Welcome to the Teacher Information page for Fitness for Life. On this page, you will find:

More about Fitness for Life

•        Supporting Instructional Materials
•   Teaching the Facts about Fitness and Activity Works

  HIGH SCHOOL STUDENTS WHO TAKE A CLASS LIKE FITNESS FOR LIFE ARE MORE ACTIVE LATER IN LIFE THAN THOSE WHO DO NOT TAKE SUCH A CLASS.

  Research shows that high school students who take a class that teaches the facts about fitness and physical activity and that teaches students how to use self-management skills to implement healthy lifestyles into their daily routine, are less likely to be sedentary later in life. Only 25% of adults get enough regular physical activity and nearly a third are totally sedentary. A health goal for our nation is to reduce the number of people who are totally sedentary. As youth go through high school more and more become totally sedentary. Girls are particularly at risk of becoming totally sedentary. Two studies show that high school physical education that teaches students how to be fit and active (such as Fitness for Life), reduces sedentary living after graduation, especially among girls. For more information consult the references below.

  Dale, D.L., Corbin, C.B. Physical activity participation of high school graduates following exposure to conceptual or traditional physical education. Research Quarterly for Exercise and Sport, 71, (1)61-68, 2000.

  Dale, D. L. Corbin, C. B. & Cuddihy, T.. Can Conceptual Physical Education Promote Physically Active Lifestyles? Pediatric Exercise Science. 10(2), 97-109, 1998.

•   Correlations to State Standards

  Select state and document (opens in new window):
  
  Choose a Document Alabama Correlations by Standard California Correlations by Standard Florida Correlations by Standard Florida Correlations by Lesson Florida HOPE course Physical Education Standards Compliance Florida New Generation SSS correlations FCAT Teaching Strategies Idaho Correlations by Standard Mississippi Correlations by Lesson 2006 Mississippi Correlations by Standard 2006 New Mexico Correlations by Standard New York Correlations by Standard Oklahoma PASS Correlations Oregon Correlations by Standard Tennessee Correlations by Lesson Tennessee Correlations by Standard Texas Correlations by Standard

•   Lexile Scores

  The Lexile Score for Fitness For Life: High School is 1070.

•   Fitness for Life Middle School to High School Articulation

  Introduction

  IDEA is an acronym that we use to described the unique nature of each of the two Fitness for Life programs (middle school and high school). I stands for Integrated, D stands for Developmentally appropriate, E stands for Educationally sound, and A stands for program Articulation.

  Both the middle school and high school programs are designed so that content integrates with content taught in the more traditional units in the physical education program, but also with other subject matter areas such as science, math, and language arts. For both middle school and high school, Fitness for Life is meant to be a meaningful part of the total program and to complement other parts of the total physical education program. Learning in Fitness for Life will help students in other subject matter areas as well.

  Both programs are based on NASPE and selected state standards, but each is designed to meet developmentally appropriate standards. The middle school program is based on standards specifically for grades 6 through 8, and the high school program is based specifically on standards for grades 9 through 12.

  Both programs provide activities (classroom and activity) that are educationally sound. Reading level is appropriate for each level, content is based on educational needs of the students, and activities are selected based on the educational needs of the students (based on level). Lesson plans were developed so that they are educationally appropriate and quite different for each level.

  Fitness for Life: Middle School is designed to provide a strong educational foundation for the transition to high school and the upper level Fitness for Life program. Articulation from middle school to high school was the key feature in developing the unique middle school program. Table 1, presented later on this page, provides more information describing the differences in program content and information to show how both programs meet NASPE standards but how each program focuses on standards specific to each level (middle and high school).

  Fitness for Life: High School

  Fitness for Life was introduced in its first edition in 1979. The first program was designed for use in the high school and was created prior to the development of national physical education standards. Lacking such standards, the authors consulted with teachers and experts in the field to develop program objectives that were appropriate for students in grades 9 through 12. These objectives served as a model for many states that subsequently developed standards, especially standards for required personal fitness courses. The authors of Fitness for Life served as consultants to many different states as they developed standards for physical education.

  By the date of publication of the 4th edition of Fitness for Life in 1997, national standards for physical education had been developed. The 4th edition was designed to meet selected NASPE standards, but it should be noted that previous editions (1st in 1979, 2nd in 1985, 3rd in 1990) met most of the standards even though the standards were not available at the time. Subsequent editions of Fitness for Life have been planned with national and selected state standards in mind. Charts matching Fitness for Life content to standards for various states are available on the Fitness for Life Web site.

  From the very beginning, Fitness for Life was proposed as a program designed to meet very specific physical education objectives. It is intended to be a very important part of a total physical education curriculum. Accordingly, the program focuses on very specific standards and is designed to help students become physically educated people. Consistent with the NASPE outcomes project (NASPE, 1992), Fitness for Life contributes to building the physically educated person by fostering lifelong physical activity, promoting development of physical fitness (especially health-related physical fitness), promoting knowledge of the benefits of involvement in physical activities, and teaching the value of physical activity and its contribution to a healthful lifestyle.

  Specific objectives for Fitness for Life (high school) are outlined in the teacher's materials, and student objectives are outlined at the beginning of each chapter of the 18-chapter book. The Stairway to Lifetime Fitness (see Teacher's Guide and student text) is also used to show the importance of the learning of decision making and problem-solving skills that promote independence (ability to plan and use a lifetime activity program). Recent editions (4th and 5th) have focused on learning self-management skills. In addition to teaching knowledge and understanding of key concepts, learning that promotes behavior change is stressed. This emphasis is based on the evidence that shows the importance not only of teaching the "facts" about physical activity and fitness but also of teaching skills that will aid students in adopting lifelong healthy lifestyles (e.g., self-assessment, goal setting, self-monitoring, self-planning). Note: Eighteen different self-management skills are included in the high school Fitness for Life program.

