PE & Health with Mrs. Raybould

4th QTR. Final health study guide

2008-05-27T11:39:00.001-07:00

Nutrition
Overweight
Obesity
Nutrient
Dehydration
Eating Disorder
SST (student support team) what do they offer here at school?
Stress/ what is it/ what causes it/ how to handle stress
Calorie
Purge
Addiction
Anorexia
Bulimia
Binge eating
Mental Disorder
Communication- verbal and nonverbal / mixed messages
Active listening steps
HIV
AIDS
STD
6 classes of nutrients

2 Causes of mental disorders can be:
Warning signs of Suicide
CLUES- Five action steps to help a troubled person
C
L
U
E
S

3 categories that affect your energy output
Clinical Depression
General Anxiety Disorder
Obsessive-Compulsive Disorder
Seasonal Affective Disorder
Bipolar Disorder
Schizophrenia
New Food Pyramid and what does it look like?

Process of addictions (the continuum) No use, Abuse,_________ , ________, __________
What are some of the struggles that people deal with suffering from an addiction and how could you help a friend with an addiction? (May want to think back to the video we watched in class)

List some good communication/listening skills you could use when talking to your friend (use the list from the PowerPoint in class)

What does the bible say about sex?

What was Lee Patkos’s Presentation from the Lansdale Pregnancy Resource Clinic about? What did you learn?

Calculating Energy Needs: Example: What are Sally’s total calories that are needed each day using the following information below?
-12 years old
- Weight110 lbs
- Height 5’4”
- is on the basketball team

Junior/Senior Elective Tennis

2008-05-27T08:15:00.000-07:00

History/Etiquette/Rules/Scoring

Brief History:
The present game of tennis originates from two major sources:
1. A Handball game in France (mid-fourteenth century from indoor to an outdoor type of game)
-Outdoor version moved to England where a crude racquet was first introduced (1550)
-Mainly played among the wealthy
2. A game called “Racquets” in England
-Began in the slums of England and moved to private sport clubs
-similar game to that of today’s squash

In the 1860’s changes progressed and the game became “lawn tennis” on grass surface
-In 1863, W.E. Wingfield used old and new ideas to develop the game which he called “Sphairistike” and it was an immediate success. Changed name to “lawn tennis” in 1864.

Old & New Ideas:
Old -concept came from lawn tennis
-net from badminton
-scoring from “racquets”
-ball came from “fives” a game similar to “racquets”
New -an hour glass shaped court
-published pamphlet of rules and necessary equipment

1874: Tennis was first introduced in North America

1875-1877: The rectangular court was adopted along with other minor rule changes. In 1877 the first lawn tennis championships were held at Wimbledon.

Etiquette:
Call opponents shots (in or out). If you have a question on a call an opponent made, say, “are you sure?” If this happens a few times, feel free to call a line judge over.

If ball is out, don’t hit it and then call it out….call it out as soon as you see it bounce out of bounds—it’s best not to touch it with your racket. (same goes for serves). Only call a ball out if you see a space between the ball and the line.

Loud conversation or distracting behavior at court side during play is not permitted. Be quiet when at a tennis match—you can encourage people, but it’s not a place to be screaming for people.

Don’t walk behind someone who is playing—wait until the point is finished to cross behind someone and let them know you are there.

Shake hands with opponents and officials after a game/match.
Wait until there is a break in the action before running onto another’s court to retrieve a ball
Promptly return a ball that has rolled onto your court
Avoid criticism of opponents and officials

Common Tennis Terms
Ace: A legal serve that the receiver is unable to touch
Backswing: The wind up of a stroke before the racquet and ball make contact
Backspin: The downward motion of the racquet as it is applied to the ball
Crosscourt: A stroke hit to the opposite side of the center line from where it is played.
Drive: A shot hit with a full stroke after the bounce. (forehand or backhand)
Follow-through: The motion of the arm and racquet after the ball has been contacted
Let: A ball that touches the net on a serve but lands in the proper service area. The serve is taken over. A let also occurs when outside interference requires the replaying of a point
Lob: Any ball that is lofted high into the air, usually over the opponent’s head into the deep court Topspin: The forward rotation of the ball after it has been contacted by the racquet
“In”: Hitting the line = in
All: A tie score
Ad-out: When the receiver gets the point after deuce
Ad-in: When the serves gets the point after deuce
Stroke: The manner in which a player hits the ball
Deuce: A tie score at 40-40
Doubles: A match between 4 players
Singles: A match between 2 players

Rules:
Start of Game: Spin your racket—choose a “heads” side and a “tails” side (look at the end of your racket handle.

Winner of the racket spin can choose one of the following: which side s/he wants to receive the serve on or if s/he wants to serve first.

The server begins serving from the right side of the center mark and serves to the right box of the receiver. The server switches which side of the center mark they serve from with each point.
For each serve, the server has 2 attempts to make a successful serve in the correct box. If the ball does not go into the correct box, it is called a fault. If the ball hits the net on the way over and bounces in the correct service box, it is called a “let” and does not count as one of the attempts. However, the serve is taken over.
The receiver can stand anywhere on the opposite court, but must let the ball bounce one time before hitting it.
A ball that is hit in-bounds or on a boundary line (any part of the ball hits the line) is considered to be “in” and should be played.
On a serve—your feet may not cross over the baseline until after your racket has contacted the ball. The result would be a foot fault and that would count as 1 of your 2 serves.
Hitting the line = “in”

How do you win points? You can win points if your opponent:

fails in both attempts to serve the ball into the proper court
hits the ball outside the proper boundary lines
hits the ball into the net
lets the ball bounce twice before returning it
reaches over the net to hit a ball before it has bounced
throws the racket and hits the ball
touches the net with the body or racket while the ball is in play
deliberately carries or catches the ball on the racket strings
does anything to hinder the opponent in making a shot
touches the ball with anything other than the racket during a point (clothing, body)
touches or catches the ball during a point, even if standing outside the court

Scoring
Four Points in a Game: 15, 30, 40, Game. At 40-40 (or deuce), the next point is called add-in, if the server wins the point. Add-out, if the receiver wins the point.
The next point won after someone’s “add” would either be “game” or “deuce”. Deuce, add-in, deuce, add-out can go on indefinitely until someone wins by a margin of two or more points.

What?? Still don’t understand the scoring? See below:
The server’s score is always given first. The points are: love (0), 15 (the first point won by either player), 30 (the second point), 40 (the third point), and game (the fourth point). If the players are tied at 3 or more points in a game, the score is deuce. When the server goes ahead by 1 point after the score is deuce, the score is ad in, or advantage server; if the receiver is ahead, it’s ad out. A player must win by 2 consecutive points after the score was deuce in order to win that game. If not, the score goes back to deuce.

A match is best of 3 sets. To win a set, a player has to win 6 games, winning by 2 games. The score for one set may look like this: 6-0, 6-1, 6-2, 6-3, 6-4, 7-5, 8-6.

When the set score reaches 6-6, a tie-break game is played. It’s called the “12 point Tiebreaker.” The first player or team that wins 7 points and is ahead by at least 2 points wins the game and that set. The score is called out as 1, 2, 3, 4 etc, throughout the game. A final tie-break score might be 7-0, 7-1, 7-2, 7-3, 7-4, 7-5, 8-6, 9-7 or so on.
The singles player whose turn it is to serve, serves the first point from the right court. The opponent is the server for the second and third points, serving the second point from the left court and the third point from the right court—players alternate which side they serve from. After that, the players serve alternately for 2 consecutive points until the winner of the game and set has been decided.

Spring Health Class: Journals 1-5

2008-05-06T08:09:00.000-07:00

1. Nutrition: Why do you eat healthy? Or why don’t you eat healthy?
Why do you think nutrition is an important issue for teens?

2. Multiple Intelligences: What did you learn about yourself? How are you going to use that information? What careers do you think fit with your combinations of intelligences? (use this website to help answer these questions.... http://literacyworks.org/mi/assessment/findyourstrengths.html )

3. Eating Disorders: Why do you think people get eating disorders?
Do some people get eating disorders more easily then others?
Are eating disorders seen in today’s society? Why or why not?
Are eating disorders seen at Dock? Why or Why not?

4. Reflect on a time in you own life when you felt sad or down. Analyze the changes in feelings, thoughts, and actions that you experienced. How did you overcome that experience or how are you overcoming that experience?

