Multimedia Project



|Multimedia Project |

| |

|Course: GSLIS 765: Resources for the School Curriculum |

|Wednesday: 6:40 – 9:10 |

|Instructor: Susan Hess |

|Student: Magassa, Lassana |

|Date: April 26, 2006 |

Multimedia Project

Being physical fit is important for numerous reasons. Aside from the physical results, a physical educated and active person is more likely to be academically motivated, alert and successful. Physical Education promotes social and team working skills that are essential for success in schools.

Physical education should consider the wide range of learning modes and styles, and should attempt to address a variety of cognitive, affective, and psychomotor teaching and learning strategies.

A physically educated person is defined as one who has mastered the necessary movement skills to participate confidently in many different forms of physical activity, values physical fitness, and understands that both are related to health and well-being. For this reason activities should be designed to enhance physical education should address basic motor skills and the connection between fitness and nutrition. This curriculum is designed for those in secondary education help young people identify and address health and fitness issues.

| Goals |

|The goal of this unit is to educate, challenge, and encourage students to become responsible for their own fitness and health regardless of athletic|

|talent, physical and mental abilities or disabilities. |

|Objectives |

|To help participants through the visual aids and online research. |

|Learn and become aware about the importance of being physically active. |

|Retain the information, skills, and attitudes for a healthy and fit life. |

|Content Objectives |

|The students will be able to: |

|Identify at least two activities they should participate in sparingly. |

|Identify at least two activities they should do two to three times a week. |

|Identify at least two foods they should refrain from eating more than two times a week. |

|Identify at least two activities they should do three to five times a week. |

|Identify at least two activities they should try to do everyday. |

|Identify conditions and behaviors that will prevent taking part in physical activities. |

|Determine their ability to conduct physical activities. |

|Information Literacy Objectives |

|The students will be able to: |

|Find and evaluate information discussing the importance of physical activities that are important to participate in. |

|Determine why nutrition and physical fitness are connected. |

|Find and evaluate information discussing the effect of physical activities on the mind. |

|Determine what factors determine how well individuals can perform physical fitness activities. |

|Information Literacy Standards |

|Standard 3: The student who is information literate uses information accurately and creatively. |

|Standard 4: The student who in an independent learner is information literate and pursues information related to personal interests. |

|National Standards Content Standards |

|Has learned skills necessary to perform a variety of physical activities. |

|Knows the implications of and the benefits from involvement in physical activities. |

| |

|NY State Curriculum Standards |

| |

|Standard 1: Personal Health and Fitness: |

|Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain |

|personal health. |

|Standard 2: A Safe and Healthy Environment |

|Students will acquire the knowledge and ability necessary to create and maintain a safe healthy environment. |

|Roles of the Players |

|Classroom Teacher |

|The classroom teacher is responsible for designing ensuring that students partake in physical fitness activities designed to accomplish maximum |

|learning for the student. The teacher should have the students: |

|Demonstrate some of the motions that they considered important to perform daily. |

|Demonstrate motions that are difficult. |

|Demonstrate motions that feel comfortable. |

|Discuss obstacles that prevent them from performing physical activities regularly. |

| |

|This instructor is also responsible for supervising student physical activity, where their role is to ensure the activity is safe and that it is an |

|enjoyable experience for all. |

|Media Specialist |

|The media specialist role is to assist youth in find information on different type of physical fitness sports and activities that is beneficial to a|

|person’s health. The library media specialist will accomplish this by: |

|Making available text and electronic resources |

|Notifying the students about the location of books within the library. |

|Advising the students about how to locate specific information by utilizing the index, table of context and synonyms. |

|Provide a presentation on an overhead projector providing an overview of all the resources located in the pathfinder. |

|Student |

|In order to gain the benefits of this Physical Education curriculum unit, students need to participate regularly in lessons that explore the various|

|aspects of fitness and nutrition. At the end of the library component the student should be able to: |

|Define fitness and nutrition and discuss how the two are related. In doing so they will be required to refer to at least one codex available in the|

|library. |

|Know where to locate books on physical fitness and nutrition. |

|Identify what websites are appropriate for them. |

|Locate electronic resources that they would suggest and evaluate it with some set of criteria’s. |

|Parent |

|Parents are responsible for reinforcing what is learned at school, to ensure the successful development of their child’s physical education skills. |

|Parents should conduct activities including, but not limited to: |

|Ask their children what they are learning in Physical Education lessons. |

|Participate in carrying out some to the skills learned in school with their child. |

|Promote and practice these skills as well. |

|Organize a Fitness Diary. |

|Assessment |

|Key Idea: Students will perform basic motor and manipulative skills. Students will improve performance of physical fitness activities and will see |

|to relationship between nutrition and fitness. |

|Performance Indicators: |

|Understand the effects of activity on the body and the risks associated with inactivity. |

|Understandings of the impact fat and calories have on health. |

|Comprehension of nutritional facts on food items consumed at fast food restaurants. |