  To summarize, Fitness for Life (high school) is designed to meet specific national and state standards for physical education. The emphasis is on those grades 9 through 12 standards that help students learn important content (related to all seven current NASPE standards) and self-management skills. Whether it is taught in the ninth grade or any of the later grades, the program focuses on teaching the concepts and building skills that produce independent decision makers and problem solvers capable of planning personal programs for healthy living throughout life.

  Fitness for Life: Middle School

  Fitness for Life: Middle School was first introduced in 2007. It was developed specifically for middle school youth and was developed based on NASPE and selected state standards specifically for grades 6 through 8. The program is designed to articulate with the high school Fitness for Life program, not duplicate it. The middle school program is meant to provide a solid foundation for students who will ultimately enroll in a high school Fitness for Life program.

  Like the high school Fitness for Life program, the middle school program is designed to meet selected physical education objectives. Fitness for Life is not meant to be a total physical education program but an important part of a total program designed to meet selected specific physical education standards and objectives. The middle school program meets selected goals for grades 6 through 8 while the high school program focuses on goals for grades 9 through 12.

  To summarize, the middle school Fitness for Life program meets standards and objectives specifically for middle school students. Students completing the program will have a strong foundation for entering a high school program with minimum content overlap. The high school program that includes 18 chapters, typically taught over a semester or for a full year, focuses on more sophisticated and more detailed concepts and the teaching of self-management skills necessary for developing personal healthy lifestyles for use later in life. The nine-chapter middle school program is designed for implementation in a nine-week or one semester unit or in shorter units across multiple grade levels (6 through 8). Skill learning concepts, biomechanical principles, and social and diversity concepts as they relate to physical activity are taught in the classroom and emphasized in developmentally appropriate activities. Physical activity and fitness concepts are presented in a developmentally and educationally appropriate way to prepare students for more extensive study in high school.

  Program Differences by Level

  Table 1 (below) lists each of the seven NASPE standards. The table also presents examples to illustrate how each of the two (middle and high school) Fitness for Life programs contributes to each of the standards in their own developmentally appropriate way. Note: The reader is encourage to look at the Fitness for Life Web site for correlation charts showing how Fitness for Life (high school) meets specific state standards for personal fitness course requirements. The NASPE standards for each chapter of Fitness for Life: Middle School are described in detail in the Teacher's Guide for the program.

  Both the middle and high school Fitness for Life programs provide materials for inclusion in a portfolio consistent with recommendations in the NASPE standards for grades 6 through 8 and 9 through 12.

  Table 1. NASPE Standards and Fitness for Life Articulation

  NASPE Standard	Middle School Examples	High School Examples
  1. Student demonstrates competency in motor skills, movement patterns needed to perform a variety of physical activities.	* Learn skill and practice concepts with application lessons (chapter 2). * Be exposed to a wide variety of skills (Physical Activity Pyramid chapters). * Learn tactics and strategies in classroom and activity sessions.	* Focus on choosing activities that can be used for a lifetime. * Exposure to many different activities in physical activity sessions.
  2. Student demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.	* Special feature in every chapter on biomechanical principles featured (with corresponding activities that reinforce principles). * Training principles introduced. * Practice emphasized (see standard 1).	* Extensive coverage of physical activity principles in much greater detail than in middle school program. * Emphasis on self-management and problem-solving skills for choosing lifelong activities for inclusion in a personal activity program.
  3. Participates regularly in physical activity.	* Performs activity in class. * Identifies activity opportunities outside of class. * Learns benefits of activity at a basic level. * Begins to develop personal program.	* Analyzes benefits of a variety of activities. * Prepares fitness and activity profiles for use in program planning. * Self-monitors activity patterns. * Plans personal lifetime activity program.
  4. Achieves and maintains a health-enhancing level of physical fitness.	* Learns about heart rate, target zone, and methods of building fitness. * Learns about activities for building many parts of fitness. * Performs activities that build fitness (e.g., resistance training, cardiovascular exercise).	* Learns wide variety of self-assessments. * Plans personal fitness self-assessments for all health fitness parts. * Uses fitness profile to set program goals and plan program. * Understands meaning and knows how to interpret criterion-referenced health fitness standards. * Applies principles and concepts of fitness and activity. * Applies principles and concepts of fitness and activity.
  5. Exhibits responsible personal and social behavior that respects self and others in physical activity settings.	* Special feature in every chapter that helps students learn to respect differences among people in physical activity settings. All nine relate specifically to grade 6 through 8 standards. * Learns from special features about full participation, safe activity, following rules, bullying, peer-pressure.	* Uses self-management skills such as self-assessment, goal setting, self-monitoring, building self-confidence, building healthy attitudes, finding social support, building intrinsic motivation, preventing relapse, managing time, improving self-perceptions, saying NO, learning to think critically, thinking success, and overcoming barriers to be active throughout life and to be responsible in activity settings (Taking Charge feature in each chapter). * Learns key concepts related to teamwork, helping others, cooperation, and so on based on study of concepts throughout the text and in activities associated with classroom sessions.
  6. Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.	* The special features described for standard 5 also relate directly to standard 6. * Many sections of text and photos in text are designed to promote learning related to this standard specifically for students in grades 6 through 8. * Chapters 1, 3 through 7, and 9 all present developmentally appropriate information related to the benefits of a wide variety of age-appropriate activities.	* Uses self-management skills described in previous section to develop an understanding and respect for differences among people in physical activity. * Learns key concepts related to teamwork, helping others, cooperation based on study of concepts throughout the text and in activities associated with classroom sessions. * Uses self-management skills and conceptual information to build a personal program that is enjoyable, challenging, self-expressive and involves social interactions. * Performs personal program both in and out of school, taking advantage of community and school resources. * Evaluates program and self-monitors activity behaviors.