5. Why do you feel some people turn to suicide as an aswer?
What ways could you help in preventing this?

Study Guide for Health Test A

2008-04-22T08:02:00.000-07:00

Study Guide for Health Test A

Multiple Intelligences
Describe the multiple intelligence that you have the highest score in.
Nutrition
Nutrient
Calorie
Six classes of Nutrients
Complete proteins
Incomplete proteins
Simple carbohydrates
Complex carbohydrates
Saturated fat
Unsaturated fat
Fat-soluble vitamins
Water-soluble vitamins
Macro and trace minerals
Water
Dehydration
Diuretics
New food guide pyramid. Why has exercise been added to the new food guide pyramid?
Draw the new food guide pyramid.
Calcium helps reduce risk of…
Food labels, what’s so important about them?
Label Lingo sheet… high, good source of, calorie –free, low-calorie, fat free, Low fat, less fat
What are some of the Principles of Weight Management?
Underweight
Obesity
Overweight
6 types of diets to stay away from!
What 3 categories affect your energy output?

BMR what is it… what does it stand for… and what can affect your BMR…. Let’s get you started… (Body size and_________, sex, age, ______________, _______________, _____________)

Eating Disorder
Binge
Purge
Addiction
List Anorexia Nervosa health consequences
List Bulimia health consequences
Binge Eating Disorder what is it?
Malnutrition

Be able to reflect about what your group discussed when you saw the Movie: NOVA Online Dying to be Thin.

What did you learn from the Frontline movie, Diet Wars?

KNOW THIS!! It will be on the test but with different numbers!! Please figure out the caloric needs in a typical 24hr day for a person with a surface area of 1.8 and a 35.1 calorie per square meter per hour need. Their activity level is Moderate or 40%. To get you started…. 1.8 x 35.1= calories/hour. Don’t forget you need to take into account their BMR, activity level, and digestion needs.

Tennis Scoring Assignment

2008-04-22T07:27:00.000-07:00

Tennis Class Scoring—Assignment
Name: _____________________

Four Points in a Game: 15, 30, 40, Game. At 40-40 (or deuce), the next point is called add-in, if the server wins the point. Add-out, if the receiver wins the point.
The next point won after someone’s “add” would either be “game” or “deuce” again. Deuce, add-in, deuce, add-out can go on indefinitely until someone wins by a margin of two or more points.

Match between Matt and Jon and Matt starts out serving. Write in the score for each of the points listed below for each game during the first set.

Game #1
Matt Jon
_____ _____ -The call at the beginning of the game
_____ _____ -Matt wins the first point
_____ _____ -Matt wins the point.
_____ _____ -Jon wins the point.
_____ _____ -Jon wins the point.
_____ _____ -Matt wins the point
_____ _____ -Jon wins the point.
_____ _____ -Matt wins the point
_____ _____ -Matt wins the point

Game #2
Matt Jon

_____ _____ -The call at the beginning of the game
_____ _____ -Jon wins the first point
_____ _____ -Jon wins the point.
_____ _____ -Matt wins the point.
_____ _____ -Matt wins the point.
_____ _____ -Jon wins the point
_____ _____ -Matt wins the point.
_____ _____ -Jon wins the point
_____ _____ -Jon wins the point

Game #3
Matt Jon
_____ _____ -The call at the beginning of the game
_____ _____ -Jon wins the first point
_____ _____ -Jon wins the point.
_____ _____ -Matt wins the point.
_____ _____ -Matt wins the point.
_____ _____ -Jon wins the point
_____ _____ -Matt wins the point.
_____ _____ -Matt wins the point.
_____ _____ -Jon wins the point.
_____ _____ -Matt wins the point.
_____ _____ -Jon wins the point
_____ _____ -Jon wins the point.
_____ _____ -Jon wins the point

Game #4
Matt Jon
_____ _____ -The call at the beginning of the game
_____ _____ -Jon wins the first point
_____ _____ -Jon wins the point.
_____ _____ -Jon wins the point.
_____ _____ -Jon wins the point.

Game #5
Matt Jon
_____ _____ -The call at the beginning of the game
_____ _____ -Matt wins the first point
_____ _____ -Matt wins the point.
_____ _____ -Matt wins the point.
_____ _____ -Jon wins the point.
_____ _____ -Matt wins the point

Game #6
Matt Jon
_____ _____ -The call at the beginning of the game
_____ _____ -Jon wins the first point
_____ _____ -Jon wins the point.
_____ _____ -Jon wins the point.
_____ _____ -Jon wins the point.

Game #7
Matt Jon
_____ _____ -The call at the beginning of the game
_____ _____ -Jon wins the first point
_____ _____ -Jon wins the point.
_____ _____ -Matt wins the point.
_____ _____ -Jon wins the point.
_____ _____ -Jon wins the point.

Game #8 Jon wins

*Who won the 1st set? ______________ (use the scores from the games above to answer this question)

*If Matt won the 2nd set and Jon won the 3rd set who won the match? ____________________

*On a serve, the receiver needs to let the ball land in the correct service box before they may hit it. True or False

*On a serve- your feet may not cross over the baseline until after your racket has contacted the ball. The result would be a foot fault and that would count as 1 of your 2 serves. True or False

*When starting a game you serve from the right side of the court first. True or False

First Aid review game 1 answer and questions

2008-03-13T11:56:00.000-07:00

When should you call 911 or the local emergency number?
The person has a cough and runny nose
The person has trouble breathing
The person has a stomachache that goes away
The person has an earache
B- the person has trouble breathing

By following standard precautions to protect yourself and the person, you can---
Minimize the risk of disease transmission
Reduce the number of times you need to wear gloves
Increase the risk of disease transmission
None of the above
A- Minimize the risk of disease transmission

List 3 signals that may help you notice an emergency
Noises, odors, appearances or behaviors

You see a student collapse in front of you while entering the school building. You check the scene and then check the victim for consciousness, but she does not respond. What should you do next?
Call or have someone else call EMS.

You have determined that a person may be in shock. Do each of the following except-
Keep the person comfortable
Monitor the person’s ABCs
Raise the person’s legs 12 inches
Give the person cool water to help calm them down
D - Give the person cool water to help calm them down

Always check for signs of life for no
more then______ seconds.
10 seconds

Early CPR is an important link in the Cardiac Chain of Survival because—
a. It helps circulate blood that contains oxygen to the vital organs until an AED is ready to use or advanced medical personnel arrive
b. CPR prevents heart attacks
c. With early CPR, most cardiac arrest victims do not need defibrillation
d. It helps restart the heart
A It helps circulate blood that contains oxygen to the vital organs until an AED is ready to use or

About how many cycles of CPR should you perform for an adult in 2 minutes?
5 cycles

When giving a rescue breath to an adult, you should give the breath over a period of about ____ second(s).
1 second

About how often should you stop and check for signs of life when performing CPR on an adult?
After the first minute, then every other minute thereafter
CPR should not be interrupted or stopped until an AED is ready to use, another trained responder takes over or you see an obvious sign of life
After every minute (or after every 4 cycles of compressions and breaths)
After the first minute, then not again until EMS personnel arrive
B ------ CPR should not be interrupted or stopped until an AED is ready to use, another trained responder takes over or you see an obvious sign of life

You notice that a child looks panicked and cannot cough, speak, or breath. What life-threatening condition could the child be experiencing?
Choking

The cycle of compressions and breaths in CPR for a child is???
30 compressions for every 2 breaths

When giving rescue breaths to a child, you should give 1 breath about every ___ seconds.
3 seconds

About how often should you stop and check for signs of life when performing rescue breathing on a child?
About every 2 minutes (or 40 breaths)

When giving care to a child who is conscious and has an obstructed airway, where should you positions your fist to give abdominal thrusts?
On the rib cage
In the center of the breastbone
Just above the navel
Any of the above
C – Just above the navel

The cycle of compressions and breaths in CPR for an infant is -
30 compressions for every 2 breaths

When giving rescue breaths to an infant, you should give 1 breath about every ____ seconds.
3 seconds

About how often should you stop and check for breathing and a pulse when performing rescue breathing on an infant?
About every 2 minutes
Where should you position a conscious choking infant’s head?
In the head-tilt/chin-lift position
With the infants head lower than his or her chest
Flat and face-down on you leg or a table
In a sitting position with the infants head higher than his or her chest
B - With the infants head lower than his or her chest

Where should you place your hands when compressing an infant’s chest during CPR?
One hand on the chin and one hand on the chest
One hand on the forehead and one hand on the chest
One hand on the chin and 2 or 3 fingers on the center of the chest
One hand on the infant’s forehead and 2 or 3 fingers on the center of the chest.
D - One hand on the infant’s forehead and 2 or 3 fingers on the center of the chest.