|Synthesis of nutritional facts as shown by the daily menus they create. |

|Time management and basic computer skills. |

|To appropriately measure these indicators the students will be asked to: |

|create a poster defining fitness and nutrition, |

|briefly demonstrate a workout or stretch and explain it’s benefit, and |

|locate one to three additional websites that they would suggest for an individual looking for resources on physical fitness. |

|**(The rubric located in the appendix will be used to evaluate the students performance.)** |

|Physical Education Path Finder |

| |

|Introduction |

|Physical education is important for many reasons.  It |

|Enhances social skills, |

|Keeps people healthy, & |

|Assists in academic success.  |

|The resources provided below provide information that will help educate individuals about the importance of being physically fit and offers resources on |

|topics such as fitness & nutrition which are directly connected with physical education.  |

|What are you waiting for exercise those finger and scroll down. |

|Introduction |

|Exercise, Physical Fitness, Nutrition, |

 

|Introduction |

|613.7 |

|Introduction |

|PE Central Kids Quiz - Come and play, you'll find daily quizzes, questions about nutrition, health, physical activity, sports, and a host of other |

|topics and trivia. If you get the correct answers you'll have the opportunity to win prizes in a weekly drawing. .

|The Longevity Game:  How much longer do you have to live?  Come and find out. Some of the factors that will help you determine this is your |

|weight/body mass index, drinking habit, smoking, how you handle stress and your driving record.   |

| |

|The Fitness Jumpsite: |

| |

|Health Touch Online: For better health: A resource that brings together valuable information from trusted sources on topics such as medications, |

|health, diseases, supplements and natural medicine. |

|Stay Active, Get Active: This site was specially designed for you, yes you. Designed to get you more motivated to participate in physical activities |

|the site allows you to do things including create your own exercise log, earn certificates, and even win prizes. |

|FAO: Food and Nutrition:  This site is broken up into several sections and provides information and statistics about food safety and quality across |

|the globe |

|BAM! Body And Mind:  BAM! Body And Mind: Come and get answers to your questions about Physical Health and your fitness. |

| |

|Anabolic Steroids: Been trying to gain some muscle, but have been unsuccessful?  A study last year funded by NIDA revealed a 50 percent increase in |

|steroid use among 8th graders; a 75 percent increase among 10th graders; and a 60 percent increase among 12th graders. Think steroids is the answer? |

|Well, what are you waiting for click the link and find out.  |

|Smart-Mouth: Do you really know what your eating? Then you won't mind visiting this site then, huh, "smartmouth?"  Through games you'll find out if |

|you've been eating healthy and even get an opportunity to Play a True & False game on your favorite restaurant. You can also find some new recipes |

|here. |

|Nutrition Center: Want to make sure you eat a healthy hardy meal next time you eat out?  Well go to the nutrition center, enter what you intend on |

|eating and find out its nutritional value. If you rather find out about fast food restaurants you can get that information too. |

| |

|Fitness Center:  A wonderful site where you can find out, how to get back in tip top shape.  At the fitness center you'll be able to track your |

|progress using an online "Exercise Diary" and even get suggestions and browse through a list of frequently asked questions. |

| |

 

|Introduction |

|371.9 A |

| |

|Adapted Physical Activity Quarterly: APAQ. (1997 -.). Champaign, IL : Human Kinetics Publishers, Inc. |

|Want to impress your teacher? Well pick up this book and find out about research and activities that are being conducted to ensure that event |

|physically challenged individuals are able to remain physically fit. Want to know it all, well make sure to ask for this journal. |

|Call #: 613.7 A |

|American College of Sports Medicine. (1997- ). American College of Sports Medicine’s Health & Fitness Journal. Indianapolis, IN : ACSM |

| |

|Looking for that miracle drug or workout that will guarantee results? Well pick up this journal and find out about the cutting edge technology and |

|research. In addition to learning more about keeping physically fit you’ll be one step ahead of your peers and even the teacher. |

|Call #: 613.7 A |

| |

|American Alliance for Health, Physical Education, Recreation, and Dance. (1982- ). Research Quarterly for Exercise and Sport (RQES). Washington, DC: |

|American Alliance for Health, Physical Education, Recreation, and Dance. |

| |

|From dance to rock climbing this journal covers it all, learn about the world of dance and how to become the best dancer possible or maybe you just |

|want to learn about the health benefits of rock climbing, whatever your motivate pickup this book and you’ll be satisfied. |

|Call #: 613.7 B |

|Bellenir, K.(2004). Fitness information for teens: health tips about exercise, physical well-being, and health maintenance including facts about |

|aerobic and anaerobic conditioning, stretching, body shape and body image, sports training, nutrition, and activities for non-athletes. Detroit, MI :|

|Omnigraphics. |

| |

|Are you a teen? Can’t quite figure out why you’re having problems keeping in shape? Well in this book, you’ll find out about how the body works, |

|nutrition, stretching and munch more. |

| |

|Call #: 613.7 F |

|Foran, B. (2001). High-Performance Sports Conditioning. Champaign, IL : Human Kinetics Publishers, Inc. |