  Reprinted from Moving into the future: National Standards for Physical Education, 2nd ed., with permission from the National Association for Sport and Physical Education (NASPE), 1900 Association Drive, Reston, VA 20191, USA.

  Note: See Teacher's Guides, student text, and book-specific Web sites for more information on standards and objectives for the Fitness for Life programs.

  References

  National Association for Sport and Physical Education. (2004). Moving Into the Future: National Standards for Physical Education. Reston, VA: NASPE.

  National Association for Sport and Physical Education. (1992). Outcomes of quality physical education programs. Reston, VA: NASPE.

  Reference List (PDF)

Teacher Resources

• Test Bank
• 
  Teacher Training
  •   Agenda samples for Fitness for Life workshops

    Click on the links for agenda samples for five different workshops. Included are agendas for middle school half day. high school half day, combined middle school/high school full day, middle school full day, and high school full day.

    Specific topics are described in more detail for half-day workshops. The agenda for the full-day workshops are less detailed to allow them to fit on one sheet. You may want to add details to the full-day agendas from the half-day agendas.

    Middle School Workshop Needs
    

    • Handout - Available at middle school Web site. Download PDF and print as many as needed for the workshop.
    • Slides - Available online at www.fitnessforlife.org/MiddleSchool, click on "Program Overview"
    • Student text
    • Teacher's Guide and CD - It is recommended that you print out samples of activity cards, signs, worksheets, etc.
    • Computer programs and test bank
    • www.fitnessforlife.org Web site - Internet access
    • Equipment for activities
    • Computer, computer projector, and screen

    High School Workshop Needs
    

    • Slides - Available on the in-service DVD in resource kit
    • Student text
    • Lesson Plan book and Wraparound Lesson Plans
    • CDs - Resources and Materials CD-ROM, Presentation Package CD-ROM, Activity and Vocabulary Cards CD-ROM, Spanish e-book CD-ROM, Lesson Plans CD-ROM, Music CD. It is recommended that you print out samples of activity cards, signs, and a sample workbook from the resource materials.
    • Fitness for Life Video DVDs - Lifetime Fitness package of 5, Wellness package of 5
    • Test bank
    • www.fitnessforlife.org Web site - Internet access
    • Equipment for activities
    • Computer, computer projector, and screen

    Note: The Fitness for Life high school program provides two options for teachers. The original ancillary package for the updated 5th edition was included in a plastic packet. A new wraparound notebook is also available for those who prefer that option. Before presenting a workshop, be sure you have both packages so that you can let users decide which they prefer (contact Scott Wikgren at scottw@hkusa.com if you need more information). You can visit the links below to get more information concerning these packages.

    Fitness for Life Wraparound Teacher Edition and Resources Kit
    Click here to visit this product page.

    This package includes a notebook binder with lesson plans "wrapped around" pages of the student text. All resources materials are included in the second section of the binder. Included in the resource kit (in plastic sleeves in the binder):

    • Fitness for Life Lesson Plans CD-ROM
    • Fitness for Life Teacher Resources and Materials CD-ROM
    • Fitness for Life Activity and Vocabulary Cards CD-ROM
    • Fitness for Life Presentation Package CD-ROM
    • Physical Education Sound Tracks Package (includes volume 1 and 2 on two CD-ROMs)
    • Fitness for Life DVD: Lifetime Fitness
    • Fitness for Life DVD: Wellness

    Fitness for Life Teacher Ancillary Package
    Click here to visit this product page.

    This original ancillary package is included in a plastic packet. The lesson plans are included in a book rather than a notebook for those who prefer this type of binding. The resource materials are included in a separate section of the plastic packet. Included in plastic boxes with the packet:

    • Fitness for Life Lesson Plans CD-ROM and print version
    • Fitness for Life Teacher Resources and Materials CD-ROM and print version
    • Fitness for Life Activity and Vocabulary Cards CD-ROM
    • Fitness for Life Presentation Package CD-ROM

    The following items are available separately:

    • Physical Education Sound Tracks Package (includes volume 1 and 2 on two CD-ROMs)
    • Fitness for Life DVD: Lifetime Fitness
    • Fitness for Life DVD: Wellness

    Prior to presenting a workshop, please contact the sales representative for the area where your presentation will be made. Click on the "Contact your sales rep" button on either the middle school or high school Web site to determine the name of the appropriate representative. The representative will be able to help you with pricing for texts and ancillaries.

    The two DVDs containing 10 video programs and two CDs containing music tracks are now part of the ancillary program for adopters of Fitness for Life (High School).

