Welcome to Heart Healthy Kids - Jump Rope For Heart

Welcome to Heart Healthy Kids ! ™

This program has been created to help elementary teachers like you incorporate physical activity for your students into your daily classroom schedule. Activity habits developed early in life can carry over into adulthood and this program places emphasis on reducing inactivity and increasing daily participation in moderate physical activity. Recent research has shown that health is improved by engaging in as little as 20 to 30 minutes of moderate physical activity 3 to 4 times per week. For youngsters, this can be achieved by accumulating the required amount of activity through two, 10 minute bouts of moderate physical activity enjoyed on a daily basis. This program’s goal is to engage students in a variety of activities each day in order to raise heart rates and improve health. And the best part of all is that these activities can be easily incorporated to achieve the expectations set out in the Ontario Ministry of Education Curriculum. Included in this package are manuals for all the teachers in your school plus one training video to provide a visual understanding of the activities. Please share and circulate the video to all of the teachers at your school but use the manuals to guide your activities on a day to day basis (if required, the manual may be photocopied). In order to help this program run as smoothly as possible, templates of all the charts etc. that you will need have been included in the manual. We hope that you enjoy using this program and are excited to get started.

Table of Contents

Heart Healthy Kids™ Overview

3

Key Features of Heart Healthy Kids™

3

The Teaching / Learning Progression

4

Warm Up and Cool Down Routines

5

Monday Activity Word Power

6

Word Power Template and Word Lists

7

TuesdayActivity Just Map It!

9

Just Map It! Templates

10

Wednesday Activity Cardio Funk

11

Cardio Funk Routine

12

Thursday Activity Deskercise

13

Deskercise Templates

14

Friday Activity Stop and Go

15

Stop and Go Activity cards 16 Companion Discussion Worksheets

21

Feedback Welcome

26

Heart Healthy Kids

™

2 Older students can take leadership roles.

Physical activity is linked directly to the health and educational well being of children. Physically active children sleep better, eat better and are less likely to smoke. Children who are physically active on a regular basis tend to be more alert, happy and miss fewer days of school due to illness. Vigorous bouts of physical activity enjoyed on a regular basis by children may result in a more active adult population.

3 All fitness components are involved: flexibility, endurance, strength, agility.

Heart Healthy Kids™ is a physical activity program designed to:

Key Features of Heart Healthy Kids™

1 All of the activities can be performed in the classroom.

4 Teachers and students can adapt the activities to suit their classroom structure and individual needs (add or reduce intensity as desired).

•

5 Templates for all the activities have been provided.

•

6 To provide variety and motivate interest there is a different activity for each day of the week. Monday: Word Power This activity uses action words to describe a variety of movements that students perform. Tuesday: Just Map it! This activity leads students through various courses of activity that they perform on the spot ( e.g., a triathlon). Wednesday: Cardio-Funk This easy to follow aerobics routine contains a variety of movements that students can perform at or near their desks. Thursday: Deskercise This activity teaches simple jumping and stepping combinations using numbered squares to make learning easy and fun. Friday: Stop and Go A circuit of activity from desk to desk where students perform different movements using activity flash cards placed around the room.

3

Heart Healthy Kids ™

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• • • • •

Engage all children in vigorous physical activity for two 10 minute periods before each recess or at other times during the school day. Encourage children to be active regularly. Enhance children’s understanding of the benefits of physical activity across the life-span. Accommodate existing timetables. Meet Ministry of Education and Training expectations for Health and Physical Education. Foster cross-curricular learning. Allow for student input and adaptation. Be fun!

The Teaching/Learning Progression Getting Started • • • • • • • •

Watch the training video and read through this manual to learn more about all the activities provided. Use the video to learn the movements. Perform the actions slowly to learn the correct form. Make sure you have everything you need for each of the activities. Introduce the program to your students and discuss the importance of being physically active. Be creative about classroom arrangements. Ensure there is enough space to perform the activities safely. Encourage focusing better on feeling the action rather than on technical proficiency. Within the first few sessions, all children should be familiar with the activities.

Working Harder • • • • •

Establish routine use of the program. Help students stay focused on keeping up the new activities. Focus the students’ attention on the present benefits they feel. Record children’s responses to the activities. Create progress charts and achievement guides to monitor and reward gains.