| |

|This wonderfully designed book discusses fitness principles and how to use them to improve performance in sports from basketball to tennis.  Although |

|this work provides information that can be utilized on all levels it is most beneficial for advanced athletes and those that train others. |

|Call #: 613.7 G |

|Greene, B. (2002). Get with the program! : getting real about your health, weight, and emotional well-being. New York: Simon & Schuster |

| |

|If Oprah got back in shape, so can you. In this book you’ll find out how her trainer got her there. To top it off, he has even included the tools to|

|make the process simple for anybody. |

|Call #: 613.7 H |

|Hovius, C. (2005). The best you can be: a teen's guide to fitness and nutrition. Philadelphia : Mason Crest Publishers. |

| |

|This book discusses the importance of good nutrition and adequate exercise for teens. |

|Call #: 613.7 K |

|Kaardal, K. (2001). Learning by Choice in Secondary Physical Education: Creating a Goal-Directed Program. Champaign, IL : Human Kinetics Publishers, |

|Inc. |

| |

|With a focus on skills development, this book is designed to you set, enjoy, and achieve goals in physical education.  This book includes 153 |

|reproducible pages for your convenient and a wonderful work that will keep you motivated from day one. |

|  |

|Call #: 613.7 P |

|Powers, S.K. (2001). Exercise Physiology: Theory and Application to Fitness and Performance. 4th ed. McGraw-Hill Ryerson Limited. |

| |

|Exercise Physiology is a  comprehensive work that provides detailed reviews and covers topics ranging from body composition to nutrition to |

|controlling environmental factors to assessing strength. Also available on CD, this work can help both the information seeker and committed athlete. |

|Call #: 613.71 F |

|Anderson, K. (2000). Fitness stretching : mind, body, spirit for women. New York : Three Rivers Press, |

| |

|Young ladies, this work was developed especially for you. Come and learn about the benefits of stretching and tryout one of a hundred different yoga |

|stretches. After picking up this work you’ll find out you have no more excuses. |

|Call #: 613.714 W |

|Wharton, Jim, (1996). The Whartons' stretch book: featuring the breakthrough method of active-isolated. New York: Times Books |

| |

|If you cheerlead, lightweights or play basketball, this book was designed for you. This book written by the father and son team and encourages the |

|you to use exercise and fitness to avoid back pain or heal it once it occurs, beginning with a detailed explanation of the anatomy of the back, and |

|moving into the traditional medical viewpoint on common back problems and their causes. It’s a wonderful book, pickit up and get strong. |

|Call #: 796 B |

|Levinson, D. (2005). Berkshire Encyclopedia of World Sports. Great Barrington, Mass. Berkshire Pub. Group, c2005. |

|Berkshire Encyclopedia of World Sport explores sports from many different aspects not traditional seen in this type of work. Any example of this can |

|be seen where the Encyclopedia not only provides an entry for baseball, but also for baseball nicknames, baseball stadiums, and even baseball wives. |

|Quite a unique product this resource can be used by instructors to spark interest in all youth regardless of there interest level in sports. |

|Pick it up and test your Knowledge. |

|Call #: 796.4 R |

|Rodgers, B. ( 1998). The Complete Idiot's Guide to Jogging and Running. New York: Alpha Books |

|Do you get tired easily? Well maybe running is just for you. The benefits of running include lower blood pressure, better endurance and much more. |

|Pick up this book at the library and find out how you can become a excellent runner. |

|Introduction |

|[pic] |

|Super Size Me Educationally Enhanced DVD |

| |

| "SUPER SIZE ME is about the importance of taking personal responsibility for a healthy lifestyle,” The film provides a graphic depiction of the |

|impact on the body of poor nutrition and overindulgence. The educationally enhanced® version of Super Size Me (comes with a teacher’s guide, printable|

|lesson plans, printable student handouts, and links to other resources and web sites) connects the filmed content to educational standards, enabling |

|teachers and parents to integrate the film into classroom or at-home instruction in a way that makes clear the importance of a healthy balance of |

|nutrition and exercise. |

|The film has been re-edited provides a series of menu options to incorporate learning tools in their viewing experience. One is to activate a series |

|of pop-up screens that provide additional facts and figures related to scenes in the movie. Another option is to go directly to 24 standards-based |

|lessons in health education. |

|Teachers can play games from the disc that challenge students and test their understanding. Other assessments and quizzes are available as well. |

|Running Time: 100 Minutes. 2004.  |

| |

|[pic] |

|Get Strong 101 DVD: 101 Strength and Conditioning Games and Activities |

| |

|Are you looking for a fun and engaging way to improve your students’ or athletes’ overall strength, endurance, and fitness? Look no further than Get |

|Strong 101: 101 Strength and Conditioning Games and Activities. In this high-energy DVD, Judy Notte introduces 101 innovative strength and |

|conditioning activities that will help your participants ages 10 to 18 get strong, look good, and feel great. The moves on this DVD are the same |

|techniques used by elite athletes, but they have been adapted by strength and conditioning expert Jon Bula for use in the classroom, in the gym, or at|