When preparing an AED for use, what is the first thing you should do?
Turn on the AED

Which of the following statements about defibrillation is true?
It is more likely to be successful if CPR is withheld
It can be used to restart a heart without any electrical activity
It is an electric shock that may help the heart to resume an effective rhythm to a person in sudden cardiac arrest
It is commonly used on a person complaining of chest pain
C - It is an electric shock that may help the heart to resume an effective rhythm to a person in sudden cardiac arrest

The AED pads for an adult should be place on (following directions on the pads)…
The upper left and the lower right side of the chest
The upper right and the upper left side of the chest
The chest and stomach of the person’s torso
The upper right and the lower left side of the chest
D - The upper right and the lower left side of the chest

Early defibrillation can –
Result in more effective CPR
Eliminate the need for advanced medical care
Help to recognize when a person is not breathing
Save the lives of more people in cardiac arrest
D - Save the lives of more people in cardiac arrest

Each minute that defibrillation is delayed reduces the chance of survival of a sudden cardiac arrest victim by about –
3%
10%
50%
40%
B - 10%

First Aid Review Game Answers and Questions

2008-03-12T10:06:00.001-07:00

The leading cause of unintentional injury deaths is?
Motor Vehicles.

To communicate with a child, get as close to ______ level as you can.
Eye.

List at least 3 factors that affect a person’s risk of being injured.
Age, gender, geographic location, economic status and alcohol use and abuse.

• Know your risk
• Take measures that make a difference
• Think safety
• Learn and use first aid skills
By following these steps you can do what?
Reduce your risk of injury.

What is the second leading cause of unintentional injury deaths?
Poisoning.

An injury to the soft tissue is commonly called?
A wound.

The simplest closed wound develops when the body is bumped or hit. What is this closed wound called?
Bruise.

What is the first step in caring for a bleeding wound?
Apply direct pressure with a sterile or clean dressing.

What degree of burn is this...Partial thickness.
Second-degree burn.

This is an injury in which a portion of the skin and sometimes other soft tissue is partially or completely torn away. What type of open wound is this?
Avulsion.

What basic type of injury is a complete break, a chip or a crack in the bone.
Fracture.

This is a movement of a bone at a joint away from its normal position.
Dislocation.

This is the tearing of ligaments at a joint.
Sprain.

The general care for injuries to muscles, bones and joints includes following RICE. What does RICE stand for?
Rest
Immobilize
Cold
Elevate.

True or False.
An anatomic splint uses a part of the body as the splint.
True.

When someone suddenly loses consciousness and then reawakens, her or she may have?
Fainted.

When someone becomes ill because they have too much or too little sugar in their blood they may have?
Diabetes.

This is also called a “brain attack.”
Stroke.

For a stroke, think FAST! What does FAST stand for?
Face
Arm
Speech
Time

If the person is known to have occasional seizures, you do not have to call 911. He/she will usually recover for a seizure in a few minutes. However, call 911 if… (You need to list at least 5)
• The seizure lasts longer then 5 minutes
• The person has multiple seizures
• The person appears to be injured
• The person is pregnant
• The person is a diabetic
• The seizure follows a quick rise in the person’s temperature
• The person fails to regain consciousness.

If you did not call 911you would call this place if you suspect a poisoning.
Poison control center.

True or False.
If someone has frostbite on there feet you should massage his/her feet until warm water is ready to soak their feet in.
False.
What is the progression that heat-related emergencies can follow from early stage (least severe) to late stage (most severe)?
Heat Cramps
Heat Exhaustion
Heat Stroke

A poison can enter the body though 4 ways. List the 4 ways.
Swallowing
Inhalation
Absorption
Injection

If someone is stung by an insect, remove the stinger. How do you remove the stinger?
Scrap it away from the skin with a fingernail or a plastic card.
If you use tweezers, grasp the stinger, not the venom sac.

Make-up Assignment 4

2008-01-23T09:58:00.000-08:00

Assignment 4: Physical Education Article Review

NAME: _______________________________
TEACHER: ____________________________
PERIOD: _________

Article reviews may be based on articles found in the newspaper, magazines, or on-line. Articles should encompass the theme of fitness, wellness, skill development, strategy, nutrition, conditioning, or sport. Completed work must be handed in WITH A COPY OF THE ORIGINAL ARTICLE, or it will not be accepted.

DIRECTIONS: Read the assigned article and write out a Bibliography. After thoroughly reading the article, complete the graphic organizer that is included in this packet. The graphic organizer should include the 3 main ideas of the article along with evidence that supports these main ideas. Once you have completed the graphic organizer you should include a summary of the article. The summary should include information about the main ideas as well as how you could relate the information to your own life. Your work will be graded using the rubric provided below.

Title Of the Article:_________________________________________

Article Summary: (Should be at least one page in length)

Bibliography:

Graphic Organizer: Constructing Support

The graphic organizer should include the 3 main ideas of the article along with evidence that supports these main ideas.

Main Idea 1:

Support 1.

Support 2.

Main Idea 2:

Support 1.

Support 2.

Main Idea 3:

Support 1.

Support 2.

Make-up Assignment 3

2008-01-23T09:57:00.000-08:00

Assignment 3: Booklet
Research the current activity that you are doing in class. You will be creating a booklet for that activity.

Intro: "Many parents enroll their children at neighborhood recreation centers because they cannot afford to stay home and entertain them during the summer vacation. Because the enrollment level is typically high at these centers, there is a need for high school students, who are looking for summer jobs, to assist and help teach the children certain sports skills, specifically tennis. The supervisor in charge of the neighborhood recreation centers is looking for some booklets describing the basic skills for the activity. The supervisor feels that the content provided in these booklets could help high school students teach the sport to children at each of the neighborhood recreation centers."

Task: You will develop a booklet of basic skills that other high school students could use to teach children the basic skills of that sport. The booklet must include the following information but not limited to:

a. Design a cover for your booklet
b. Table of contents
c. Goes over at least 5 different skills and explains how to perform each specific skill
d. Rules for that specific sport

Make-up Assignment 2

2008-01-23T09:56:00.000-08:00

Assignment 2: Poster
Research the current activity that you are doing in class. You will be creating a poster of that activity. The research must include the following information but not limited to:
a. A picture of the activity
b. How has the game changed? (Equipment, competition, women’s participation in the game, etc.)?
c. What are some of the strategies used? (at least 2)
Please be sure to include the following information on the back of your poster: Due date, class period, your name, and teacher’s name.

Make-up Assignment 1

2008-01-23T09:53:00.000-08:00

Assignment 1: Poster
Research the current activity that you are doing in class. You will be creating a poster of that activity. The research must include the following information but not limited to:
How did the game originate?
What does the playing field/court look like?
What equipment is used?
Please be sure to include the following information on the back of your poster: Due date, class period, your name, and teacher’s name.

Health Extra Credit

2008-01-14T11:52:00.000-08:00

Extra Credit: 2005 Dietary Guidelines Worksheet
Name: ___________________________ Date: __________________

Part I: Explore the website: http://www.health.gov/dietaryguidelines/default.htm
Navigate through the site in order to answer the following questions.

1. Who publishes the Dietary Guidelines? How frequently are they updated?

2. What was the purpose of the 2005 Dietary Guidelines?

From Finding Your Way to a Healthier You: Based on the Dietary Guidelines for Americans, answer the following questions:
3. List the three topics highlighted in the booklet.

4. “Healthful habits” reduces your risk of many chronic diseases such as:

5. What advice is given for people who enjoy going out to eat or eat on the run?

6. Why is regular physical activity important?

7. What is the recommended frequency and time for children and teens to be physically active per week?

8. “Consider this . . . . .” How can you lose weight?

9. What determines how many calories you need a day?

10. Explain why Food Labels indicate 2,000 calories are needed per day.

11. “Nutrition: To Know the Facts. . . . . Read the Label” List and describe the FIVE suggestions for reading food labels.

12. “Play it Safe with Food” The first thing you should do before handling foods is
__________________________. In addition, you should ________________ the food preparation surfaces.

13. What foods should you wash? What foods should you NOT wash?

14. Why is it important to cook meats to a safe internal temperature?

15. What are the safe temperatures for:
Chicken breast
Pork Chops
Steaks – medium rare

16. Alcoholic beverages have a lot of_______________ and are_________ in nutritional value.

17. What is the contact information to order the complete 80-page Dietary Guidelines for Americans, 2005?

Go to the section, Frequently Asked Questions (FAQ).
In your OWN WORDS, provide the answers for the following questions:
19. What are the Dietary Guidelines?