Keep it Going • • • • • • •

Use the motivational and adaptation strategies on the activity description page to keep up the momentum. Encourage physical activity as a normal and enjoyable part of each day. Think of different ways to encourage students to be more active outside of school. Concentrate on keeping the activities enjoyable. Find a level of activity that works for each child. Encourage student input. Have students imagine how their bodies would feel if they didn’t engage in daily physical activity.

Companion Discussion Worksheets

In addition to participating in the physical activities, teachers and students can describe the benefits of regular physical activity, develop activity profiles and identify community resources. Students can suggest other ways physical activity could be offered at school, at home and in the community. Use the worksheets at the end of this booklet to discuss with your students the benefits of physical activity. Anticipated Rate of Student Learning Students will vary in the length of time it takes to learn all the movements. Some activities will be easier for students to follow than others. For sequenced activities teachers may need to teach and repeat parts in the first few sessions. When students can follow all the movements, the activity can be intensified (e.g. by increasing the speed). When students are able to perform the intensified activity, the next stage would be to keep the intensity and modify/ personalize the movements (e.g. by adding extra movements). The most important aspect for teachers to keep in mind is to keep the students active during the sessions.

Each activity takes approximately 6-7 minutes to complete. By adding in the 2 minute warm up and 1 minute cool down, you will provide your students with a 10 minute bout of physical activity. By using this program twice daily you will provide your students with a minimum of 20 minutes of physical activity per day!


4

Important preparation for Physical Activity

The warm up and cool down are very important parts to any physical activity. The warm up helps your body get ready for exercise by stretching your muscles and raising your heart rate slightly. The cool down is important because it helps to stretch out your muscles after an activity and to lower your heart rate at a slow, gentle pace. The routines on this page should be done before and after every activity period each day.

The Warm Up Routine

This warm up should be used before each of the activity periods every day. Sitting on a Chair Marching (8x) Heel Taps (8x) Stand Ups (4x) • march around the chair and march on the spot Standing behind the Chair Marching (8x) Heel Taps (8x) Jump Ups (4x) • march on the spot Side lunges leading to the RIGHT (4x) Lunges to the back leading with the RIGHT and hold the last one (4x) Heel Ups and hold the last one (4x) Toe Taps and step together after the last one (8x) • march on the spot and prepare to repeat leading to the LEFT Side lunges leading to the LEFT (4x) Lunges to the back leading with the LEFT and hold the last one (4x) Heel Ups and hold the last one (4x) Toe Taps and step together after the last one (8x) • march on the spot and prepare to move into the activity The Cool Down Routine

This cool down should be used after each of the activity periods every day. Marching on the spot Step Touch (4x) Knees Up (8x) Side Lunges (4x) Back Lunges and hold the last one (4x) Heel Ups then switch legs (4x)

5


Monday Activity:Word Power Step 1 Watch the video to learn what this activity looks like. Lead the activity by pointing to the words displayed on the chart that you create (see instructions below) and by timing how long each movement is performed. Step 2 From the word lists on the next two pages, select 10 words for each category: locomotion, stability and manipulation (discuss what each term means). Remember that all these movements are performed on the spot. Locomotion

movements used to move the body from one point to another (e.g., running, walking, swimming).

Stability

movements in which the body remains in place but moves around its horizontal or vertical axis (e.g., stretching, twisting, balancing).

Manipulation movements that involve giving force to objects or receiving force from objects (e.g., throwing, kicking, dribbling). Step 3 Print the selected activity words onto an overhead, bristol board or the chalkboard using the Word Power chart template on page 7. Use different coloured markers to note intensity (see template). Step 4 Allow the children to find a space to move freely. Step 5 After the 2 minute warm up, direct students to engage in easy to moderate movements using some of the low intensity words on the Word Power chart. * All movements, even if they suggest travelling, are performed ‘on the spot’ (e.g., running on the spot).

Step 6 Begin to select words that prompt more intense actions. Step 7 Once the activity is complete, perform the cool down.