|home. |

|Each activity is presented with a clear demonstration and description of how to perform the moves correctly, safely, and efficiently. |

|The fun and games chapter of the DVD includes seven Get Strong games that combine the components of strength training in a way that drives home the |

|message that fitness can be fun. The activities in Get Strong 101 can be followed in order by chapter, or they can be mixed to create complete |

|workouts. The DVD contains 5, 10, and 15-minute workouts for small and large activity spaces, for a total of six sample workouts. You’ll also find |

|blank workout forms that can be used for creating customized workouts. What makes Get Strong 101 unique is the combination of expert instruction from |

|Judy Notte Howard, innovative activities and games, and enthusiastic presentation. 2006.  |

| |

|[pic] |

|K-12 Fitness Games for the New PE Video |

| |

|With Janelle Schumacher, Lois Mauch, and Karen Roesler, Fargo (ND) Public Schools. The National Association for Sport and Physical Education (NASPE) |

|believes that every student in our nation’s schools, from K-12, should have the opportunity to participate in a quality physical education program. |

|This video, Middle School and High School PE teachers and college professionals who would like to have their college students see what “New PE” is all|

|about. It shows students participating in a variety of fitness games, including technology that can be incorporated into already existing curriculum. |

|Technology can serve as a great motivator to students and gives them ownership of their own personal fitness profile. Fitness games such as two base |

|softball, capture the football with four or more variations, a cardio lap, fun creative ways to make fitness activities fun at a high school level, |

|heart rate basketball, and aerobic kickball are included! 48 minutes. 2002. |

| |

|[pic] |

|JUMP2bFIT Rope Skipping & Fitness Program |

| |

|Teach non-skippers the skills to enjoy jumping rope alone, with a partner or in a group-including how to turn, jump, enter and exit double dutch! |

|Designed for use by all instructors this resource includes everything needed to teach the basics for individual, partner and group jump rope skills |

|with fully illustrated lead up activities and teaching tips for single rope, long rope and double dutch skills. Also includes challenges, games, |

|lessons, forming a jump rope team, choreography, performing, running team competitions and record days, sample achievement certificates, and using |

|rope jumping for fundraising! You get an illustrated manual (170 pgs), a 45 minute demo and instructional video, a 50 min instrumental music CD, a |

|speed style 9' jump rope and a sample Activities and Challenges Kids booklet. |

| |

Physical Education

Annotated Bibliography

| |Print/ Periodicals |

| |371.9 A |

| |Adapted Physical Activity Quarterly. (1997 -). Champaign, IL : Human Kinetics Publishers, Inc. |

| |Released four times a year, Adapted Physical Activity Quarterly is a multidisciplinary peer reviewed journal that provides scholarly articles |

| |about physical activities for special populations. Very useful, tools including recent research, editorial commentary, article abstracts and |

| |book reviews are available with every publication. |

| |This periodical is a wonderful tool for instructors that can be used to find out interesting facts that can be shared with the students or learn|

| |about and address the latest trends and or epidemic that can be effecting the members of the school community. |

| |Call #: 613.7 B |

| |Bellenir, K. (2004). Fitness information for teens: health tips about exercise, physical well-being, and health maintenance including facts |

| |about aerobic and anaerobic conditioning, stretching, body shape and body image, sports training, nutrition, and activities for non-athletes. |

| |Detroit, MI : Omnigraphics. |

| |This well written book addresses a diverse range of teen health topics with text in the articles broken up by tables, charts and photos, making |

| |the information easily accessible to the reader. Fitness information for teens is divided into six main sections including, Before You Get |

| |Started, Fitness Fundamentals, and Avoiding Fitness Busters which then explores questions student may have. In the end of the book the user is |

| |provided with reference tools provided such as ten pages of health related organization and an additional readings section. This well designed |

| |work will help students on Health and physical education projects, as well as personal research interests. Fitness information for teens can be|

| |used in the curriculum unit to provide information and motivate teens to investigate topics. Additionally, it can be utilized by instructors as |

| |a starting point for students. |

| |Call #: 613.71 F |

| |Anderson, K. (2000). Fitness stretching : mind, body, spirit for women. New York : Three Rivers Press, |

| |Fitness stretching explores stretching as a fundamental activity that is imperative whether the reader is “running a marathon, biking around the|

| |block, or simply getting the kinks out after a long day of sitting.” The benefits of stretching and lengthening muscles are discussed in detail |

| |and lead to a detailed illustrations and guide the user through more than 100 yoga and sport inspired stretches designed to target all muscle |

| |groups. |

| |Designed for users of all ages, Fitness stretching provides stretches for various activities that individuals may participate in. Also provided|

| |in the book is a special section addressing special conditions, including one that is designed to provide stretching activities that heal and |

| |prevent lower back pain. The work can be used by an instructor to illustrate to student that working out is not mutually exclusive and can be |

| |accomplished even when seated behind a desk. Additionally, Fitness stretching introduces the young people to some very basic yoga poses. |