20. What is the relationship between the Dietary Guidelines and the USDA’s Food Guidance System (Food Pyramid)?

Part II: Directions: Explore the five listed websites. Answer the following questions for ONE of the websites:
www.kidnetic.com
www.verbnow.com
www.kidshealth.org
www.getkidsinaction.com
www.dole5aday.com
Name of the website and web address: _________________________________________
_________________________________________
1. What information does the site provide?

2. Are there recipes OR workouts for kids? If so describe the recipe OR workout.

3. Does the website have a game? If so, play the game. What was the purpose of the game? What nutritional or fitness information did you learn?

4. Would you recommend this site to a friend? Why or why not? Explain your answer.

Final Test Study Guide

2008-01-07T13:04:00.000-08:00

Nutrition
Calorie
Nutrient
Dehydration
Overweight
Obesity
Eating Disorder
SST (student support team) what do they offer here at school?
Stress/ what is it/ what causes it/ how to handle stress
Purge
Addiction
Anorexia
Bulimia
Binge eating
Mental Disorder
Communication- verbal and nonverbal / mixed messages
Active listening steps
HIV
AIDS
STD
6 classes of nutrients
2 Causes of mental disorders can be:
Warning signs of Suicide
CLUES- Five action steps to help a troubled person
C
L
U
E
S

3 categories that affect your energy output
Clinical Depression
General Anxiety Disorder
Dissociative Disorder
Borderline Personality Disorder
Bipolar Disorder
Schizophrenia
New Food Pyramid and what does it look like?

Warning signs of an Addiction

Where can you send a friend to get help from an Addiction?

List some good communication/listening skills you could use when talking to your friend (use the list from the PowerPoint in class)

What does the bible say about sex?

What was Lee Patkos’s Presentation from the Lansdale Pregnancy Resource Clinic about? What did you learn?

What did Dr. Scott from the Lansdale Pregnancy Resource Clinic discuss when he came to class? What did you learn?

Calculating Energy Needs: Example: What are Sally’s total calories that are needed each day using the following information below?
-12 years old
- Weight110 lbs
- Height 5’4”
- is on the basketball team

Communication is the Key

2007-12-17T05:51:00.000-08:00

Due: __________________
11 points

Now you have the opportunity to practice what we learned in class! You will need one of your parents/guardians to participate with you for this. The purpose of this exercise is to help you work through something you disagree on, or at least to gain a better understanding for the other person’s feelings. Find something that you and your parents/guardians don’t see eye to eye on. Or it could be something that just drives you little nuts about them and them about you. Practice using “I messages” and NOT “You messages.” Be sure to use your active listening skills!

Reminder: Active Listening
1.Ask for more info on how they feel
2.Repeat what you heard them say in your own words
3.Summarize the main ideas and ask the person “is that what I hear you saying?”
4.Acknowledge and show appreciation for the speaker’s feelings

Please answer the following questions yourself AND have your parent/guardian respond to the same questions and sign below. You will be writing down your own answers and your parents answers to the questions!!!!(You may use the back of this paper to answer the questions) (11 points)

1.Was it difficult to understand how the other person feels?
2.Were you able to process the other person’s feelings and put them into your own words so that they were still accurate?
3.Did it take you several times or just once to fully understand where the other person was coming from?
4.Were you able to validate the other person’s feelings?
5. Will you be able to use this model of communication/active listening again?

Parent/Guardian Signature _______________________________

Health Journals 1-7

2007-12-14T07:20:00.000-08:00

1. Nutrition: Why do you eat healthy? Or why don’t you eat healthy?
Why do you think nutrition is an important issue for teens?

2. Multiple Intelligences: Discuss your top 3 strengths and the 2 lower ones.
How did this activity help you and what did you learn?

3. Eating Disorders: Why do you think people get eating disorders?
Do some people get eating disorders more easily then others?
Are eating disorders seen in today’s society? Why or why not?
Are eating disorders seen at Dock? Why or Why not?

4. Mental Illness: What is mental illness?
Do you believe there is a stigma surrounding mental illness? Why or why not? What experiences have you had that support your answer?
How do you honestly regard a mental illness? Is it the same as a physical illness? How do you treat people or think about persons with mental illness?
Why do you think some people never seek treatment for a mental illness?

5. Suicide: Why do you feel some people turn to suicide as an answer?
Why doesn’t it solve the problem?
What ways could you help in preventing this?

6. Addictions: When is it an addiction and when is it a bad habit?

7. Communication: Was this activity hard or easy? Why?
How important is nonverbal communication?
How important is verbal communication?

Mental Health Websites

2007-11-28T05:38:00.000-08:00

http://www.nlm.nih.gov/medlineplus/mentalhealth.html

http://www.mayoclinic.com/health/mental-health/MH99999

http://www.nimh.nih.gov/health/topics/index.shtml

http://www.nami.org/Template.cfm?Section=By_Illness

http://www.mentalhealthamerica.net/index.cfm

Health Project: Idea Diagram

2007-11-20T06:09:00.001-08:00

Check out this website for the worksheet:

comming soon..............

Health Project: Info and Due Dates

2007-11-20T05:56:00.000-08:00

Hello class! You are responsible to choose a topic and then present your topic creatively and thoroughly. (Use your multiple intelligence to present your topic!) You will be researching about the topic you choose. This project is for you to research current issues and questions that you may have in health and then to present your findings to the class.

Here are some suggestions that you can ask about your topic to get you started—
* Who will this most likely effect?
* What are the issues surrounding this topic? What is it? What causes people to use these/this? What are the effects of this? What do you think about this issue?
* Where is this issue occurring? Only in the US? North America? World?
* When did this issue arise? Past month? Last year?
* Why is this topic an issue today?
* How would you deal with this issue? How would you solve this issue?

You are required to prepare a 4-7 minute presentation for your classmates. You need to have some sort of outline, poster, or a PowerPoint presentation for your classmates to follow along with. Presentations will begin on Current Issues in Health Project

You will be graded on 5 main parts…..
1. Choosing your own topic to research.
2. Handing in a works cited page with at least three sources. (They cannot be all internet sources.)
3. Filling out an Idea Diagram for your project.
4. (At least) one page typed paper of your presentation— Be sure to check grammar and spelling!
5. Your presentation—was it of appropriate length? Did you have a capturing introduction? Was there ample content? Did you have an outline, poster or PowerPoint presentation for a visual?

Due Dates:
Tuesday, Nov 27th in class Project Topic Due 5 points

Friday, Dec 7th in class Works Cited page Due 15 points

Friday, Dec 14th in class Idea Diagram Due 20points

Friday, Dec 21st in class Typed Paper Due 30 points

Starting Tuesday, January 8th in class Presentations 30points

Health Project Total Points: 100

Health Project: Paper

2007-11-20T05:55:00.000-08:00

You are to write at least a 1 page typed paper about your topic for your presentation—Be sure to check grammar and spelling!

Health Project: Topics

2007-11-20T05:52:00.000-08:00

DUE _______________________ as you come into class:
Health Project Topics

You will have the choice of one of these topics for you project. You may take this home and decided what topic you would like to work on for your project. Please list the top 4 topics that you would like to research, starting with number 1 as being your first topic of choice and number 4 as being your last choice. It is on a first come first serve basis. Your choices need to be handed in by the start of class (no earlier and no later). Handing in this paper, counts as points towards your total project points! Be sure it’s in!

Tanning Beds
Tattoos
Bed Bugs
Body Piercing
Diabetes
Fad Diets (Atkins/south beach/etc.)
Fast Food
Athletes using Steroids
West Nile Virus
Cutting
Sexual Abuse
HPV Vaccine
Laser Eye Surgery
Food borne Illness
Bird Flu (Avian Flu)
Stem Cell Research (Embryonic)
Stem Cell Research (Adult)
Euthanasia & Assisted
Genetic Engineering (cloning)
Legalization of Marijuana
Osteoporosis
Secondhand Smoke
Environmental health
Plastic Surgery
Date Rape
Acne
Caffeine
Mononucleosis(Mono)
Asthma
Lyme Disease
Sleep Disorders
Knee injuries
MRSA

(You may come up with your own topic idea but it needs to be passed by Mrs. Rayboud)

Topic 1_______________________

Topic 2_______________________

Topic 3_______________________

Topic 4_______________________

Health Project: Works Cited

2007-11-20T05:50:00.000-08:00

NAME:_______________ Class Period: ___________

TOPIC: _____________________

DUE _________________IN CLASS

Works cited page with at least 3 sources in MLA format! Need help with MLA format? Go to http://www.dockhs.org/195046.ihtml for some examples! There are also examples in the Library!!