Intensification Tips

1 Start with words the children recognize, then choose more challenging examples. 2 Choose from the categories that involve vigorous movements. 3 Some of the word ‘zones’ involve more challenging movements and combinations (jump and tuck). At first, choose one word from an easy category, one from a more difficult category and then back to the easy category. Later, choose one from the easy and two from the more difficult. Ratios of easy to more difficult might be: 1-2-2; 1-2-2-1; 1-2-2-2-1. For example, 1-2-2-1 could be: walk-run - skip - creep. Cross Curricular Tips 1 Allow students to group words together and display them on a chart. 2 Encourage students to use the movement words to describe body actions in physical education. 3 Write movement stories that encourage listening and action. For example: I was walking down the street when suddenly a gust of wind gathered up a pile of leaves and swirled them around and around. One leaf escaped and floated gently to the ground under a tree. 4 Invite students to write movement stories they can read to each other as a warm up in physical education classes (the students move to the verbs as they are read aloud). 5 Make a collection of movement stories for students to use at home.


6

Word Power Chart Template Locomotion

Note

Primary level students may have difficulty understanding the titles of the columns and trying to determine intensity at the same time. At first, teachers may want to sort the words by category only. Primary students can then try out each activity listed in a column before they have any input as to the intensity level of the activity. The chart can then be reprinted in the various colours. Another option would be to select a few words for each column. Students can try out the activities and, as a class they can discuss the intensity level.

• •

Stability

Manipulation

Fill in the chart using the words on the following pages Use different coloured markers to note the intensity of each movement i.e. green = low intensity blue = moderate intensity black = high intensity

Primary Word Power LOCOMOTION

walk run hop skip gallop bicycle jump creep climb swim spring leap slide fly dash bear walk tip toe stroll crawl sneak dance

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Heart Healthy Kids™

shake pop zig zag march slither

STABILITY

MANIPULATION

ready crouch stretch run twist tuck statue freeze stork stand reach point flex tighten bend sit brake balance rattle hide crunch hug

skip rope build swing a bat juggle bounce a ball balloon kick paint lasso dip sweep dress up catch use a hoola hoop bowl roll throw a snowball toss a frisbee pull

Junior Word Power LOCOMOTION

walk run hop skip gallop bicycle jump flee climb swim dodge side step toe tap fly dash pump hurdle shuffle scurry sneak stutter step high step spin blading

WATER SPORT LOCOMOTION

flutter kick front stroke back stroke row water ski hang ten surf kneel pose grip carry your surf board toss the life saver wax up your surf board paddle

STABILITY

MANIPULATION

lunge pivot stretch turn twist tuck statue freeze sink reach point curl rise straddle inflate deflate balance rock squeeze squat duck pounce drop flex pretzel

throw catch dribble swing a bat juggle play tennis ring toss kick tug of rope paddle dig slapshot hackey-sac row ski baton twirl spike volley bump volley-serve block toss a frisbee ride horseback wheelie

Intermediate Word Power LOCOMOTION

STABILITY

MANIPULATION

propel dodge walk rim heel-toe toe taps rollerblade skateboard bicycle swim hop flee jaunt waddle waggle strut creep sneak scurry shuffle jump fly gallop dash skip swim jog wiggle squirm

bending thinking man disco pose baywatch ready CN Tower Statue of Liberty Heiseman Trophy pose vogue rapper sink flex pretzel inflate rebound freeze squat hang ten surf steer bow pivot lunge twist balance squeeze still

punt dribble slalom ski juggle swing a bat forehand backhand spike strike shoot paddle box kick iron mow the lawn wash the car wax the car paint

wash windows chop wood video games cricket field hockey lacrosse wash the dishes hang the clothes make the bed swing a hammer

Tuesday Activity:Just Map it! Cross Curricular Tips

1. Arrange the terrain challenges to represent travel from, for example, Toronto to Thunder Bay: run along the Niagara escarpment, through the trees and over the lakes of northern Ontario, and down the highland slopes toward Lake Superior. 2. After going through the process with the given maps, students may wish to create their own movement maps to share with the class. They should be reminded that they need to create a movement legend. It may be helpful for the class to first select the symbols to be used for the different movements. Students can then design maps, using the template as a guide. Students could create maps of how to get to their school, house or backyard, or to a country they are studying. 3. Have the students research activity oriented vacations and adventures. For example, canoeing through a series of lakes in Algonquin Park; horseback riding in the Rockies. 4. Invite guest speakers to present travelogues that have included physical activity. For example, whitewater rafting, cycling, snowshoeing, kayaking.