| |Call #: 613.7 G |

| |Greene, B. (2002) Get with the program! : getting real about your health, weight, and emotional well-being. Simon & Schuster |

| |A work by Bob Greene, Oprah’s personal trainer, Get with the program! is designed to motivate the reader to get fit. In the book Greene |

| |emphasizes that an individual must first change their thinking about weight, diet, and exercise, and then makes changes to their behavior. He |

| |goes on to discuss what he considers the four phases to effective weight loss. Subsequent to the “pep-talk” Greene’s book has many worksheets |

| |that ask readers to enter very personal information such as weight and dress size. Although reviewers of this work do not feel this book is |

| |very well designed, they acknowledged there would be a demand because Greene was Oprah’s personal trainer. This book can be used to provide |

| |motivation and guidance for young ladies who may have issues about their weight or extremely fond of Oprah. |

| |Call #: 613.7 H |

| |Hovius, C. (2005). The best you can be: a teen's guide to fitness and nutrition. Philadelphia : Mason Crest Publishers. |

| |The best you can be is two volumes of a 15 volume series from the Science of Health series from Mason-Crest. It is very well illustrated with |

| |color photographs and presents rich coverage of topics in a organized and lucid manner. The two volumes review elements necessary for a healthy|

| |diet and the role of exercise in maintaining health and promoting self-esteem. The chapters explore the risks of “going too far,” eating |

| |disorders, steroid use, and much more. Additionally, it provides internet sites for additional information. Both volumes also highlight |

| |definitions and important points by placing them in a blue box. These books would be excellent resources in the curriculum for both personal |

| |use and research for students and faculty alike. The volume in the series each do an exceptional job of focusing on issues about adolescent |

| |health, other volumes cover healthy skin, sexually transmitted diseases, teen suicide and destructive behaviors, among many other issues and can|

| |be utilized other curriculum areas. |

| |Call #: 613.714 W |

| |Wharton, J. (1996). The Whartons' stretch book: featuring the breakthrough method of active-isolated. New York: Times Books |

| |This humorously written book is directed at all athletes regardless of skill level. The author emphasizes active-isolated stretching and active |

| |contractions of the muscle opposite the desired muscle will greatly boost athletic or occupational performance. The first part of the book |

| |provides a twentry-minute stretch routine with fully illustrated, easy-to-follow stretches for each of five body zones, from neck and shoulders |

| |to arms, and legs –over fifty stretches in all. The work discusses how stretching is beneficial and improves flexibility, reduces the chances |

| |of injuries, and delays aging. The book also explores the stretching techniques that have a negative consequence on the body parts. Part two of|

| |the book is indexed by sport and occupation and directs the reader to specific stretches that should be performed for over fifty-five sports and|

| |activities ranging from running and skiing to driving and keyboarding. There is also a section on stretching during pregnancy. This book can |

| |be used in the curriculum to show users what stretches can be used to focus in on a particular body part. Additionally the illustrations can be|

| |used to ensure that the readers perform the routines in the proper manner. |

| |613.7 A |

| |American College of Sports Medicine. (1997- ). Health & Fitness Journal. Indianapolis, IN : ACSM |

| |Releasing six publications a year, Lippincott Williams & Wilkins the leading international publisher of professional health information is |

| |committed to providing accurate, unbiased, and authoritative information on health and fitness, the journal covers all aspects of exercise |

| |science and nutrition research as well as new and important product developments and trends in the health and fitness industry. |

| |Designed to fulfill the information needs of patrons whether fitness instructor or student, Health & Fitness Journal is laid out is a easily |

| |comprehendible format with a simple table of contents pointing to articles within the journal. This is a wonderful resource to motivate |

| |students to find a topic of interest and pursue research with additional authoritative resources. |

| |613.7 A |

| |American Alliance for Health, Physical Education, Recreation, and Dance. (1982- ). Research Quarterly for Exercise and Sport (RQES). Washington,|

| |DC: American Alliance for Health, Physical Education, Recreation, and Dance. |

| |A professional journal that provides information on current research in the art and science of human movement studies, Research Quarterly for |

| |Exercise and Sport is an all-inclusive professional journal that covers several subject areas and also features articles and research notes on |

| |topics like growth and motor development, motor control and learning, measurement and evaluation, physiology, pedagogy, and sociology/cultural |

| |anthropology. |

| |This in excellent tool designed for those who want to do research on a particular topic associated with physical fitness or health related |

| |topics. An excellence research tool, it may be necessary to provide a brief tutorial on using the this journal primarily because it is designed|

| |for highly skilled researchers and may pose difficulties for those unfamiliar with journal based research projects. |

| |Call #: 796 B |

| |Levinson, D. (2005). Berkshire Encyclopedia of World Sports. Great Barrington, Mass. Berkshire Pub. Group, c2005. |

| |This work designed to provide information about every sport that exists and contains four hundred and thirty entries that cover not only |

| |individual sports and sporting events, but also explores the spectrum of sports ranging from management to performance enhancement. |

