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Proper Running Tips for Longer Distances

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Proper Running Tips for Longer Distances

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How To Run Properly For Beginners - 5 Running Secrets

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Or for my older kids, you can try “hot feet” for 30 seconds!

“Hot Feet”

See if you can do it for at least 30 seconds without stopping. Can you do more than 1 set? If you want, you can post a picture or video of you doing it into the comments section!

This drill works on fast feet, agility and footwork.
Players start off with their own space on the court.
On the coach's first whistle players sprint on the spot, standing with wide feet and their arms outstretched as if defending.
Players sprint on the spot, with minimal leg raise - emphasis on fast feet.
Players cease to exercise on coach's second whistle.

Here’s a video of what is should look like, but IT’S NOT IN ENGLISH! It doesn’t matter though, all you need is to see how it’s done.

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Throw and catch an object with your hands with a partner 30 times in a row without a miss from a distance of 25 feet. Both catches and throws must be made behind the line. If the throw or catch is not made past the line or a throw is dropped the task must be started again. Each youngster will complete 15 throws and 15 catches for a total of 30.

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Please log into your Google Classroom to answer two questions about how you’ve been staying physically active.

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See if you can go a full day without drinking anything that has sugar. Can you go all day, and only drink water or milk when you get thirsty?

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You can play this game inside or outside. See how far you can make it around your house without any of your body parts or clothes touching the ground!

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Challenge a family member to one of th most fun games I used to play with my sister when we were kids. Some of you might remember doing this in PE last year. This is a really good video will show you how to leg wrestle properly.

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See if you can do 50 sit-ups without taking a break!

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This is a game where you take two jump ropes or really any kind of ropes and create two river banks. The space between the ropes is the creek, and you are trying to leap over it from the first rope to other side of the second rope without any part of you touching the creek. If you touch the creek, you’re out. When you’ve made it over the creek, you make the ropes a little wider, and try again. The challenge is to see how far you can jump!

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Happy Tuesday! Today, I challenge you to make up your own game with your own made up rules. How many people can play at a time? What is the object of the game? How do players score points? Is it possible to lose points? Are there boundaries? Is there a time limit?

If you come up with something really cool, email me and let me know. Maybe we can try to play it next year in PE class!

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How many push-ups can you do without stopping? Challenge someone in your house or online!

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Today, I challenge you to build your own Ninja Warrior Course! If you look under the “Pictures and Videos” column, you’ll find a short video of a ninja course that a couple of kids put together in their backyard. Have fun!

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You can fill in the days you are active by typing your activities into this downloadable calendar.

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Welcome to Mrs.Whitmer's PE Website. This is where I will be posting announcements, and news regarding what you should be doing while we are doing our distance education.

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Welcome to Mrs.Whitmer's PE Website. This is where I will be posting announcements, and news regarding what you should be doing while we are doing our distance education.

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Kid's Free Beachbody Link. Two classes a day, Mon-Fri

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Kid's Free Beachbody Link. Two classes a day, Mon-Fri

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8am and 10am Alaska Time

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Important Info about your Activity Log Due Date!

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Important Info about your Activity Log Due Date!

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I am going to be checking your Physical Activity Logs this Friday, April 10th. You can send me your log/journal multiple ways.

1) Download the Activity Log   the Google Classroom Stream or our PE Padlet website
2) Fill in the blank spaces on the calendar with what activities you have been doing, and for how long you were doing them (looking for 45 min a day).
3) Take a picture with a phone or your laptop camera
4) Email me the picture

OR, if you can’t print out the Activity Log, write down the dates and activities on a regular sheet of paper, Or type it up, and send it to me online in Google Classroom or email.

If you cannot access email, and are not using the online classes, you are more than welcome to send in a physical copy of your activity log with the rest of your home room school work.

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Please email me if you are unable to access your Google PE Classroom.

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Please email me if you are unable to access your Google PE Classroom.

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michon.whitmer@matsuk12.us

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The Alaska Club has online PE classes Mon-Fri 10:30-11:00am

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Fitness event in Anchorage, AK by The Alaska Club on Monday, March 23 2020 with 1.1K people interested.6 posts in the discussion.

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Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD with no ads.

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Today, I challenge each of you to see how long you can hold a plank for!  

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Today, I challenge each of you to see how long you can hold a plank for!  

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Try for 30 seconds, and for my older kids try for 60 seconds...keep your core tight, and don't forget to breathe!

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This is an awesome 5 minute workout. The challenge is to see how many people you can get in your house to do it with you! Good Luck!