9


Step 1 Watch the video to learn what this activity looks like. Step 2 Transfer one of the sample maps provided onto an overhead, the chalkboard or bristol board using the black masters on page 10. Step 3 Display the map in an area where all can see. Introduce the students to the map and the movements. Step 4 Allow students to find enough space for free movement. Step 5 Start the 2 minute warm up. Step 6 Begin the Just Map It! activity. Maintain a dialogue (or ask a student to provide this), describing where the class is travelling and what they are doing. The students act out the movements on the spot. When naming the activity, be sure to announce the movements, intensity level* and duration. Add breaks or rest periods as needed. * Use different coloured markers to note the intensity of each movement (ie green = low intensity; blue = moderate intensity; black = high intensity)

Step 7 Having finished the course, start the cool down. Intensification Tips:

1. Increase the length of time students are continuously active. 2. Encourage children to jump higher, swim faster and reach further over obstacles. 3. Change the means of travel to more difficult movements. 4. More advanced and experienced students may wish to simulate skiing and snowboard challenges or skateboard adventures. 5. Encourage students to invent interesting and safe activity challenges.

Theme: Triathalon walking jogging sprinting flutter kick front crawl back crawl forward pedaling backwards pedaling downhill coast Intensity

Low

Theme: Hiking Trip

Medium

High

walking crouching (low stepping) high stepping jumping leaping hurdling climbing front crawl

Intensity

Low

Theme: Backyard Adventures

Medium

High

running kicking throwing hoola-hooping skipping slap shot batting skateboarding roller blading tennis climbing Intensity

Low

Medium

High

Wednesday Activity:Cardio Funk Cross Curricular Tips

1. In physical education classes try other video routines. 2. Invite guests to join in For example athletes, minister or priest, recreation director. 3. Ask students to work in groups to design their own cardio routine, incorporating movements introduced in class and others they’ve developed. Let students choose the music to match their routine.

Step 1 Watch the video to learn what this activity looks like. Bring in appropriate music to accompany the routine (you may want to ask your students to bring in music they like once the routine has been mastered). Step 2 Perform the warm up. Step 3 Teach the class the routine by breaking it down into smaller chunks until each is mastered. Step 4 Once mastered, add arm actions, bounce and/or new movements. Step 5 Invite students to lead the class. Step 6 Once complete, perform the cool down. Intensification Tips:

1. Encourage students to accentuate the movements to add vigor. 2. Allow students to add bounce and create gestures (e.g., hand claps) if appropriate. 3. Have students work in pairs for support and motivation.

11


Cardio Funk Routines

Combination #1 • marching on the spot Grapevine (step right, step behind, step right, step together) leading to the RIGHT (8x) Forward Grapevine (step forward, step forward, step forward, step together) (4x) Jumping Jacks (8x) • back

to the beginning THEN ADD Knee Ups (8x)

Note

This page provides the Cardio Funk Routine in written form, showing the two combinations that make up the activity. You can use this page to help you when leading the class or it can be transferred onto large chart paper to be displayed as a guide for the students when performing the routines.

• back

to the beginning THEN ADD Toe Touches (8x)

• back

to the beginning LAST TIME THROUGH then march on the spot

Combination #2 • marching on the spot Grapevine leading to the RIGHT (4x) Forwards Grapevine (4x) Double Ski Jumps (jumping from side-side bouncing twice on each side) (8x) • back

to the beginning THEN ADD Step turn (step in a box formation) (2x)

• back

to the beginning THEN ADD Double time Running Man (jump and extend your leg back, bounce twice, switch legs) (8x)

• back

to the beginning LAST TIME THROUGH then MARCH on the spot and prepare or cool down


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Thursday Activity: Deskercise Intensification Tips

Step 1 Watch the video to learn what this activity looks like. Step 2 Practice the different movement patterns.

1. Add arm actions and bounce where appropriate. 2. Remove the numbered squares and ask students to perform the patterns from memory. 3. Create a movement routine which incorporates all of the learned patterns without the use of the numbered squares. Cross Curricular Tips 1. Manipulate or create new numbered squares to develop number sense. For example, let’s count by 2’s, order decimals and fractions from lowest to highest. Introduce operational cards (+, -, x, /, =) to formulate numerical equations. 2. Substitute numbers with letters to spell words or to create sounds. 3. Use this activity to teach dance steps.