| |Interestingly this book purposely excludes statistical information, rules of the games and biographical information. With over one thousand |

| |pictures and illustrations, the entries are alphabetized and are between three and five pages in length, and are accompanied by detailed lists |

| |of further readings. |

| |Berkshire Encyclopedia of World Sport explores sports from many different aspects not traditional seen in this type of work. Any example of |

| |this can be seen where the Encyclopedia not only provides an entry for baseball, but also for baseball nicknames, baseball stadiums, and even |

| |baseball wives. Quite a unique product this resource can be used by instructors to spark interest in all youth regardless of there interest |

| |level in sports. |

| |Call #: 796.4 R |

| |Rodgers, B. (1998). The Complete Idiot's Guide to Jogging and Running. New York: Alpha Books. |

| |In this work the author acknowledges that those who do not run view it as an extremely arduous task, but goes on to mention that running is the |

| |most beneficial cardiovascular exercise and requires only a good pair of shoes and can be done virtually anywhere. Rodgers, a four-time winner |

| |of the Boston Marathon, conveys his passion about running in this book. The book provides information that can assist readers who are looking to|

| |begin running. This resource provides in depth guidance and even provides an eating and exercise plan to help keep users stimulated as they |

| |work their way from trudging around the block to running more competitively. There's also a chapter on recovering from injuries. The Complete |

| |Idiot’s Guide to Jogging and Running is wonderful for providing student with a personal perspective on an activity that requires very little |

| |money to get started, but can have amazing effects, and can be used to show students that fitness doesn’t mean a eighty dollar monthly |

| |membership to Bally’s. |

| |Digital Video Discs/ VHS |

| |VID613.71H |

| |Howard, J. N., (2006) Get Strong 101 DVD - 101 Strength and Conditioning Games and Activities. [Motion Picture]. United States: Engage |

| |Communications, Inc. |

| | |

| |Get Strong introduces the student to 101 innovative strength and conditioning activities that will help them improve their overall physical |

| |fitness. The DVD contains workouts for small and large activity spaces that can be followed in order by chapter, or can be mixed to create |

| |unique workouts that match the students’ needs. Also included are blank workout forms that can be used for creating personalized workouts. The |

| |combination of DVD, innovative activities and enthusiastic presentation make this a wonderful product. |

| |Extremely useful, this provides students with alternative methods of getting into shape. The variety of exercises can be used to retain the |

| |enthusiasm and find something for students at all levels. |

| | |

| | |

| |613 K |

| |Kalvfleisch, S. E., (1999) Jump 2bfit: Rope Skipping & Fitness Program. [Multimedia Kit]. Canada: Ceta Publishing. |

| |The world’s leading manufacture of jump ropes designed Jump2BFit for instructors to teach a variety of jump rope skills (single/long ropes and |

| |double dutch). Tools incorporated in this comprehensive kit include games, lessons, and how to use rope jumping for fundraising. |

| |The Jump2BFit program educates students on the importance of exercise to develop and improve overall fitness levels, while fighting aliments |

| |such as obesity and osteoporosis. Most importantly implemented in the curriculum as a non-competitive tool, Jump2BFit encourages involvement |

| |for non-athletic youth and promotes physical activity outside the classroom. |

| | |

| | |

| |VID613.71 O |

| |O'Neill, J. (2001). 10 reasons to get & stay in shape. [Motion Picture]. United States: Human Relations Media. |

| |Available on video, 10 reasons to get & stay in shape informs young people about the numerous reasons and benefits of being in shape. In the |

| |video Dr. Harms, an exercise physiologist at Kansas State University showing the psychological benefits of exercise and ten provides ten reasons|

| |to stay healthy including, better weight control and improved sleep. Next he discusses the positive effect and benefits of exercise on each |

| |body part. Along with the twenty-four minute VHS a teacher’s guide which includes activity sheets, quizzes, and fact sheets is also provided. |

| |The way in which the video explains how exercise can help with tasks such as fight disease and decrease stress makes wonderful video would |

| |essential for this curriculum unit. |

| |Electronic Resources |

| |National Library of Medicine. (2006). MEDLINEplus. [Electronic Resource]. Bethesda, Md. : U.S.: Retrieved February 2, 2006, from |

| | |

| |MEDLINEplus brings together authoritative information from the National Library of Medicine (NLM), the National Institutes of Health (NIH), and |

| |other government agencies and health-related organizations. Searches give easy access to medical journal articles. MedlinePlus also has |

| |extensive information about drugs, an illustrated medical encyclopedia, interactive tutorials, and up to date health news. |

| |Well organized and fairly easy to use, this eye-catching site brings the many federal government medical resources, as well as information from |

| |leading organizations together in one place. The eleven million articles in intended for health professionals in English or Spanish and can be |

| |a valuable research tool for youth. |

| |Library Journal: Date Visited: 7/9/03 |

| |New York Online Access to Health (NOAH). [Electronic Resource]. Retrieved February 26, 2006, from |

| |A guide to the latest health information and resources, New York Online Access to Health (NOAH) allows users to retrieve full text consumer |