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5 Minute Move | Kids Workout 5 | The Body Coach TV

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This is a great article about getting out and playing during this time of Social Distancing. Stay active and keep playing!

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​ MARCH 19, 2020 - Schools across Alaska are closed through May 1 to promote social distancing and prevent the spread of coronavirus. That means staying at least 6 feet away from people other than family members, or about a ski's length away.

The school closure and recommendation for social distancing leave families trying to make sense of a big question: Can their children still play outside the home, and if so, how do they do it safely and minimize the chances of getting and spreading illness?

Louisa Castrodale, epidemiologist with Alaska's Division of Public Health, answers this and other questions. The Alaska Department of Health and Social Services is also updating its coronavirus information every day. Please stay informed by visiting coronavirus.alaska.gov.
Can kids get outside and play during social distancing, or do they have to play only inside?
Children can definitely get outside and play right now. Activity is so important for kids' physical health, but also for their mental health. The national physical activity recommendations say physical activity can reduce symptoms of anxiety and depression, which may be showing up during this challenging time.

The days are getting longer in Alaska and some communities have a lot of remaining snow for outdoor activities. Children can run around, kick a ball back and forth, hike, bike, ice skate, sled, cross country ski and do other activities as long as the weather and conditions allow. The most important recommendation is to give each other space while doing these activities. Spread yourselves out and maintain 6 feet of distance from people other than family members.

Kids and adults should avoid activities that involve contact with non-family members, like tag, football and hockey.

"Contact sports are best to avoid right now," Castrodale said.
Do kids need to play only with their siblings and family, or can they play with friends?
Kids can play with friends outside their family circle, but Castrodale said to keep the group small and consistent.

"The fewer people you have contact with, the better," she said. This line of reasoning follows the national recommendation of canceling mass gatherings and even group interactions of more than 10 people.

If families choose to have play dates, it is best to have play dates with the same family or small group of friends during this period of social distancing. This means choosing another family or a couple of friends to play with during this time, and then only playing and socializing with them. That doesn't mean, however, that one day your family plays with one small group of people, the next day they socialize with another small group, and the next day a different group entirely. Limiting interactions to these small groups can prevent the spread of illness. It's important for parents to make sure that no one in the group shows symptoms of coronavirus or other illnesses.

Talk to your kids about the importance of giving others space right now. Kids love to touch and hug others, so remind them not to do that with people outside their family during social distancing. When kids do touch each other, remind them to thoroughly wash their hands or use an alcohol-based hand sanitizer and to avoid touching their faces.

Families should take their children's temperatures and ask how they are feeling before socializing with others. Children and adults should stay home and away from others when they have a fever (100.4°F or higher), are coughing or are short of breath. These are some of the symptoms of coronavirus, also called COVID-19. Families also should follow guidelines about limiting contact with others who have recently traveled outside Alaska. These are found under "COVID-19 Health Alerts and Mandates" on coronavirus.alaska.gov.
Does it matter if these play dates are inside or outside?
Play dates inside a house could be OK, Castrodale said, but the recommendations for small groups and limited interaction still apply.

"I think the bottom line is that play dates where children are not in close proximity are better, and that might be easier outside," Castrodale said.

"It's really maintaining distance from one another that's most important."
Should children limit playing or socializing with grandparents or other adults over age 60?
Castrodale said it's wonderful to support children's relationships with grandparents and older adults, but physical interaction between them right now should be limited or avoided. People 60 and older and those with chronic medical conditions, like heart disease and diabetes, face the highest chances for serious health problems related to coronavirus.

"Part of this idea of social distancing is to protect our most vulnerable folks," Castrodale said.

So while it's sad to limit face-to-face interactions with older loved ones, that might be the best thing for their health right now. Instead, use FaceTime or Skype to keep your children and grandparents in contact.

"Right now, the best way to love grandma is to send her a nice note, rather than to see her in person," Castrodale said.
What can your kids do before, during and after playing to prevent the spread of illness?
Kids and parents should do several things to prevent getting and spreading illness:

Wash their hands often with soap and water for at least 20 seconds. That's the amount of time it takes to sing the "Happy Birthday" song from start to finish twice. If water is not available, use a hand sanitizer that's made with at least 60% alcohol.

Cover their own mouths and nose when coughing or sneezing, either through coughing into their elbows or ideally using a tissue. Then, immediately throw the tissue away and wash their hands.

Avoid touching their faces, especially with unwashed hands. That includes rubbing eyes or touching noses or mouths.

Don't share cups, water bottles, utensils or food.