Step 3 Using the provided movement patterns on page 14. Choose 3 patterns to be performed for each session. Step 4 Before you begin the activity, have your students create 8 small squares of construction paper numbered from 1-8. Students will be able to learn the routine easily by using the numbered squares placed on the floor to show them where to step (affix with tape, if necessary). Step 5 Perform the warm up. Step 6 Use the numbered squares (prepared by the students) to introduce and teach the patterns to be performed. Create a visual display, as shown in the video, to support your instructions. Step 7 Work toward mastery of the patterns. Step 8 Increase speed and add changes in direction. Step 9 Once completed, perform the cool down. Teaching Tips:

1. Use the visual display as shown in the video to facilitate teaching. 2. When introducing a pattern, the learning progression should proceed as follows: • tap the pattern with each foot • step the pattern in both directions (leading right; leading left) • perform the whole pattern in half time • perform the whole pattern in normal time

13 Heart Healthy Kids™

Around the World • moving in a diamond pattern • tap 1, 2, 3, 4, (with one foot) • step 1 together, step 2

together and so on • 2-foot jump 1, 2, 3, 4

Straddle V-Step • the movement is: out - out - in - in • right tap 1, left tap 2,

right tap 3, left tap 4

2-Foot Jumping Straddle V-Step • same pattern as straddle v-step

except that were jumping with 2 feet • jump and straddle 1-2, jump back 3-4, jump and straddle 5-6, jump back 3-4

Top to Bottom • both feet move at the same time • jumping pattern • jump to the top 1-2, back 3-4,

back 5-6, together 7-8

W-Step • moving in a W pattern • tap 1, 2, 3, 4, 5 (with one foot) • step 1 together, step 2

together and so on • 2-foot jump 1, 2, 3, 4, 5

Hopscotch • pattern simulates hopscotch • 1 foot, 2 foot, 1 foot • hop 1, jump 2-3, hop 4 and back

Friday Activity:Stop and Go Intensification Tips

1. Add lively music. 2. Allow students to create other movements/activities as STOP and GO challenges. 3. Increase the number of repetitions or length of time for the activity. 4. Incorporate arm or leg movements where applicable. Cross Curricular Tips 1. Investigate vacation sites across the province or other parts of Canada and the world. Allow the students to choose the destinations and develop activities that relate to each site. 2. Create a circuit in preparation for the Olympics. 3. Incorporate numerical questions at each station to determine the number of repetitions or length of time for the activity. Students can record their answers to facilitate assessment. For example, 2x5 Jumping Jacks. 4. Scramble the letters of the name of the activity to be performed. 5. Set up stations where students record the number of jumping jacks, push ups, tuck jumps, etc. performed during the allotted time. Performance can be noted over a series of sessions. Students can use this data to create Personal Fitness Portfolios, or the data can be used to teach grade level, data management expectations. (i.e., students can plot the data and analyze their performances over time).

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Step 1 Watch the video to learn what this activity looks like. Step 2 Photocopy and cut out the STOP and GO activity cards provided (you may want to laminate the cards and keep them as a class set for future sessions). STOP activities are more static in motion, like bicep curls. GO activities are more active like jogging on the spot.

Step 3 Distribute the activity cards throughout the classroom at each student’s seat (one card per student). Remember to alternate STOP and GO cards. (Depending on the number of students you may use more than one of the same card or create additional movement cards.) Step 4 Introduce the activity and the movements to be performed. Provide instructions as to how students will be moving through the circuit, for example, follow the person in front of you in a clockwise direction. Step 5 Select the number of repetitions or length of time for the activity (e.g., 10 jumping jacks or hold the stretch for 10 seconds). Create a signal to cue movement from one station to the next. Step 6 After the warm-up start the circuit and continue the activity for 8 minutes then cool down.

✃

STOP

STOP

Ski sit or downhill coast

Shoulder raises with book

✃

✃

STOP

STOP

Push ups against desk

Bicep curls with book ✃

✃

STOP

STOP

Calf raises (heel lifts)

Leg raises

✃

✃

STOP

STOP

Rear support with book

Lunges ✃

✃

GO

GO

Jumping jacks

Knee ups

✃

✃

GO

GO

Skipping

Jogging on the spot ✃

✃

GO

GO

Marching

Flutter kick

✃

✃

GO

GO

Toe taps on chair

Tuck jumps ✃

✃

STOP

STOP

March on the spot

March on the spot

✃

✃

GO

GO

March on the spot

March on the spot ✃

Companion Discussion Worksheets List or draw the good things that happen because you are physically active.