  •   Fitness for Life Instructors by State-2007

    APO Carol Heffernan Current information not available. Don Cain Columbus Public Schools Columbus, OH Doncain1@aol.com Canada Guy LeMasurier Malaspina University Nanaimo, BC V9R 5S5 Canada lemasurig@mala.bc.ca Arizona Ellen Abbadessa 3433 East Wildwood Drive Phoenix, AZ 85048 eabbad@kyrene.org Chuck Corbin 3402 E. Cherokee St. Phoenix, AZ 85044 chuckcorbin@qwest.net Lydia Crain Current information not available. Jennifer Reeves 578 East Wagon Bluff Drive Tucson, AZ 85704 jreeves@u.arizona.edu California Keith Johannes 33959 Chula Vista Ave. Dana Point, CA 92629 kjohannes1@cox.net Mary Jo Sariscsany 130 Willow Lane Santa Paula, CA 93060 mary.sariscsany@csun.edu Joan Van Blom Long Beach Unified School District Physical Education Office 240 Euclid Avenue Long Beach, CA 90803 Jvanblom@lbusd.k12.ca.us Connecticut David Harackiewicz Central Connecticut State University Physical Education & Health Fitness 1615 Stanley St. New Britain, CT 06050 harackiewicz@ccsu.edu Darren Dale Eastern Connecticut State University Health & Physical Education 83 Windham St. Willimantic, CT 06226 daled@easternct.edu Florida Jeanne Fifer Corner Lake Middle School 1700 Chuluota Rd. Orlando, FL 32820 fiferj@ocps.net Vicki Jensen St. James Cathedral School 2258-5 Coach House Blvd. Orlando, FL 32812 vjensen@stjcs.com Tom Ratliffe Florida State University Dept. of Physical Education 200 Tully Gym Tallahassee, FL 32206 ratliff@coe.fsu.edu Georgia Mark Anderson Cobb County Public Schools 514 Glover St. Marietta, GA 30060 Mark.Anderson@cobbk12.org Illinois Cathy McMillan Western Illinois University Physical Education 1 University Circle Brophy Hall Macomb, IL 61455 cs-mcmillan@wiu.edu Jennie Gilbert Illinois State University Kinesiology & Recreation 507 West Exchange Street Danvers, IL 61732 jagilbe@ilstu.edu Iowa Greg Welk Iowa State University Dept. of Health & Human Performance 235 Forker Bldg. Ames, IA 50011 gwelk@iastate.edu Louisiana Jiji Jonas U S Games 1630 Carl Avenue Baton Rouge, LA 70808 jonas1134@cox.net Maryland Debra Ballinger Department of Kinesiology TC 202 8000 York Rd. Towson, MD 21252 dballinger@towson.edu Mary Buddemeier Anne Arundel County Public Schools 525 Murdock Road Baltimore, MD 21212-2021 mbuddemeier@hotmail.com Sally Nazelrod Baltimore County Schools Offices of Health, PE & Dance 6901 Charles St. ESS Bldg., Suite 315 Towson, MD 21204 snazelrod@bcps.org Sarajane Quinn Baltimore County Schools Offices of Health, PE & Dance 6901 Charles St. ESS Bldg., Suite 315 Towson, MD 21204 squinn@bcps.org Minnesota Julie Derry University of St. Thomas Health and Human Performance 1205 Alamo Avenue West Farmington, MN 55024 jaderry@stthomas.edu New Hampshire Janice O'Donnell Bernice A. Ray School 39 Rayton Road Hanover, NH 02755 janice.o.donnell@valley.net

    New Jersey Jill Humann Thompson Middle School Middletown-Lincroft Road Middletown, NJ 07748 j.humann@verizon.net Carolyn Masterson 17 Burchwood Rd. Old Tappan, NJ 07675 mastersonc@mail.montclair.edu New York Michael P. Schwenk Half Hollow Hills C.S.D. 525 Half Hollow Rd. Dix Hills, NY 11746 swankercub@aol.com Christopher Tracey Box 1244 Wainscott, NY 11975 ctracey@ehufsd.org Jeffrey Walkuski SUNY Cortland Dept. of Physical Education Park Center E227 Cortland, NY 13045 walkuskij@cortland.edu Denise Kierman Half Hollow Hills School District Physical Education 11 Butler Place Northport, NY 11768 dkiernan@hhh.k12.ny.us Maria Macarle York College Health & Physical Education 1 Alfan Drive Sayville, NY 11782 drmacarle@hotmail.com Ohio Kevin O'Brien 936 Whitestone Road Xenia, OH 45385 kro131@aol.com David Ryan 743 Maumee Dr. Springfield, OH 45502 No e-mail address available. Pat Ikerd 1098 Hedges Road Xenia, OH 45385 pk3121@yahoo.com Gerard Iquina Columbus Public Schools 6359 Hibiscus Court Westerville, OH 43081 iqvball@yahoo.com Jenny Ortolani Sandusky Cuty Schools Physical Education 64 South Edison Drive Milan, OH 44846-9739 jsortolani@hotmail.com Donna Rioux Columbis Public Schools 3922 Johnstown Road Centerburg, OH 43011 pegym1@msn.com Oklahoma Robert Christenson 5111 N Hunters Ridge Stillwater, OK 74075 prchristenson@gmail.com Oregon Aleita Hass-Holcombe 2022 NW Myrtlewood Way Corvallis, OR 97330 aleita@cmug.com Barbara Cusimano Oregon State University Exercise & Sport Science WB 107A Corvallis, OR 97331 Barbara.cusimano@oregonstate.edu Meg Greiner Central School District Independence Elementary School 620 NW 17th Street Corvallis, OR 97330 greiner@aol.com Pennsylvania Laura Borsdorf Ursinus College Exercise & Sport Science Box 1000 Collegeville, PA 19426 lborsdorf@ursinus.edu Puerto Rico Fernando Pieras CEMIR CAMP/Universidad Sagrado Physical Education P.O.Box 12383 Corazon PMB 4 San Juan, Puerto Rico 00926 pieras@caribe.net South Carolina Gary Wilson 273 Palm St. Charleston, SC 29464 wilsong@citadel.edu Texas Joanna Faerber U S Games 1901 Diplomat Dr. Dallas,TX 75234 jfaerber@lsu.edu Washington Jeff Carpenter Olympia School District 1113 Legion Way Olympia, WA 98501 jcarpent@osd.wednet.edu Karen McConnell Olson Auditorium School of Physical Education Pacific Lutheran University Tacoma, WA 98447-0003 mcconnke@plu.edu Diane Tunnell Gonaga Unversity Sport & PE – AD Box 25 Spokane, WA 99258-0025 tunnell@gonzaga.edu Wisconsin Cheryl Gorski Marshfield School District 900 East Fourth St. Marshfield, WI 54449 gorski@marshfield.k12.wi.us John Kading 635 Keller Park Drive Appleton, WI 54914 jkading@new.rr.com Margaret Kading 635 Keller Park Drive Appleton, WI 54914 jkading@new.rr.com Raymond Martinez Univ. Wisconsin, La Crosse Exercise & Sport Science 213 Mitchell Hall La Crosse, WI 54601 martinez.raym@uwlax.edu Wyoming Nancy Raso-Eklund 705 Easy St. Green River, WY 82935 eklund@sw2.k12.wy.us