| |health information in English and Spanish. The information available via NOAH is compiled by librarians and health professionals in New York |

| |and beyond who find, select, and organize full-text consumer health information that is current, relevant, accurate and unbiased. |

| |There is a Health Topics page available on NOAH reflects the needs and interests of the NY state community. Additionally, NOAH links to |

| |full-text information from reputable web-based resources. A fully integrated site, NOAH is great for obtaining information on topics that affect|

| |the NYC area. |

| |PECENTRAL. [Electronic Resource]. Retrieved March 20, 2006, from |

| |This is a web site for health and physical education teachers, parents, and students. The goal is to combat the high obesity rate by providing |

| |up to date information regarding physical education programs for children and youth. Resources available for educators including several links |

| |leading to sites with information on Assessment Ideas, the PE Central Store, Instructional Resources and much more. Users are encouraged to |

| |share lesson ideas which are reviewed by our editorial team. |

| |For youth, they offer programs like Log It and Get Active Stay Active where students can log their physical activity and pedometer steps. Very |

| |easy to navigate through, this web site provides useful information for all parties responsible for ensuring youth remain physically fit. |

| | . [electronic resource]. Retrieved February 16, 2006, from /teenam.htm |

| |A branch of , contains articles by teens, recommended supplements for teens, teen amateur bodybuilders and|

| |messages boards. With features for both males and females, this consumer orientated site stands out amongst its kind. |

| |To entice youth there is a fully developed “Interactive Zone” where users can win prizes, use fitness calculators and even become a writer for |

| |the site. Information available in the bodybuilding section is updated daily and contains articles on topics ranging from mind power & |

| |motivation to sports training. |

| | is presented in an easily understood layout and provides additionally perks such as shopping capabilities. |

| | can be used to perform numerous activities in this curriculum ranging from exploring other young people’s struggles, to |

| |maintain physically fit to performing a cost analysis on common supplements. |

| |United Nations Food and Agriculture Organization (2005) FAO: Food and Nutrition. [Electronic Resource]. Retrieved March 20, 2006, from |

| | |

| |FAO: Food and Nutrition, developed by the United Nations Food and Agriculture Organization provides several informational resources on human |

| |nutrition and food safety across the world. Available in three languages, the site has a convenient navigation bar that takes users to several |

| |locations throughout the site. It contains many useful sections including one on human nutrition that provides detailed summaries describing |

| |the nutrition situation of different countries. Users can browse through numerous useful resources including graphics, tables and maps or read|

| |articles on topics ranging from the causes of obesity to advice on nutrients. |

| |The straightforward design, combined with the creative layout makes it an appealing and useful site to all type of information seekers and can |

| |be great resource to check facts and figures during the course of the curriculum unit. |

| |Educational World April 2005 |

| |Multimedia Kits |

| |Schumacher, J. (2002). K-12 Fitness Games for the New PE Video. [Motion Picture]. Ames, Iowa : Championship Books & Video Productions. |

| | |

| |Designed to inform students, this video shows school-aged youth participating in a variety of new fitness games that can be incorporated into |

| |already existing curriculums. Fitness games such as two base softball, capture the football with four or more variations, and many more fun |

| |creative ways to make fitness activities fun at the high school level are provided. Forty-eight minutes in length, the video can be used to |

| |motivate and stimulate interest in games that high school youth may feel are childish. Although the activities displayed in the video seem to |

| |be targeted more at men then women, it posses appeal and can entertain all students. |

| |: |

| | |

| |Spurlock, M. (2004). Super Size Me Educationally Enhanced DVD. [Multimedia Kit]. United States : Goldwyn Films, 2004. |

| | |

| |Published in 2004 Super Size Me highlights the importance of taking personal responsibility for a healthy lifestyle. The film provides a |

| |graphic depiction of the effect of poor nutrition and excessive food consumption on the body. The educationally enhanced version of Super Size |

| |Me is accompanied by a teacher’s guide, printable lesson plans, printable student handouts, and links to other resources and web sites that |

| |connect the filmed content to the physical education standards in a way that makes importance of a healthy balance of nutrition and exercise |

| |unambiguous. Along with the assessments and quizzes that are available, the enhanced version has games that are challenging and test the |

| |students understanding. |

| |Beneficial in all educational settings, Super Size Me is essential for the lesson because students will be able to grasp in a short controlled |

| |time period what the long term effect of an unhealthy eating habit can be |

| |Psych Central: (February 2005) |

| | |

|References |

|America’s Authority on Fitness. (2006). Ways to Use the Operation FitKids™ Online Curriculum. [Electronic version]. Retrieved March 20, 2006, from |

| |

|Anabolic Steroid Abuse. Retrieved March 1, 2006, from |

|Centers for Disease Control and Prevention, (2005) BAM: Body and Mind. [Electronic Resource]. United States.: Retrieved March 1, 2006, from |

| |

|CYFERnet: Childrens, Youth and Families Education and Research Network. (2004). Retrieved March 20, 2006, from |