You may NOT use all internet sources.

SOURCE 1:

SOURCE 2:

SOURCE 3:

SOURCE 4:

SOURCE 5:

Health Project: Evaluation Form

2007-11-20T05:45:00.000-08:00

NAME:________________DATE of Presentation_______

Topic of speech___________ Class Period: ____________

Presentations!!!! Please bring this evaluation form with you to class the day you present for points!!

Introduction: 3 points
Caught audience attention
Thesis clearly stated

Body: 6 points
Organized? Interesting detail? Main pts and sub pts.
Information conveyed clearly? Following outline?

Conclusion: 3 points
Clear that you are concluding? Enthusiastic? Memorable?
Main ideas summarized? Leaves strong impression?

Delivery Voice: 3 points
Clear? Expressive? Enthusiastic? Varied?
Speed appropriate?

Delivery Manner/Composure/Poise: 3 points
Good posture? Confident stance? Appropriate and
natural use of gestures?

Eye Contact: 3 points
Authentic? Warm? Broad?

Audience Response to Presentation: 3 points
Were they “with you”? Attentiveness, interaction?

Use of Time: 2 points
Stayed within time boundaries? (4-7 min)

Visual Aid: 3 points
Helped the class understand the issue?
Clear? Referred to in speech?

Speech evaluation form: 1 point
Evaluation form present at time of speech.

TOTALS=______/30

Comments:

Freshman PE II Badminton Skill Sheet

2007-11-19T05:37:00.000-08:00

Name: __________________________ Class Period:_____________

Peer Evaluator: _______________________

TOTAL SKILL: /16

Check off each that is demonstrated
SKILL 1: Serve
¨ • Correct form, non-dominant foot in lead, slight bend at waist, shuttle at knee height.
¨ • Utilizes wrist snap.
¨ • Is able to perform a short serve, keeping the shuttle close to the net (4ft.window)
¨ • Is able to perform a long serve that reaches the back portion of the court.

SKILL 2: Clear
¨ • Moves feet to reach correct position for clear shot.
¨ • Utilizes wrist snap to gain power/momentum and drive.
¨ • Is able to perform an underhand clear on demand.
¨ • Is able to perform an overhand clear on demand.

SKILL 3: Drop
¨ • Moves feet to reach correct position for drop shot.
¨ • Uses a punch motion to contact the shuttle (little to no back swing/follow-through)
¨ • Is able to perform an underhand drop shot on demand.
¨ • Is able to perform an overhand drop shot on demand.

SKILL 4: Smash
¨ • Moves feet to set up in correct position for smash.
¨ • Utilizes correct contact position for effective smash.
¨ • Utilizes correct wrist snap and follow through.
¨ • Is able to execute a 45 degree angle smash shot.

Nutrition & Eating Disorder Study Guide

2007-11-19T05:20:00.001-08:00

Nutrition

Nutrient

Calorie

List the Six classes of Nutrients and be able to describe each

List the 8 Multiple Intelligences. Describe the one that you have the highest score in.

What is the difference between complete and incomplete proteins?

What is the difference between simple and complex carbohydrates?

What is the difference between saturated and unsaturated fat?

What is the difference between fat-soluble and water-soluble vitamins?

What is the difference between macro and trace minerals?

What is the difference between dehydration and diuretics?

Why has exercise been added to the new food guide pyramid? What does the new pyramid look like? What does the old one look like?

Calcium helps reduce risk of…

What are the 3 Categories that Affect Your Energy Output? And describe each one.

What can affect your Basal Metabolic Rate (BMR)? Let’s get you started……..
1. Body size and _______________ =

2. Sex=

3. Age=

4.

5.

6.

Eating Disorder

Binge

Purge

Addiction

Why are some teens at risk for eating disorders?

Anorexia Nervosa: 3 symptoms, 3 warning signs, and 3 health consequences

Bulimia Nervosa: 3 symptoms, 3 warning signs, and 3 health consequences

Binge Eating disorder: 3 symptoms, 3 health consequences, and 3 facts

BMR

Underweight

Malnutrition

Obesity

Overweight

List about 6 of the 17 Principles of weight management

The 6 different types of diets that our notes say are not good for you!

What did you learn from the Frontline movie, Diet Wars?

Be able to reflect about what your group discussed when you saw the Movie: NOVA Online Dying to be Thin.

KNOW THIS!! It will be on the test but with different numbers!! Please figure out the caloric needs in a typical 24hr day for a person with a surface area of 1.8 and a 35.1 calorie per square meter per hour need. Their activity level is Moderate or 40%. To get you started…. 1.8 x 35.1= calories/hour. Don’t forget you need to take into account their BMR, activity level, and digestion needs.

Multiple Intelligences Display and Inventories

2007-11-07T10:11:00.000-08:00

Visual display of Multiple Intelligences
http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDef.HTM

Graph Style
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks3/ict/multiple_int/index.htm

Multiple Intelligence assessment
http://literacyworks.org/mi/intro/index.html

Multiple Intelligence Info
http://www.ldpride.net/learningstyles.MI.htm

Overview of M.I.
http://www.chariho.k12.ri.us/curriculum/MISmart/Verbal.html

Nutrition/Activity Analysis Online Directions

2007-11-05T09:17:00.000-08:00

Welcome to class! Today you will be analyzing your diet—the truth comes out! Please be certain that you are entering the appropriate food and quantity you consumed…1 cup, 1 ounce, etc…This is crucial for an accurate analysis.

1. Go to http://www.mypyramidtracker.gov/default.htm

2. On bottom of page click on New User Registration

3. For User ID you can enter in your first name and last name initial and then 24.
Example: jenr24

4. You must enter in your own password. Use your Christopher dock K12 password

5. If you have a personal email address you may also enter that information in then click on “Submit”

6. A new screen will come up and you will need to enter in this information (only you will see this information)
- your age
- your gender
- your entry date (enter in the date you kept track of your food intake)
- your height
- your weight

7. Proceed to food intake on bottom middle of page

8. Click ok on “proceed to food intake”

9. On the left side of the screen (gray box) you will enter in an item of food and then click on the search button.

10. Matches for your item will show up. You must then find your item in the list and click on the left red button that says ADD.

11. The item you selected will show up on the right hand of your screen.

12. You will go back and repeat steps 9-11 to enter in your entire food intake for the day you have chosen to analyze.

13. Make sure your entire food intake is on the right hand side of your computer screen.
14. You will then click on the "select quantity" button.

15. There you will enter in the Serving size for each item and then the Number of Servings you had for each item.

16. After that you will click on the lower left hand button "save & analyze"

17. A new screen will come up titled, "analyze your food intake"

18. Here you will click on Meeting 2005 Dietary Guidelines (DG) »

19. Next you can choose to either click on…
Maintains your current weight?
Leads you to gradually achieving and maintaining a healthy weight?

20. Click on the "go" button.

21. Print out page this page called “The 2005 Dietary Guidelines (DG) Recommendations” with the emoticon (face) on the page.

22. You can click on each face to find out more information to see if you are within the dietary guidelines.

23. Click on the bottom of the web page, MyPyramid Recommendation .

24. Print out page called “Comparison of Your Intake with MyPyramid Recommendations for jenhunter.”

25. Click on the top of page, Physical Activity Entry

27. Enter in your activity type in the box —Enter Search Term—, then click on search. Your activity should show up in the box below. Select the activity then click on Add activity.

28. The activity you selected will show up on the right hand side of your computer screen. Be sure you enter in all activities you have participated in. (You should have a lot! 24 hours worth!! Or 1440 minutes)

29. Once all of your activities are on the right hand side of your page then click on"select duration"

30. Enter in the amount of time (your time should equal 24 hours/ 1440 min) and then click on "save &analyze"

31. Click on Physical Activity Analysis

32. Print out page called “Physical Activity Results for jenr24 on 11/1/2007”

33. Click on the top of the page, Energy Balance.

34. Print out page called “Energy Balance Summary for jenr24 on 11/5/2007”

From the 4 pages (maybe 5 pages) that you printed out you will need to write a 1-page typed, 12 font, times new roman, double spaced reflection on this assignment. Your reflection and the pages you printed out are all due ______________________________. Write about the benefits of doing an assignment as such, include your results of the analysis (pages printed out), as well as what you have learned/become more aware of.

*If you did not have time to enter in all of your information during class and need to complete this at home.*
1. Go to http://www.mypyramidtracker.gov/
2. Click on Existing User Login
3. Enter your user name and password
4. Under Personal Profile be sure to change the date to the date you kept track of your food intake. This will bring up the information that you have saved for that day.