    
    
• 
  Updates and Additional Information
  •   Equipment list for Fitness for Life

    The equipment necessary to conduct the basic Fitness for Life program (one semester base plan) is provided here. At the end of the primary list, a secondary list is included to provide dimensions for uncommon items such as wands. Note: A list of complete list of equipment needed for specific activities is also included in the chapter by chapter lesson plans (Wraparound Teacher Edition and Resources lesson plans or bound lesson plans included in the Teacher Ancillary Package). Alternative activity suggestions are also available in the lesson plans in the event that certain equipment is not available for specific activities.

    Schools will need a computer and printer to print the activity cards necessary for many of the exercise routines and circuits (on the Activity and Vocabulary Card CD-ROM ancillary). The computer and printer will also be used to print worksheets for the various activities (Teacher Resources and Materials CD-ROM). In addition, the Physical Education Soundtracks CDs contains music tracks for routines and exercise circuits. Teachers who use the audio CDs will need a CD player. Other equipment needs by chapter and activity are listed below.

    Chapter 1
    Starter Exercise Program	Self-Assessment	Fitness Stunts
    activity cards/music CD	watch or stop watch	volleyballs, cones, exercise table, rulers
    Chapter 2
    Fitness Games	Self-Assessment	Safe Exercise Circuit
    parachute, bean bags, volleyballs, cones	curl-up strips (Fitnessgram)	activity cards/CD
    Chapter 3
    Cooperative Games	Self-Assessment	Activity
    flag football flags, volleyballs, beach balls, volleyball nets/stands, ropes, blankets or sheets	mats, benches, yardsticks	exercise table, mats, activity cards
    Chapter 4
    Line Exercise	Self-Assessment	Circuit
    activity sheet	string	jump ropes, mats, step benches, masking tape
    Chapter 5
    Fitness Trail	Self-Assessment	Elastic Band Circuit
    yard sticks, boxes or benches, hula hoops, fitness course equipment (if available)	yard sticks, rulers, cardboard boxes or flexibility boxes, scale	elastic bands
    Chapter 6
    School Stepping	Self-Assessment	Walking for Wellness
    masking tape, pedometers (if available)	watches or large clock	watch, whistle
    Chapter 7
    Aerobic Dance	Self-Assessment	CV Fitness
    activity cards, worksheet	12 inch benches, watch	badminton equipment, volleyball and basket-ball equipment
    Chapter 8
    Step Aerobics	Self-Assessment	Jogging
    step benches	yard sticks, mats, cones, rulers, tape	large clock or watches
    Chapter 9
    Orienteering	Self-Assessment	Activity
    compasses	juggling wands, tape, watches, yardsticks, whistles	variety of sports equipment
    Chapter 10
    Jump and Stretch Circuit	Self-Assessment	Flexibility Circuit
    jump ropes, wands	rulers, tape	activity cards, CD
    Chapter 11
    Resistance Exercise	Self-Assessment	Resistance Training
    towels, weight benches, resistance machines	dynamometer, resistance machines, free weights	resistance machines, free weights
    Chapter 12
    Home Made Weights	Self-Assessment	ME Circuit
    wands, plastic bottles, benches	chin bar, chairs, benches, watch or clock	activity cards/CD, mats
    Chapter 13
    Your Circuit	Self-Assessment	Muscle Fitness
    student choice equipment (from previous circuits)	calipers (skinfold), rulers, scales	resistance machines
    Chapter 14
    Jolly Ball	Self-Assessment	Cooperative Aerobics
    volleyballs, nets, beach balls, foam balls	measuring tapes, yardsticks	activity cards/CD
    Chapter 15
    Continuous Rhythmical Ex	Self-Assessment	Isometric Circuit
    worksheet	no new equipment	towels
    Chapter 16
    Cooper's Aerobics	Self-Assessment	Health Club
    jump ropes, sports equipment, clock, watch	no new equipment	poster board, paper, pens, variety of equipment (no new)
    Chapter 17
    Frisbee Golf	Self-Assessment	Relaxation
    Frisbees, wastebaskets, hula hoops	paper, pencils, mats	towels, mats
    Chapter 18
    Exercise At Home	Self-Assessments	Perform Plan
    benches, food cans, wands, jump ropes, towels	no new equipment	no new equipment

    Equipment List Details (equipment that may not typically be available)

    • skinfold calipers
    • cloth measuring tapes (at least 48 inches)
    • curl-up strips (available with Finessgram)
    • 48 inch wands 3/4 inch diameter--sanded ends
    • 24 inch wands sanded ends 3/8th diameter
    • plastic rulers 12 inch
    • yardsticks 36 inch or one meter
    • small cones with slots
    • rolls of multicolor gym floor tape
    
    
  •   A Better Formula for Predicting Maximal Heart Rate is Now Available

    For years the formula (220 – age years) was used as the formula for estimating or predicting maximum heart rate. More recent studies were conducted to find a better formula. Researchers found that the old formula tended to be quite accurate for middle-aged people (approximately 40 years old) but was not so accurate for people older and younger than that.

