with
an emphasis on maxing
intensity through speed
and full body
engagement.
• Short Duration Zone.
Sprinting 50m, 100m,
200m, 400m
Full Speed Plyometrics with
implements
Cone Hops, Neider Press,
Single Leg Jumps, Broad
Jumps
Full body engagement
Burpees, Star Jumps, Wall
Touches, Squat Jumps,

30. Video
Where you can take it!

31. YOU can be the difference!
Polar can help!
www.polarca.com/education
Many THANKS!

32. Questions
• Contact Information
Mark Verbeek
Fitness and Wellness Teacher/Coordinator
Gatestone Elementary School
mark.verbeek@hwdsb.on.ca
905 573 7731 ext. 142 (w)
905 537 6257 (c)