| |

|Education World: The Educators Best Friend. Retrieved March 20, 2006, from |

|Fishburne, G, J. (2006) What is the relationship between physical education and physical activitiy?. [Electronic version]. Retrieved March 20, 2006, |

|from |

|Fitness Center. [Electronic Resource]. Retrieved March 1, 2006, from American Heart Association: |

|Health Touch Online: For better health:. Retrieved March 1, 2006, from |

|Howard, J. N., (2006) Get Strong 101 DVD - 101 Strength and Conditioning Games and Activities. [Motion Picture]. United States: Engage Communications,|

|Inc. |

|Howard, J. N., (2006) Get Strong 101 DVD - 101 Strength and Conditioning Games and Activities. [Motion Picture]. United States: Engage Communications,|

|Inc. |

| |

|Kalvfleisch, Susan E., (1999) Jump 2bfit: Rope Skipping & Fitness Program. [Multimedia Kit]. Canada: Ceta Publishing. |

|Medianet Web (2006). Media Catalog Search: Physical fitness. Retrieved March 20, 2006, from |

| |

|Midolo, J. (2002). CMIS:Developing Pathfinders in Your School. [Electronic version]. Retrieved March 20, 2006, from |

| |

|National Association for Physical Education in Higher Education. Retrieved March 20, 2006, from |

|New York Online Access to Health (NOAH). [Electronic Resource]. Retrieved March 1, 2006, from |

|Nutrition Center. [Electronic Resource]. Retrieved March 1, 2006, from Wake Forest University Baptist Medical Center: |

| |

|PE Central: Kids Quiz. [Electronic Resource]. Retrieved March 20, 2006, from |

|PEC: Web Sites for Kids. Retrieved March 20, 2006, from |

|PECENTRAL. [Electronic Resource]. Retrieved March 20, 2006, from |

|Physical Education Pathfinder Missouri State University Libraries. (2006). Retrieved March 20, 2006, from |

| |

|Schumacher, J. (2002). K-12 Fitness Games for the New PE Video. [Motion Picture]. Ames, Iowa : Championship Books & Video Productions. |

|SkillsActive - Active Leisure and Learning - GOVERNMENT FUNDED SPORTS PROGRAMMES HELP PUPILS' OLYMPIC DREAMS. Retrieved March 20, 2006, from |

| |

|Smart-Mouth. [Electronic Resource]. Retrieved March 1, 2006, from |

|Sports-: Phys Ed Lesson Plans. Retrieved March 20, 2006, from |

|Spurlock, M. (2004). Super Size Me Educationally Enhanced DVD. [Multimedia Kit]. United States : Goldwyn Films, 2004. |

|Stay Active, Get Active. [Electronic Resource]. Retrieved March 1, 2006, from |

|. [electronic resource]. Retrieved March 1, 2006, from |

|The Fitness Jumpsite. [Electronic Resource]. Retrieved March 1, 2006, from |

|The Longevity Game. Retrieved March 20, 2006, from Northwestern Mutual Financial Network |

|The State Education Department (2006). Health, Physical Education, Family and Consumer Science: Resource Guide. [Electronic version]. Retrieved March|

|20, 2006, from |

|United Nations Food and Agriculture Organization (2005) FAO: Food and Nutrition. [Electronic Resource]. Retrieved March 20, 2006, from |

| |

APPENDIX

Physical Education Information Literacy Assessment Rubric

|Scoring Guide |

|4 |Exemplary |

| |Student: |

| |navigates the Internet quickly and efficiently. |

| |evaluates online information accurately. |

| |produces a creative, well-organized finished product. |

|3 |Competent |

| |Student: |

| |navigates the Internet with very few problems. |

| |evaluates online information with occasional prompting. |

| |develops a finished product that is accurate, but not thorough. |

|2 |Developing |

| |Student: |

| |can navigate within a site, once a specific site is reached. |

| |needs guidance to evaluate online information. |

| |creates a finished product that is short on detail or poorly organized. |

|1 |Emerging |

| |Student: |

| |demonstrates enthusiasm about the Internet. |

| |can perform simple navigational strategies. |

| |needs guidance to stay on task. |

| |experiences difficulty producing a finished product. |

Class Presentation

|Scoring Guide |

|4 |Exemplary |

| |Student: |

| |Clearly defines fitness and nutrition. |

| |Poster self explanatory |

| |Fully explains the chosen stretch and the body part that it benefits. |

|3 |Competent |

| |Student: |

| |Give as general definition of fitness and nutrition. |

| |Poster understandable, but lacks creativity. |

| |Explains the chosen stretch, benefits are somewhat clear. |

|2 |Developing |

| |Student: |

| |Vaguely explains fitness and nutrition. |

| |Poster difficult to understand. |

| |Explanation of stretch selected is short on detail or poorly organized. |

|1 |Needs Additional Assistance |

| |Student: |

| |Fitness and Nutrition not defined. |

| |Poster not comprehendible. |

| |Stretch selected does is no accurately described. |

| |Benefits of the stretch not discussed. |

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