    A better formula is now available for predicting maximal heart rate and is included in the 5th edition of Fitness for Life. This formula, 208 – (.70 × age in years), was first developed in 2001. Since then other studies have been conducted. These studies produced very similar results and support the effectiveness of the formula used in the book..

    Since Fitness for Life is a high school text used by young people, not middle-aged people, it is ESPECIALLY IMPORTANT to use the more current formula, rather than the old one. The old formula tends to over-predict maximal heart rate for young people who use this book. Teachers interested in finding out more about the more recent maximal heart rate formula will want to consult the following references.

    Schnirring, L. (2001). A new formula estimates maximal heart rate. The Physician and Sportsmedicine. 29(7), 13-14.

    Tanaka, H. et al. (2001). Age-predicted maximal heart rate revisited. Journal of American College of Cardiology. 37(1), 153-156.

    Gellish, R.L. et al. (2007)*. Longitudinal modeling of the relationship between age and maximal heart rate. Medicine and Science in Sports and Exercise. 39(5), 822-829.

    *This study, published six years after the revised formula was developed, suggests a slightly different formula from the one used in the Fitness for Life book. This formula (207 – [.7 × age]) is very similar and produces similar results. The research supports the use of the formula used in the book as opposed to the formula that has been used in the past (220 – age).

  •   The Obesity Epidemic: Prevelance of Obesity in the U.S.

    Over the past several decades more and more people have become obese. The website listed below provides a slide show that illustrates the increase in obesity among adults since the late 1980s. Recent information also indicates that the incidence of overweight among school age youth has tripled in since 1980. Depending on the age group, the incidence of overweight among youth is 13 to 15%. Physical education and regular physical activity have been identified as part of the solution to the problem among youth. Teaching youth, in a Fitness for Life, class how to eat better and how to be more active is part of the solution the obesity epidemic among adults.

    Other excellent articles on the obesity epidemic, activity guidelines for youth, and a variety of other topics can be found at www.fitness.gov, click on publications and then click on PCPFS Research Digest.

    http://www.weight.com/index.asp

  •   Need More Information on Steroids?

    The Research Digest of the President's Council on Physical Fitness and Sports (March 2005) contains a complete summary of the health risks of anabolic steroid use. The abstract is included below and the complete article can be seen at the following website: http://fitness.gov/Reading_Room/Digests/digests.html

    Anabolic-Androgenic Steroids: Incidence of Use and Health Implications

    Charles E. Yesalis, MPH, ScD and Michael S. Bahrke, PhD

    Anabolic-androgenic steroids (AAS) are synthetic derivatives of the primary male hormone, testosterone. The goal of individuals who use AAS in sport and exercise is generally to increase muscle mass resulting in enhanced performance and improved appearance. AAS may also allow users to train more frequently and more intensely. Weightlifters and bodybuilders were among the first AAS users, however, systematic surveys conducted during the past three decades reveal significant levels of steroid use by adolescent school-age students, college students, and Olympic and professional athletes. Although the long-term health effects of AAS use are unknown, the best-documented effects are those on the liver, serum lipids and reproductive system. Other health concerns include effects on the psyche and behavior, dependency, coronary artery disease, cerebrovascular incidents, and prostatic changes. With more than one million young people in the United States who have used AAS at least once during their lifetime, there is need for concern.

  •   Learn More About the New USDA/DHHS Nutrition Guidelines

    Every five years the United State Department of Agriculture (USDA) releases an updated set of nutrition guidelines. The 1990 guidelines resulted in the development of the Food Guide Pyramid. The new guidelines were jointly released on January 15, 2005 by the USDA and the Department of Health and Human Services (DHHS) and will serve as the basis for a revised Food Guide Pyramid to be introduced in the future. The new guidelines focus on getting the most on from the calories that you consume, making smart food choices from all food groups, eating plenty of whole grains, vegetables and fruits, and finding a good balance between food and physical activity. The new guidelines support the recommendation of 30 minutes of moderate daily activity for general health enhancement but note that 60 minutes of moderate daily activity may be necessary for weight control. Consistent with the National Association for Sport and Physical Education guidelines published in 2004, the new USDA/DHHS guidelines recommend 60 minute of moderate to vigorous physical activity for youth. For a complete free online copy of the new guidelines log on to the website below.

    http://www.healthierus.gov/dietaryguidelines/

  •   Integrating the New MyPyramid With the Physical Activity Pyramid

    The Food Guide Pyramid from the 1990s has been revised, and is now known as MyPyramid. Physical activity has been added as an important component. Physical activity is represented as a stairway on the side of the pyramid. The steps in the stairway correspond very well with the various levels of the Physical Activity Pyramid as described in Fitness for Life. The MyPyramid is shown below with the types of activity from the Physical Activity Pyramid included. Click here to get more information on MyPyramid. Additional information on MyPyramid is available in the Student Information section (chapter 14, concept 4).

    
    
    
  •   Clarification about Stretching Times

    Q: In the Physical Activity Pyramid that appears in the book, it says static stretching exercises should be held from 15 to 60 seconds, but in the flexibility chapter it says stretches should be held for 15 to 30 seconds. Which is correct?