Parents can frequently clean and disinfect surfaces that kids touch a lot, like doorknobs and toys. The Centers for Disease Control and Prevention published recommendations for cleaning and disinfecting homes with suspected or confirmed coronavirus infections. This webpage includes a section for routine cleaning of households that states families can use household cleaners and EPA-registered disinfectants on frequently touched surfaces.

What should you do if your child becomes sick?
Castrodale said the most important thing to remember is to keep sick children inside the home and away from others, including siblings.

"Anyone who is sick needs to be isolated," she said. Of course, a parent will need to provide care for that child, but siblings and others should be separated as much as possible. If parents believe the child needs medical care, they should call their provider before going in to the clinic, she said.
The Alaska Department of Health and Social Services is updating its coronavirus information every day. Please stay informed by visiting coronavirus.alaska.gov.

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​MARCH 19, 2020 - Schools across Alaska are closed through May 1 to promote social distancing and prevent the spread of coronavirus. That means staying at least 6 feet away from people other than family members, or about a ski's length away.

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https://ymcagbw.org/blog/10-ways-be-good-sport

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Exercises that improve your child's coordination

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Alaska Standards-based Physical Education is essential for the health and well-being of every Alaskan student including those with special needs. Physical Education, a content area in the total educational program;

Focuses on fitness.

Teaches skills that lead to enjoyment of lifelong physical activity.

Enhances all aspects of development including but not limited to health, academic performance, physical fitness, movement knowledge, goal setting, self-esteem, stress management, and social skills.

Embraces the unique challenges of Alaska's geographic location, cultural diversity, climate, and local school structure.

A physically educated student will:

Standard A
Demonstrate competency in motor and movement skills needed to perform a variety of physical activities.

Standard B
Apply movement concepts to the learning and performance of physical activities

Standard C
Participate regularly in physical activity.

Standard D
Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness.

Standard E
Exhibit personal and social behavior that respects self and others in physical activity settings.

Standard F
Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Grade K-2 Objectives

Children in grades K-2 are very active and enjoy learning and exploring new ways to move and be active. Physical education will support the development of a wide variety of fine and gross motor activities that involve locomotion, non-locomotion, and manipulation of objects. Students will be engaged in a variety of physical activities that emphasize social interaction, future participation, and enjoyment of life-long physical activity.
By the end of Grade 2, students will:
Standard A
Demonstrate competency in motor and movement skills needed to perform a variety of physical activities:

1. Perform various forms of loco-motor movement such as walk, run, slide, gallop, jump, hop, leap, and skip.

2. Perform a variety of non-loco-motor skills such as balancing, bending, stretching, rocking, curling, twisting, turning, pushing, pulling, swinging, swaying

3. Dribble with hands and feet.

4. Dribble with short-handled and long-handled implements while stationary and moving.

5. Jump and land in various combinations.

6. Demonstrate balance on the ground and on objects, using bases of support other than both feet.

7. Repeatedly jump a turned rope.

8. Perform to music a grade-level appropriate individual or partner dance that utilizes three different patterns.

9. Perform a body roll (e.g., log roll, egg roll, shoulder roll, forward roll) followed by a weight transfer.

10. Strike a stationary object using hands or feet with force and accuracy.

11. Strike a stationary object using a variety of short-handled and long-handled implements.

12. Strike a moving object using hands and feet.

13. Strike a moving object using short and long handled implements.

14. Step forward with opposite foot during throw.

15. Throw or roll with force and accuracy a variety of objects.

16. Catch a variety of objects.

17. Volley a variety of objects using various body parts.

18. Move with effort, time, force, and flow.

19. Move in a variety of pathways (e.g. straight, curve, zig-zag).

Standard B
Apply movement concepts to the learning and performance of physical activities

Standard C
Participate regularly in physical activity:

1. Participate in physical activity outside of physical education class.

2. Identify appropriate physical activities for recess and outside of school.

3. Attempt to perform new movement skills and activities.

Standard D
Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness:

1. Understand and demonstrate the importance of a proper warm-up prior to physical activity.

2. Utilize age-appropriate stretching techniques to increase flexibility.

3. Explain ways the body responds to physical activity (e.g., sweating, increased heart rate, increased breathing).

4. Demonstrate activities that develop muscular strength and endurance (e.g., climbing, weight bearing).

5. Discuss the benefits of fitness (e.g., being fit allows me to ride my bike, why it is fun to move).

6. Discuss the benefits of healthy food and beverage choices.

Standard E
Exhibit personal and social behavior that respects self and others in physical activity settings:

1. Encourage others by using verbal and nonverbal communication.

2. Apply established class rules, procedures, and safe practices.

3. Participate cooperatively in a variety of group settings (e.g., partners, small groups, large groups) without interfering or excluding others.