Physically active people... Do

Don’t

List ways to become involved in physical activity in the community.

List ways to become physically active in your community for less than $5.00 a month.

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How can I be more involved in physical activities at home? List ways children and parents

and relatives can be physically active together. 1. 2. 3. 4. 5. Coming Events: List events that are happening in your community this month, this week, that involve physical activity (e.g., Heart and Stroke Foundation’s Ride for Heart; folk dance festival; seniors walk-a-thon). Hint: You may want to examine local newspapers.

List ways you can be physically active at recess with your friends or by yourself. 1. 2. 3. 4. 5.


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Create a graph displaying the number of students who participate in physical activities:

a) at recess or lunch time b) on the weekend c) after school You may wish to conduct a survey of the activities students participate in at your school and then tally the results and plot on the graph.

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What can teachers do to encourage children to be more active on a regular basis? Suggestion

Looks like

Sounds like

1. Join in with them

Invite your students to walk with you at recess

“Lets walk around the whole school during recess.”

2. Value physical and health education

Never cancel physical education classes

“Physical education is an important part of your education.”

3. Model the importance of regular physical activity

Take a walk during lunch

“I enjoy noon-hour walking, it restores my energy!”

4. Devote time for programs such as Heart Healthy Kids™

Incorporate regular physical activity breaks during the day

“The Heart Healthy Kids ™ program improves health and learning.”

5. Involve students in the decision-making process

Invite students to make suggestions for improvement

“How can we make this game more active?” “How could we play this at home with only 3 people?”

What can schools do to promote active living?

1. Provide quality physical and health education programs. Create balanced programs that prepare students for life-long participation in a variety of health-enhancing physical pursuits.

2. Ensure that programs are taught by qualified and committed educators. Qualified educators organize and deliver high quality, safe programs that meet the needs of all students.

3. Ensure equipment and facilities meet program needs. 4. Support professional development activities. 5. Establish quality intramural programs. 6. Establish quality athletic programs. 7. Work with community partners to provide opportunities for students to be involved in after-school programs. 8. Work with parents to ensure all students have equal and ample opportunities to be involved in curricular and extracurricular programs at school and beyond. 9. Allow students to be active participants in the decision-making process (e.g., finding ways to encourage both girls and boys to be more active; deciding what equipment should be available for use during recess). 10. Develop a culture that supports regular physical activity. Engage the entire student body in health-related ventures such as Heart Healthy Kids™, Jump Rope for Heart and “Healthy Snacks” campaigns).


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What can parents do to promote their child’s involvement in physical activity? Suggestion

Looks like

Sounds like

1. Join in with them

Inviting your child to play catch

“Come on, let’s go outside and play a game of catch.”

2. Encourage your child

Pats on the back, high five’s

“It’s great fun playing catch with you.”

3. Encourage your child to play with others

Taking your child and his or her friends to the park to play

“Why don’t you invite a friend to play catch?”

4. Buy or make equipment

Making a road-hockey net out of plastic piping

“Let’s go to the skateswap at the YMCA.”

5. Value their achievements

Taking pictures

“I am proud of the way you have worked to improve.”

6. Encourage involvement in community programs

Signing up for recreation programs (Community Centres, YMCA)

“Would you like to join a sport team or club or take (judo) lessons?”

We’d like to hear from you! Thank you for choosing to participate in the Heart Healthy Kids™ program. Our hope is that physical activity will become a normal and enjoyable part of each day. If you would like to share a success story, a new activity for Heart Healthy Kids™ that you and your students have created, or would like more information about this program, please send an email to: [email protected] This resource was created by: Marni Goldberg, Heart and Stroke Foundation of Ontario Andy Anderson, Ph.D. Carol Scaini, Teacher Joanne Indovina, Teacher James Wright, Teacher Elspeth Hannan, Centre for Education and Training

Call your local Heart and Stroke Foundation office at 1-888-HSF-INFO for the chapter nearest you. Or visit us on the web at www.hsf.on.ca Designed by Designmode Communications Inc. Printed in Canada