    A: Actually, both answers (15-30 and 15-60) are correct. When you do stretching exercises (static), receptors in the muscle cause a "stretch reflex" that resists the muscle's attempts to stretch it. After a few seconds of stretching, the "stretch reflex" starts to diminish, allowing the muscle to lengthen. Much of the effect of the "stretch reflex" is gone after 15 seconds of stretching, but it takes 60 seconds for it to fully subside. This is why stretches should be at least 15 seconds. Most of the effect of the "stretch reflex" has gone away by 30 seconds, so many feel that 15 to 30 seconds is a good recommendation because you get most of the benefits of stretching and because the stretch is half as long as a 60-second stretch.

    A 60-second stretch is better than a 30-second stretch, but some experts feel that many people will not adhere to a stretching exercise program if they have to do all stretches for 60 seconds. They reason that it is better to attempt 30-second stretches and really do them than to attempt 60-second stretches and fail to do them regularly.

    We chose to list 15 to 60 seconds in the Pyramid because it is used in places other than this text and it is a good general recommendation. We chose to use the 15- to 30-second stretch length in the table on page 70 because 30 seconds gives most of the benefits for half the time commitment. In future reprints of this book, we will update this information to say "15 to 30 seconds" throughout for consistency.

  •   ACSM Updated Physical Activity Recommendations for Adults

    American College of Sports Medicine and the American Heart Association: Updated Physical Activity Recommendations for Adults

    In 2007, the American College of Sports Medicine (ACSM) and the American Heart Association (AHA) published new recommendations for physical activity and health for adults (18-65) and for older adults (65 and older and people over 50 with health problems). The new recommendations are intended to eliminate confusion and misinterpretation associated with previous guidelines that have been issued by a variety of organizations and to clearly outline the amount of physical activity necessary for promoting good health. The new recommendations build on the adult physical activity recommendations of the Surgeon General's Report on Physical Activity (1996) published more than 10 years ago.

    The recommendations for adults are different from those for youth. Youth guidelines provide the basis for information for middle school and high school students presented in the Fitness for Life books. Guidelines for youth can be found in documents published by NASPE and CDC (see NASPE [2004] and Strong et al. [2007]). Although the adult recommendations are not explicitly used in the Fitness for Life books, it is important for teachers to be up to date on all physical activity recommendations, including those for adults.

    The new ACSM/AHA recommendations are similar to those of the surgeon general in 1996 that recommended at least 30 minutes of moderate physical activity equal in intensity to brisk walking on most, or all, days of the week. The updated recommendations were improved in the following ways:

    • Moderate activity frequency was changed to 5 days a week minimum (from all or most days of the week). The intensity of moderate activity did not change.
    • Vigorous activity was explicitly incorporated. For those healthy adults who enjoy vigorous activity, it can be substituted for moderate activity. Vigorous activity should be done at least 3 days a week, for at least 20 minutes at target zone intensity (as described in Fitness for Life).
    • Moderate and vigorous activities are both included as methods of meeting the guidelines, and the two methods can be combined to meet guidelines. For more details see Haskell et al. (2007).
    • The recommended amount of aerobic activity is in addition to light activity and short bouts of daily activity (less than 10 minutes).
    • Emphasis is placed on the fact that amounts of activity above recommended minimum levels provide additional health benefits.
    • The minimum length of bouts of activity meeting recommendations is clarified as 10 minutes in length.
    • Muscle fitness exercises are now incorporated into the guidelines.
    • For clarification, minor wording changes were made.

    References

    Haskell, W.L., I. Lee, R. Pate, K. Powell, S.N. Blair, B.A. Franklin, C.A. Macera, G.W. Heath, P.D. Thopson, and A. Bauman. (2007). Physical activity and public health: Updated recommendations for adults from the American College of Sports Medicine and the American Heart Association. Medicine and Science in Sports and Exercise 39(8): 1424-1434.

    National Association for Sport and Physical Education (NASPE). (2004). Physical activity for children: A statement of guidelines for children ages 5-12. Reston, VA: NASPE.

    Nelson, M.E., J. Rejeski, S.N. Blair, P.W. Duncan, J.O. Judge, A.C. King, C.A. Macera, and C. Castaneda-Sceppa. (2007). Physical activity and public health in older adults: Recommendation from the American College of Sports Medicine and the American Health Association. Medicine and Science in Sports and Exercise 39(8): 1435-1445.

    Strong, W.B., R.M. Malina, C.J. Blimkie, S. Daniels, R. Dishman, B. Gutin, A. Hergenroeder, A. Must, P. Nixon, and J. Pivarnik. (2007). Evidence-based physical activity for school-age youth. Journal of Pediatrics 146(6): 732-737.

    United States Department of Health and Human Services. (1996). Physical activity and health: A report of the surgeon general. Atlanta: Center for Chronic Disease Prevention.

  •   New Physical Activity Guidelines for Americans

    New Physical Activity Guidelines for Americans

    On October 7, 2008, new Physical Activity Guidelines for Americans were published by the United States Department of Health and Human Services (DHHS). These guidelines are especially significant because they are the first guidelines to cover all age groups from children through senior adults. The guidelines are based on previous guidelines developed by a variety of professional and governmental associations and groups. The new guidelines have the clout of the government and the support of important physical activity groups such as the American College of Sports Medicine (ACSM), the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD), the National Association for Sport and Physical Education (NASPE), and the American Heart Association (AHA). Currently legislation is pending in congress to require DHHS to issue updated guidelines every five years, just as the government updates nutrition guidelines every five years.