4. Identify reasons for rules and procedures during physical activities (e.g., safety, equipment, directions).

5. Demonstrate respect for self and others during physical activities (e.g., taking turns, appropriate etiquette, cooperation).

6. Accommodate individual differences. (e.g,. ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins).

7. Describe appropriate reactions to threatening and/or emergency situations common to physical activity settings (e.g., bear or moose on playground).

8. Understand the importance of dressing appropriately for outdoor physical activity (e.g., layering clothing during winter, sunglasses, sunscreen).

9. Select appropriate safety equipment for specific physical activities (e.g., bike helmet, personal floating device).

Standard F
Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction:

1. Celebrate personal successes and achievements as well as those of others.

2. Exhibit verbal and non-verbal indicators of enjoyment (e.g., cheering, smiling, giving high five)

3. Name physical activities that are enjoyable.

4. Identify feelings resulting from challenges, successes, and failures in physical activity (i.e., happy, scared, angry, sad).

5. Attempt new activities.

6. Continue to participate when not successful on first try.

7. Try new movements and skills willingly.

Grades 3-5 Objectives

In grades 3-5, students will attain mature motor skills, use movement patterns, learn movement concepts and explore fitness concepts. Personal and social skills are emphasized through cooperative activities and the introduction of modified games.
By the end of Grade 5, students will:
Standard A
Demonstrate competency in motor and movement skills needed to perform a variety of physical activities:

1. Enter, jump, and exit a long (double) rope turned by others.

2. Jump repeatedly a self-turned rope while performing different jumping skills.

3. Dribble an object with a hand, foot, and long-handled implement in personal and shared space.

4. Perform simple, small-group balance stunts by distributing weight and base of support.

5. Kick and punt a ball at targets from varying distances.

6. Design and perform a creative dance.

7. Design and perform smooth, flowing sequences of stunts, tumbling, and rhythmic patterns that combine traveling, rolling, balancing, and transferring weight.

8. Strike an object with varying force, short and long distance, using forehand, and introducing backhand strokes.

9. Strike an object with an underhand and a side orientation.

10. Throw overhand a ball to a target with force and accuracy.

11. Throw and catch an object with a partner while both partners are moving.

12. Volley a lightweight object repeatedly with a partner.

Standard B
Apply movement concepts to the learning and performance of physical activities

1. Select and practice a skill in which improvement is needed.

2. Use offensive and defensive skills to obtain and maintain possession of an object.

3. Use a variety of spatial relationships with others in order to play or design a small-group game.

4. Devise cooperative strategies to keep opponents from reaching a specified area, person or object.

5. Use specific feedback to improve performance.

6. Demonstrate basic competence in game strategies and concepts.

Standard C
Participate regularly in physical activity:

Standard D
Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness:

1. Participate in selected activities that develop and maintain the health-related components of fitness: muscular strength, mouscular endurance, flexibility, body composition and cardiovascular endurance.

2. Compare target heart rate and perceived exertion during physical activity.

3. Measure, record, and compare the heart rate before, during, and after participation in physical activity of various levels of intensity.

4. Engage in appropriate physical activity that results in the development of cardiovascular endurance.

5. Recognize that physiological responses to exercise are associated with their own levels of fitness.

6. Choose to participate in activities to increase muscular strength and endurance.

7. Explain how improved flexibility increases the ability to perform skills.

8. Maintain heart rate within the target heart rate zone for a specified length of time during an aerobic activity.

9. Experience the protocols and mechanics of a nationally recognized fitness assessment tool (e.g. Fitnessgram or Brockport).

Standard E
Exhibit personal and social behavior that respects self and others in physical activity settings:

1. Demonstrate awareness and participate safely when involved in activity.

2. Form groups quickly when asked.

3. Recognize importance of individual responsibility in a group effort.

4. Encourage others by using verbal and nonverbal communication.

5. Accommodate individual differences. (e.g. ability levels, gender, ethnicity, disability among people, and physical activities of a variety of actions, culture, and ethnic origins).

6. Work productively with assigned or random groups without adult intervention.

7. Contribute ideas and listen to the ideas of others in cooperative problem-solving physical activities.

8. Act in a safe and healthy manner when confronted with conflict during physical activity.

9. Analyze possible solutions to a movement problem in a cooperative physical activity and come to a consensus on the best solution.

10. Acknowledge one's opponent or partner before, during, and after a physical activity or game and give positive feedback on the opponent's or partner's performance.