Badminton Skill Cues

2007-10-25T08:27:00.000-07:00

Skill Cues :

The Serve
*Long serve—Stand along center line, about 4-5 feet from short service line. Your feet should be staggered up and back with your dominant foot back. Hold the shuttle with your forefinger and thumb of your non-dominant hand. Hold your racket arm in a backswing position with your hand and wrist in a cocked position. As you release the shuttle, transfer your weight from your back foot to your front foot. Contact the shuttle around knee height and follow through up and over your opposite shoulder. THIS IS YOUR PRIMARY SERVE FOR SINGLES because the court is deep and narrow—you want your opponent to have to move front to back.
*Short serve—Stand along center line and close to the short service line. You can serve a short serve with both your forehand and backhand. THIS IS YOUR PRIMARY SERVE FOR DOUBLES because the court is wider and not as deep—you want your opponent to have to move side to side. You aim to pass the shuttle through an imaginary 2 ft. window along the top of the net. You contact this serve just above the knee and push, guide, or direct the shuttle into the correct service court

Overhead Strokes
*Forehand—similar to throwing a ball.*Backhand—compared to popping a towel at the ceiling.
Clear: the offensive clear is a flatter, faster clear. The defensive clear has a high and deep trajectory
*Overhead Clear—Used to clear the shuttle when you are farther away from the net. Contact the shuttle as high as possible. Weight should be distributed evenly on both feet. Raise racket high and swing down.
*Underhand Clear—Used to clear the shuttle when you are closer to the net. Contact the shuttle as high as possible. Weight should be slightly on front foot. Drop racket down and swing up
*Backhand Clear—If you are hitting a backhand clear, you should turn your shoulders and pivot at your waist to get sideways to the net. As the shuttle drops, swing your racket upward with your elbow leading. Contact the shuttle in front of your body and as high as possible with the racket finishing in the direction of the shuttle’s trajectory.

Drop Shot: hit low, just over the net, and slow so the birdie drops directly to the ground. Contact the shuttle further in front of your body. THIS IS A DECEPTIVE SHOT. You want to make this shot look like an overhead clear or a smash.
*Forehand Overhead Drop Shot—Act like you’re going to take an overhead clear or smash, but contact the birdie high and out in front of your body. Direct the shot down into your opponent’s court. Do not bend your elbow during execution—this is an important part of deception.
*Backhand Overhead Drop Shot—Forearm is facing the net, racket head is angled down. Contact the shuttle in front of your body and as high as possible. Angle the racket’s face downward, directing the shuttle close to the top of the net.
*Forehand Underhand Drop Shot—Put your wrist in cocked position, drop racket down and lift to contact shuttle as high as possible—lift from your shoulder and bump the shuttle over the net.
*Backhand Underhand Drop Shot—Racket arm up, palm down, racket parallel to floor, weight slightly on front foot. Put your wrist in cocked position, drop racket down and lift to contact shuttle as high as possible—lift from your shoulder and bump the shuttle over the net.

Smash: hit fast, with downward force, and steep, to put away any birdie that has been hit up and is short. It’s meant to look like an overhead clear or an overhead drop shot.
*Forehand Smash—Contact the shuttle high and in front of your body. Your racket must be moving at a rapid pace. Follow through down and across your body, using your non-racket arm to assist in a pulling motion for added speed
*Backhand Smash—Turn your back toward the net, drop your racket head down keeping your forearm parallel with the ground. Lead the motion with your elbow and transfer your weight from your rear foot to your front foot. Rapid body rotation and quick racket speed will provide this hit with power.

Sophomore PE II Field Hockey

2007-10-24T06:15:00.000-07:00

Basic Rules
A. Hit on the flat side of stick only
B. Must shoot on goal inside circle
C. Cannot bring stick above waist
D. Cannot hit ball above waist
E. Must give 10 yards to person getting free hit

Sophomore PE 1 Floor Hockey

2007-10-24T06:10:00.000-07:00

Violations
High Sticking – A stick may not rise above the waist either before or after the shot. PENALTY: Free hit for opposing team at spot of foul.

Slashing – Using a hockey stick to gain an advantage in play. This involves throwing the stick, hacking with stick or checking with stick. PENALTY: Free hit for opposing team at spot of foul.

Checking – Using your body to gain an advantage in play - - body checking before getting to the puck. PENALTY: Free hit for opposing team at spot of foul.

Two-Minute Penalties – Given to individuals for high sticking and checking fouls on the second offense. Teams play short handed.

Procedures
Face-offs
*Procedure: The two players must tap floor and opponents stick three times prior to hitting ball. You will want to pass back to you team so that you do not pass the ball to the opposing team.

*Situations:

1) any stoppage of play,

2) goal-keeper holding or “pinning” the ball

3) start of game and after a goal

Passing

1. Push Passing

2. Slap Shot

Goalie: The goalies are the only one who may use their feet to stop the ball from entering the goal. The goalies may only do this inside of the 3point line. If the goalie comes out of the 3 point line they must not be using a goalie stick. The goalie may use their hand to stop the ball coming in the air at the goal but must drop it to the ground immediately.(w/o throwing the ball)

Any Shots on goal must be inside of the 3point line to count.

Sophomore PE 1 Basketball

2007-10-23T10:59:00.000-07:00

Timing and Game Procedures
*A game consists of 4 – eight minute quarters.

*Time outs – Each team has 3 sixty second time outs, 2 thirty second time outs per game.

*Each team may substitute a player whenever they choose to.

*Team fouls:
-All shooting fouls award the opposing team 2 free throws.
-On the 7th team foul, during a half of play, the opposing team is given a one-and one free throw on all non-shooting fouls.
-On the 10th team foul, during a half of play, the opposing team is given two free throws on all non-shooting fouls.

*Personal fouls – On the 5th foul (including technical foul) a player is disqualified from play.

*Scoring:
-All free throws are worth one point.
-All made baskets, inside the three-point arc, are worth two points.
-All made baskets, outside the three-point arc, are worth three points.

*Free throw shooting procedure:
-Teams alternate players in spaces around the lane.
-The free throw shooter has 10 seconds to shoot the ball.
-The shooter, and players in spaces may cross lane line after ball hits the rim.

*Alternating Possession:
-1st Possession of game is determined by a jump ball.
-All possessions that follow are awarded to teams on an alternating basis.
***Possessions are awarded in the case of “held ball” and beginning
of quarter.

Violations
*Traveling – 1) lifting pivot foot, 2) taking more than two steps before shooting or passing.
*In-Bounds – A player has five seconds to pass the ball inbounds.
***Penalty: Opposing team awarded the ball.

Target Heart Rate Zone

2007-10-17T05:34:00.000-07:00

For moderate-intensity physical activity, a person's target heart rate should be 50 to 70% of his or her maximum heart rate. This maximum rate is based on the person's age. An estimate of a person's maximum age-related heart rate can be obtained by subtracting the person's age from 220. For example, for a 50-year-old person, the estimated maximum age-related heart rate would be calculated as 220 - 50 years = 170 beats per minute (bpm). The 50% and 70% levels would be:

*50% level: 170 x 0.50 = 85 bpm, and
*70% level: 170 x 0.70 = 119 bpm

Thus, moderate-intensity physical activity for a 50-year-old person will require that the heart rate remains between 85 and 119 bpm during physical activity.
For vigorous-intensity physical activity, a person's target heart rate should be 70 to 85% of his or her maximum heart rate. To calculate this range, follow the same formula as used above, except change "50 and 70%" to "70 and 85%". For example, for a 35-year-old person, the estimated maximum age-related heart rate would be calculated as 220 - 35 years = 185 beats per minute (bpm). The 70% and 85% levels would be:

*70% level: 185 x 0.70 = 130 bpm, and
*85% level: 185 x 0.85 = 157 bpm

Thus, vigorous-intensity physical activity for a 35-year-old person will require that the heart rate remains between 130 and 157 bpm during physical activity.

Target Heart Rate Zone

220- ______________ (your age) = _________________ (maximum heart rate)

________ (maximum heart rate) x 0.50 = __________________ bpm and

________ (maximum heart rate) x 0.85 = __________________ bpm

http://www.cdc.gov/nccdphp/dnpa/physical/measuring/target_heart_rate.htm
Centers for Disease Control and Prevention

Freshman PE II Volleyball

2007-10-09T10:51:00.000-07:00

Basic Rules of Volleyball
*Each team has three hits to attempt to return the ball.
*The volley continues until the ball hits the playing court, goes out of bounds, or a team fails to return it properly.
*When the serving team wins a volley, it wins a point and the right to continue serving.
*During this volley a player may not hit the ball twice in succession. One or both hands may be used.
*Net height: 7'4 1/4"(Female) 7'11 5/8"(Male)

Fouls
*A player touches the net with any part of the body or hands, or reaches over the net.