    The new Physical Activity Guidelines for Americans are based largely on previous guidelines published by ACSM, NASPE, CDC, and various committees representing professional groups. Many of the members of the current committee participated in the development of earlier guidelines. A summary of early guidelines for youth (Physical Activity for Children: Current Patterns and Guidelines) is available in the President’s Council on Physical Fitness and Sports Research Digest (June 2004). A summary of early guidelines for adults (Making Sense of Multiple Physical Activity Recommendations) is available at the same Web site (December 2002). References to the most relevant guidelines issued prior to the new DHHS guidelines, as well as DHHS documents related to the new guidelines, are included in the references list at the end of this document.

    In 2007, ACSM and AHA published new guidelines for young adults (Haskell et al., 2007) and older adults (Nelson et al., 2007). The new physical activity guidelines from DHHS are very similar to the ACSM/AHA guidelines, but there are some differences. It is recommended that you read both documents and visit both the DHHS Web site for the new activity guidelines and the ACSM Web site.

    Highlights of the new guidelines are summarized below.

    Physical Activity Guidelines for Americans—Summary. Department of Health and Human Services (www.health.gov/PAGuidelines/)
    

    Age group	Moderate activity	Vigorous activity	Muscle fitness
    Youth 6-17	Daily requirement. 1 hour or more a day. Either moderate or vigorous activity or a combination of the two.	Youth should perform vigorous activity on at least three days per week as part of meeting the guideline in the moderate activity box.	Youth should perform muscle and bone strengthening activity on at least three days per week.
    Adults 18-64	Weekly requirement. A minimum of 2 hours and 30 minutes of moderate activitya. Length of Activity Bouts Exercise sessions should be at least 10 minutes in length and should be spread throughout the week. Activity for Added Health Benefits Additional health benefits can be achieved by performing up to 5 hours per week (300 minutes) of moderate activity.	Weekly requirement. One hour and 15 minutes of vigorous activityb may be substituted for the 2 hours and 30 minutes of moderate activity or combined with moderate activity. Length of Activity Bouts Exercise sessions should be at least 10 minutes in length and should be spread throughout the week. Activity for Added Health Benefits Additional health benefits can be achieved by performing up to 2 hours and 30 minutes of vigorous activity per week.	Adults should perform muscle-strengthening activities for all of the major muscle groups on two or more days of the weekc.
    Older adults	Follow adult guidelines. If this is not possible due to health status, perform as much as ability allows. Perform exercises to improve balance if at risk of falling.	Follow adult guidelines. If this is not possible due to health status, perform as much as ability allows.	Follow adult guidelines. If this is not possible due to health status, perform as much as ability allows.
    Adults with disabilities	Follow adult guidelines. If this is not possible due to health status, perform as much as ability allows. Avoid inactivity.	Follow adult guidelines. If this is not possible due to health status, perform as much as ability allows.	Follow adult guidelines. If this is not possible due to health status, perform as much as ability allows.
    Children and adolescents with disabilities	Follow youth guidelines. If this is not possible due to health status, perform as much as ability allows. Work with health care provider to identify types and amounts based on individual needs.	Follow youth guidelines. If this is not possible due to health status, perform as much as ability allows. Work with health care provider to identify types and amounts based on individual needs.	Follow youth guidelines. If this is not possible due to health status, perform as much as ability allows. Work with health care provider to identify types and amounts based on individual needs.
    Pregnant and postpartum women	2 hours and 30 minutes per week (spread throughout the week) for those not currently vigorously active. Consult with health care provider throughout pregnancy and postpartum period.	Women who are currently doing vigorous activity can continue this activity provided condition remains unchanged. Consult with health care provider throughout pregnancy and postpartum period.	No specific recommendation.

    ^a Note: The ACSM/AHA recommends moderate activity for 30 minutes on at least five days per week.
    ^b Note: The ACSM/AHA recommends vigorous activity for 20 minutes on at least three days per week.
    ^c Note: The ACSM/AHA recommends 8-12 repetitions of 10 muscle strength training exercises (for major muscle groups) on at least 2 days per week.

    References

    DHHS. 2008 Physical Activity Guidelines Advisory Committee report. Available free of charge at DHHS Web site.

    DHHS. 2008 Physical Activity Guidelines for Americans. Available free of charge at DHHS Web site.

    DHHS. 2008 Physical Activity Guidelines for Americans toolkit. Available free of charge at DHHS Web site.

    DHHS. At-a-glance: A fact sheet for professionals. Available free of charge at DHHS Web site.

    DHHS. Be active your way: A guide for adults. Available free of charge at DHHS Web site.

    Haskell, W.L., I. Lee, R.R. Pate, K.E. Powell, S.N. Blair, B.A. Franklin, C.A. Macera, G.W. Heath, P.D. Thompson, and A. Bauman. (2007). Physical activity and public health: Updated recommendations for adults from the American College of Sports Medicine. Medicine and Science in Sports and Exercise 39(8): 1424-1434.

    National Association for Sport and Physical Education. (2004). Physical activity guidelines for children: A statement of guidelines ages 5-12. 2nd ed. Reston, VA: NASPE.

    Nelson, M.E., W.J. Rejeski, S.N. Blair, P.W. Duncan, J.O. Judge, A.C. King, C.A. Macera, and C. Castaneda-Sceppa. (2007). Physical activity and public health in older adults: Recommendation from the American College of Sports Medicine and the American Health Association. Medicine and Science in Sports and Exercise and Sport 39(8): 1435-1445.

    Strong, W.B., R.M. Malina, C. Blimkie, S. Daniels, R. Dishman, B. Gutin, A. Hergenroeder, A. Must, P. Nixon, J. Pivarnik, T. Rowland, S. Trost, and F. Trudeau. (2005). Evidence based physical activity for school-age youth. Journal of Pediatrics 146: 732-737.

    Web Sites

    ACSM Guidelines

    DHHS Guidelines