Standard F
Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction:

Grades 6-8 Objectives

In middle school, grades 6-8, students further develop specialized skills within movement forms and enhance physical fitness through involvement in a variety of dual and individual modified sports and outdoor activities. Students participate in physical activities that lead to active lifestyles and lifetime wellness. Social and emotional development is enhanced through activities that require team building.
By the end of Grade 8, students will:
Standard A
Demonstrate competency in motor and movement skills needed to perform a variety of physical activities

1. Demonstrate competent skills for participation in modified team activities (e.g., basketball, volleyball, softball, ultimate Frisbee).

2. Demonstrate competent skills for participation in individual and dual activities (golf, Frisbee, bowling, racquet/paddle sports, Native Youth Olympics games)

3. Demonstrate competent skills for participation in non-competitive individual activities (e.g., weight training/resistance training, swimming, exercise).

4. Demonstrate competency for participation in rhythmic activities (e.g., social, folk, Native dances).

5. Demonstrate competency for participation in adventure/outdoor activities (e.g., orienteering, snowshoeing, skating).

6. Explore Alaskan cultural physical activities (e.g., Native Youth Olympics games and dances).

Standard B
Apply movement concepts to the learning and performance of physical activities:

1. Identify critical elements of skill for selected movement forms.

2. Detect and correct errors in personal performance in a variety of activities.

3. Explain at least two game tactics involved in playing team, dual, and individual activities.

4. Use offensive and defensive strategies while participating in modified team, individual and dual sports.

5. Design a game that incorporates skills and tactics that can be played by all students.

6. Implement strategies and safety procedures for success while participating in physical activity (e.g., use a spotter when lifting weights, shift gears one at a time while climbing a hill on a bicycle).

7. Identify major muscle groups utilized in a variety of movements.

Standard C
Participate regularly in physical activity:

Standard D
Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness:

Standard E
Exhibit personal and social behavior that respects self and others in physical activity settings:

Standard F
Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction:

1. Identify several reasons why participation in physical activities is enjoyable and desirable.

2. Reflect on reasons for choosing to participate in selected physical activities (e.g., health, challenge, self-expression, social interaction, personal goal).

3. Enjoy working alone or with others in a sport or physical activity to achieve a goal.

Grades 9-12 Objectives

Physical education in grades 9-12 is the final opportunity for Alaskan students to establish positive physical activity habits and to become lifelong movers. High school physical education emphasizes fitness and lifetime physical activity for all students, including students with special needs. Students select a variety of activity courses (individual/dual sports, team sports, non-competitive sports, dance/rhythms, aquatics/water safety, adventure/outdoor activities, and activities unique to Alaska); set goals; and identify local, regional, state, and national venues and programs to enhance their physical activities and/or fitness. Students are encouraged to take physical education every year to meet Alaska Physical Education Standards.

By the end of Grade 12, a student will:

Standard A
Demonstrate competency in motor and movement skills needed to perform a variety of physical activities:

Standard B
Apply movement concepts to the learning and performance of physical activities:

1. Utilize basic skills, tactics, and strategies while participating in a variety of lifetime activities; and advanced skills, tactics, strategies while participating in at least two lifetime activities.

2. Use a variety of complex movement patterns, independently and routinely, to improve skills.

3. Acquire new skills while continuing to refine existing ones.

4. Identify basic biomechanical principles as they pertain to movements within a physical activity.

5. Recognize various levels of performance (novice, competent and proficient).

6. Apply knowledge of major muscle groups to improve performance and/or create training plans.

7. Explain to others the importance of strategies and safety procedures for success while participating in physical activity (e.g., weightlifting, wearing a helmet while snowboarding).

Standard C
Participate regularly in physical activity:

Standard D
Apply fitness concepts to achieve and maintain a health-enhancing level of personal fitness:

Standard E
Exhibit personal and social behavior that respects self and others in physical activity settings:

Standard F:
Value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction:

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Alaska Standards-based Physical Education is essential for the health and well-being of every Alaskan student including those with special needs. Physical Education, a content area in the total educational program; Focuses on fitness. Teaches skills that lead to enjoyment of lifelong physical activity.

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For your yard, and around your house! You can create your own simple ninja warrior course with things you can find at home. Have fun, and use your imagination! Include balancing, jumping, leaping, swinging, and more!

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Kids Ninja Warrior Course in Backyard - Simple DIY

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This site has some really cool workouts, meal plans, recipes, challenges, and more! You’re whole family can check it out, and get active together!

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2100+ FREE workouts, fitness programs, monthly challenges and training guides.