Errors
*A player hits the ball out of the boundaries of the court.

Scoring
*Every time a team wins a rally they are given a point.
*When the serving team fails to score, the receiving team becomes the serving team and they are given a point.
*The game is played to 25 points and you must win by two points.

Common Volleyball Terminology

*Ace Serve that result’s directly in a point.
*Dig Passing a spiked or powerfully hit ball.
*Pancake When player extends hand, palm down on floor, so that ball bounces off the back of the hand.
*Side out When the receiving team wins the rally
*Spike A hard overhand hit with one hand over the net
*Foot fault Stepping completely over center line or stepping on or over baseline on the serve
*Set A two-handed pass above waist level
*Bump/Forearm pass A two-handed underarm pass below waist level
*Let When the ball hits the net on a serve but still goes over in fair play

Skill cues:
Underhand serve
¨ Step forward with opposite foot
¨ Swing arm straight back
¨ Contact at heel of hand
¨ Follow through

Overhand serve
¨ Step forward with opposite foot
¨ Swing arm back and make a "L"
¨ Contact with open hand at palm
¨ Follow through

Bump

¨ Ready position Knees bent arms extended
¨ Contact with a flat platform
¨ Shoulders pointed at target
¨ Follow through extend legs (don't swing arms)

Set
¨ Hands above head
¨ Index and thumb form a triangle, use pads of fingers
¨ Extend arms and legs
¨ Line right shoulder parallel to net

Spike
Feet
¨ Approach for Right handed- Left, Right, Left, Feet together
¨ Approach for Left handed- Right, Left, Right, Feet together
Arm Motion
¨ Swing both arms up and take spike arm back (think bow and arrow)
¨ Contact with open hand and snap wrist
¨ Follow through

Freshman PE II Team Handball

2007-10-04T09:48:00.000-07:00

Game Play: Play to a designated game score.

Start of Game: Jump Ball

Movement of Ball:
1. Throwing the ball
2. Three steps-one dribble-three steps

Scoring:
One must shoot outside the three-point line of basketball court

Fouls:
Hitting shooter on shot
Making contact with player throwing the ball

Awards when Fouled:
When shooting, a free throw on goal from foul line
When passing, a free throw from spot of foul.

Freshman PE II Badminton Rules

2007-10-04T08:32:00.000-07:00

A. Match Play: Best of three games to 15 points

B. Service and Side Court:
1. Winner of the spin of racket has the choice of serving or defending a court
2. The loser of spin has a choice of the remaining options
3. Players change courts at the end of a game and the winner serves first.

C. Serving Box: Serve from the right service box when your score is even and the left service box when the score is odd.

D. Scoring:
1. Score only when you serve and you’re opponent commits a fault.
2. Faults:
a. A shot is hit out-of-bounds
b. A shot not hit over the net
c. A serve no hit within the proper serving box
d. A player hits the net with his/her body or racket
e. A player hits the shuttle before it crosses the net

Freshman PE 1 Speedball Rules

2007-10-03T10:04:00.000-07:00

Start Of Game:
Kick Off
The game starts with a place kick from the center of the kicking team's restraining line. The ball must be kicked to or beyond the receiving team's restraining line unless touched by a player on the receiving team. The player who kicked off may not touch the ball until it has been played by another player after a score, the team that scored shall kick off.

Scoring:
Field Goal 3pts.
A field goal is a ground ball that passes over the end line, between the posts and below the knees. A punt (kicked stationary ball) does not count as a field goal. A ground ball does not include the use of hands.

Touchdown 1pt.
A touchdown is scored by completing a forward pass into the end zone. No part of the receiver's body may touch the lines or ground outside the sidelines or endlines.

Ball Out Of Bounds
Sidelines
Balls crossing the sidelines are put into play by the opposing team by a punt or pass from the spot it went out of bounds. The player in-bounding the ball cannot play it untill another player has touched the ball.

In-bounding the ball
On all out bound plays all players must be 5 yds. from the player in-bounding the ball.

Player Priveleges
Aerial ball
A ball raised in the air by one or both feet. An aerial ball that has been caught may be held, passed or punted.

Ground Ball

A ground ball is stationary, rolling, or bouncing a ground ball must be kicked, headed or bounced off the body.

Dribble
A player may dribble the ball with his/her feet.
A player may bat or tip an aerial ball or drop a caught ball to the ground and play it as a punt or dribble.

Kick Up
A player kicking the ball into the air is eligible to catch it before it hits the ground.

Goalkeeper
There is no distinction between the goalkeeper and the other players.

Carrying the Ball
A player when catching the ball from a kick or pass may take one step in any direction from the point at which s/he caught the ball. A player moving when catching the ball may use 2 steps to come to a stop or get rid of the ball. Violations of this rule are called carrying the ball. A player who is called for carrying leaves the ball where the violation was called. The nearest member of the other may play the ball as a punt or a pass. A player may not hold the ball for more than 5 sec.

The Ball
When the ball is held by 2 opposing players a toss-up is called (jump-ball).
Jumpers take positions in an imaginary 4ft. circle. All other players must remain 6ft. away.

Freshman PE 1 Tennis Rules

2007-10-03T09:51:00.000-07:00

Information from.....
http://library.thinkquest.org/10615/frames/index.html

KNOW YOUR RULES The rules of tennis are not very complicated but they are very detailed, so what you need is a feeling for the general rules of the game. If you want to study all the official rules, call your state tennis association for a copy of the book. For now, let's keep it simple.

Who Plays Whom?In singles, two people play, one on each end of the court. In doubles, two players at one end play against two players at the other end.To start a match, the players will toss a coin or spin a racquet to decide one of four things:
· the player winning the toss can choose to serve
· the player can choose to receive serve
· the player can choose which end to play from in the first game
· the player can give up the choice and make the opponent choose first (but you won't see this happen very often).Note that a player can't pick two things: you can't choose to serve and choose the end you will start.

THE AIM OF THE GAME There are only two principles in tennis. All of the rules are just details to support these two principles.
Principle One:You must get the ball over the net.
Principle Two:The ball must land in the court on your opponent's side of the net.

If you always do these two things, guess what? It is almost impossible to lose! All you have to do is get the ball over the net and into the court one more time than your opponent, and you're practically unbeatable. Sounds simple enough, doesn't it?

SERVING THE BALL To start the game, one player (the server) stands behind the baseline, just to the right of the centre service mark (no standing on the line-that's called a foot fault.) The server hits the ball across the net into the service court on the opposite side of the centre service line. If the first serve doesn't land in the service court, it's a fault and the player gets one more chance. If this second serve is also a fault, the server loses the point (a double fault). If either of those two serves is "good" (lands in the correct service court) the receiver has to hit the ball back over the net.

If the ball touches the net when it is served but still bounces into the correct service court, a let is called and the server gets to try that serve again. If the ball hits the net and then lands outside the correct service court, the serve is a fault.

PLAYING THE POINT Play continues until one player hits the ball into the net or outside their opponent's court, or until one player hits a shot so well that the opponent can't reach it. (This is called 'hitting a winner")

After each point in singles, the server and receiver change sides (not ends-just left to right or right to left). In doubles, the server changes sides but the receivers stay where they are and receive alternate points.

After the serve, all balls must land on or inside the baseline. They must also land on or inside the singles sideline (in singles) or the doubles sidelines (in doubles). You can hit the ball after one bounce or before it bounces (except on a return of serve, when you have to let it bounce). You must hit it before it bounces twice. Just be sure you don't reach over the net before the ball crosses onto your side-if you do, you lose the point.

KEEPING SCORE It sounds weird but it's really very simple. Scoring in tennis starts at zero (love). The first point is 15, the second 30, then 40, then game. So, if you've won two points and your opponent has won one, the score is 30-15 if you are serving, 15-30 if you are receiving (the server's score is always called first). If the score goes to 40-40(40-all), it's called deuce. From deuce, one player must win two points in a row to win the game. The player who wins the first point after deuce is said to have the ad (advantage). The score will be called as "advantage server" (ad in) or "advantage receiver" (ad out). If the player with the ad loses the next point, the score goes back to deuce, but if the player with the ad wins the ad point, game is scored.

Players change ends of the court whenever the total of the games played is an odd number (1-0, 4-3, 5-2, 1-4, for example). A set of tennis is won when one player reaches 6 games with a lead of at least 2 games. From a game score of 5-5, a player can win the set by a score of 7-5

The Tiebreak If the score goes to 6-6, a tiebreak is usually played: The aim here is to win 7 points with a lead of at least 2 points. (If the score gets to 7-6 or 7-5, the tiebreak keeps going until one player is 2 point ahead 12-10, for example.) The player who does that wins the tiebreak and the set with a game score of 7-6.

Most matches are best of three sets, so the player winning two sets wins the match.

Those are the very basic rules but I strongly suggest that you get a copy of the booklet The Official Rules of Tennis and read it carefully.You'll earn a lot of respect from other players if they see that you know the rules-and play by them.

DID YOU KNOW?The word love in tennis is said to come from the French 1'oeuf (the egg) because that's what a zero looks like on the scoreboard. The scores 15, 30 and 40 are from the old game of Real Tennis.

Check out this website for court info!
http://www.hickoksports.com/images/tenniscourt.gif

Junior/Senior Elective Badminton Rules

2007-10-03T06:00:00.000-07:00

Badminton Rules
Junior/Senior Elective

I. Playing the Court
The playing court for doubles is the entire court (outside lines 44 by 20 feet); while for singles it is the same length (44 ft) but only 17 feet wide. The service court for doubles is short and wide while the singles service court is longer than the doubles service court, but narrower.

II. Court Markings

Check here for court markings
http://www.badminton-information.com/badminton-court.html

III. Net
The net is 5 feet in height.

IV. Racket
Badminton rackets are light and fragile, and require the best of care. The best rackets are made of laminated wood, and some of them have a steel shaft. The more laminations there are, the better the racket. Steel, aluminum, and plastic rackets are available, but have not proved as satisfactory as the wooden ones. The best rackets are strung with lamb gut, which is usually too expensive for the average player. Most rackets are strung with nylon strings.

V. Shuttlecock or Birdie
High competition shuttlecocks weight approximately one-sixth of an ounce and consist of a leather-covered cork base in which feathers are inserted at regular intervals and held in place with glue and string. This quality of shuttlecock is expensive—primarily because of the difficulty in obtaining good feathers, the best of which come from Czechoslovakia. The nylon and plastic shuttlecocks have proved quite satisfactory and are recommended for recreational use.

VI. Games/Match Play
A. Match: best of 3 games to 15 points
Game: played to 15 points. Server can choose to set a game: If score is 13 all, server can set the game to 18 points (or 5 additional points). If the score is 14 all, the server can set the game to 17 points (or 3 additional points). You do not need to win by 2 points. Setting the game allows the receiver more opportunities to get the serve back and get into the game. You may only set the game once during a game.

B. Choice of Service and Courts
1. The winner of the spin of racket has the choice of serving or defending a particular side.
2. The loser of the spin has a choice of the remaining options.
3. Players change courts at the end of a game and the winner serves first. In doubles, either of the two winners may serve first and either of the two losers may receive first.
4. If a third game is necessary to determine the winner of a match, the players shall change courts when the leading score reaches 8 in a game of 15.

C. Serving Box
Serve from the right service box when your score is even and left service box when your score is odd.

D. Faults and Errors
The following violations lead to a service opportunity for the receiving team if the foul is made by the serving team and a point is given to the serving team if the foul is made by the receiving team.

1. If the service is made higher than the waist.
2. If the service falls out of the court diagonally opposite.
3. If the server or receiver steps out of his/her court.
4. If during service, the server balks.
5. If during the service or play the shuttlecock falls outside the designated boundaries, goes through or under the net, fails to pass over the net, touches the roof or sidewalls, or touches the person or clothing of a player.
6. If the shuttlecock, in play, is hit before it crosses the net.
7. If, during play, a player touches the net or its support with his/her racket, person, or clothing.
8. If the shuttlecock is hit twice in succession, either by the same person, or players on the same side.
9. If the shuttlecock is momentarily held on the racket and not distinctly hit.
10. If in service the server or receiver fails to remain in his/her respective court and fails to keep some part of both feet in contact with the floor until the service is delivered.

E. General Rules
1. One trial only is allowed on the service unless the shuttle is missed entirely
2. A “let” is when a serve or point is replayed
3. It is a “let” if a player serves out of turn or from the wrong court and it is caught by the other team. Despite if a point was awarded or not, the point must be replayed.

F. Doubles Serving/Receiving
1. Before starting a match, both teams should determine who is to serve and receive first in each inning. (Choose a server A, server B, receiver A, and receiver B).
2. As with singles, a team serves from the right side when their score is even and the left side when their score is odd.
3. During the top half of the first inning, only one server is given the opportunity to serve. S/he continues to serve until the serving team commits a fault or error.
4. After a point is scored, the server moves to perform the next serve from the opposite box. The receiver should be the player who did not receive the last serve.
5. From the bottom of the first inning on, two servers are given the opportunity to serve. This means that when a fault or error occurs to the serving team, the other partner is given the opportunity to serve from the box the first server last served. The receiver should be the player who did not receive the last serve.

Skill Cues :
The Serve
*Long serve—Stand along center line, about 4-5 feet from short service line. Your feet should be staggered up and back with your dominant foot back. Hold the shuttle with your forefinger and thumb of your non-dominant hand. Hold your racket arm in a backswing position with your hand and wrist in a cocked position. As you release the shuttle, transfer your weight from your back foot to your front foot. Contact the shuttle around knee height and follow through up and over your opposite shoulder. THIS IS YOUR PRIMARY SERVE FOR SINGLES because the court is deep and narrow—you want your opponent to have to move front to back.

*Short serve—Stand along center line and close to the short service line. You can serve a short serve with both your forehand and backhand. THIS IS YOUR PRIMARY SERVE FOR DOUBLES because the court is wider and not as deep—you want your opponent to have to move side to side. You aim to pass the shuttle through an imaginary 2 ft. window along the top of the net. You contact this serve just above the knee and push, guide, or direct the shuttle into the correct service court

Overhead Strokes
*Forehand—similar to throwing a ball.
*Backhand—compared to popping a towel at the ceiling.

Clear: the offensive clear is a flatter, faster clear. The defensive clear has a high and deep trajectory

*Overhead Clear—Used to clear the shuttle when you are farther away from the net. Contact the shuttle as high as possible. Weight should be distributed evenly on both feet. Raise racket high and swing down.
*Underhand Clear—Used to clear the shuttle when you are closer to the net. Contact the shuttle as high as possible. Weight should be slightly on front foot. Drop racket down and swing up
*Backhand Clear—If you are hitting a backhand clear, you should turn your shoulders and pivot at your waist to get sideways to the net. As the shuttle drops, swing your racket upward with your elbow leading. Contact the shuttle in front of your body and as high as possible with the racket finishing in the direction of the shuttle’s trajectory.

Drop Shot: hit low, just over the net, and slow so the birdie drops directly to the ground. Contact the shuttle further in front of your body. THIS IS A DECEPTIVE SHOT. You want to make this shot look like an overhead clear or a smash.

*Forehand Overhead Drop Shot—Act like you’re going to take an overhead clear or smash, but contact the birdie high and out in front of your body. Direct the shot down into your opponent’s court. Do not bend your elbow during execution—this is an important part of deception.
*Backhand Overhead Drop Shot—Forearm is facing the net, racket head is angled down. Contact the shuttle in front of your body and as high as possible. Angle the racket’s face downward, directing the shuttle close to the top of the net.
*Forehand Underhand Drop Shot—Put your wrist in cocked position, drop racket down and lift to contact shuttle as high as possible—lift from your shoulder and bump the shuttle over the net.
*Backhand Underhand Drop Shot—Racket arm up, palm down, racket parallel to floor, weight slightly on front foot. Put your wrist in cocked position, drop racket down and lift to contact shuttle as high as possible—lift from your shoulder and bump the shuttle over the net.

Smash: hit fast, with downward force, and steep, to put away any birdie that has been hit up and is short. It’s meant to look like an overhead clear or an overhead drop shot.

*Forehand Smash—Contact the shuttle high and in front of your body. Your racket must be moving at a rapid pace. Follow through down and across your body, using your non-racket arm to assist in a pulling motion for added speed
*Backhand Smash—Turn your back toward the net, drop your racket head down keeping your forearm parallel with the ground. Lead the motion with your elbow and transfer your weight from your rear foot to your front foot. Rapid body rotation and quick racket speed will provide this hit with power.