TEACHING TIPS

Editor: Susan C. Petersen

Runn! ng for Life

An Elementary Fitness Program

Robert G. Davis

O ver the past 30 years, the per­centage of young people who are overweight has more than doubled. In an article entitled Improving Nutrition and Increasing Physical Activity, CDC personnel report that between 10 percent and 15 percent of Americans between the ages of 6 and 17 are overweight (2002, p. 1). Can this be attributed to a reduction in physical edu­cation programs?

Although 81 percent of adults and teens agree that daily physical education should be incorporated at every grade level (National Association for Sport and Physical Educa­tion, 2002), many states have reduced or eliminated physical education in favor of the core academic subjects.The 1996 Surgeon General's report (U.S. Department of Health and Human Services, 1996) states that required daily physical education programs for high school students dropped from 42 to 25 percent between 1990 and 1995. Similarly, many states now offer physical education as an elective in middle school.

While it may not be stated unequivocally that increased childhood obesity is a result of fewer physical education classes, it would be difficult indeed to argue that the two are not closely related. Faced with this connection, physical educators have an important responsibility to increase student activity levels through physical education and special fit­ness programs.

Program Summary

Runn!ng for Life is a fitness program that combines exercise with topics like geography, language arts, and history. It is easily integrated into school curricula that emphasize these subjects and is particularly suited to the flexible schedule of most elementary school programs. In addition to its fitness and academic value, Runn!ng for Life is easy to organize and administer. Although the program is coordinated by one individual (usually the school's physical education teacher), daily team activities are led by the classroom teacher. A single classroom, a combination of classrooms, or an entire student body, with a mixture of different grades, can participate. Once organized, the program may be implemented at any time during the year, but it may be most enjoyable in the spring or near the end of the academic year, perhaps culminating in a field day. At this time, children are eager to be outside and may have more stamina than during the winter months.

Runn!ng for Life begins with the selection of an academic theme that features geography in conjunction with relevant cultures and history, if appropriate. Once a theme is selected, a large map depicting the geographical area involved and the route that students should follow is posted in a conspicuous, central location in the school. Next, the number of teams is determined, and each is identified by name. For ease of administration, a maximum of four teams is recommended. For example, if the United States is selected as the geographic area of study, a large map of the United States is posted and teams might be designated Red, White, and Blue. A broader study of the world would feature a world map, and continents or oceans might be the team names. Each participating classroom is divided equally into the selected number of teams, and the names of team members are recorded on the Runn!ng for Life worksheet (figure 1). Because each team has representatives in each participating class, competition is minimized and administration is greatly facilitated. Classroom variations are also accommodated since all teams are equally affected in the event that weather or schedule changes alter participation by one or more classrooms. This equilibrium is disturbed by attempting to have classes compete against each other and, for this reason, such a scenario is discouraged.

Figure 1

                                         Figure 1. Lap -Recording Sheet

                                       for the Lewis and Clark Expedition

                                                        Teacher Date

The exercise featured in Runn!ng for Life is running and is measured in laps, which are converted into distance along the route and then depicted on the posted map. Team laps are counted weekly, and each team's progress is marked along the route using pins and color-coded chart tape. As students move toward their final destination, classrooms study the geography, people, culture, and history that they might encounter. To maintain interest and momentum, the program should not exceed eight weeks. Because Running for Life features cardiovascular exercise, children must be properly conditioned before starting the program. A com­bination of running and brisk walking is recommended for those who may not be accustomed to vigorous physical activity.

Nuts and Bolts

Once Running for Life is organized, classrooms begin by running three times a week (Mondays, Wednesdays, and Fridays) around an oval track (or a course around a field) of approximately 200 meters. Keeping the distance short will allow runners to cross the start/finish line more frequently. A shorter distance may be used for younger children. The number of laps completed by each student is confirmed by handing runners a popsicle stick or tongue depressor each time they pass the start/finish Iine.These are counted by the classroom teacher at the end of each exercise session and recorded on the Running for Life worksheet. Each Friday, worksheets are submit­ted to the program administrator who calculates the number of laps completed by each team, converts them to distance traveled, and marks each team's progress on the posted map using the pins and colored chart tape.

In order to determine the desired weekly location of each team's posi­tion on the map, the Running for Life program coordinator divides the total trip distance by eight (the maximum number of weeks recommended) and places that week's leading team at that point. Second, third and fourth-place teams are placed at locations along the marked route, reflecting their weekly performance in comparison to the leading team (i.e., proportionally).

Although the weekly location may be somewhat arbitrary, it is important for illustrating team performance and ensuring successful completion of the course. Let us say, for example, that the Red Team ran a total of 350 laps in week one, while the White Team ran 300 laps and the Blue Team ran 250 laps. The Red Team's pin would be placed at the desired point for the end of week one, with pins for the White Team and Bliue Team showing their corresponding positions (six-sevenths of the distance for the White Team and five ­sevenths for the Blue Team). Laps completed during the second week and each following week are added to the previous week's total. The pins and chart tape are adjusted weekly, as well.

As they progress along the route marked on the school map, classrooms may examine the topography, weather, people, and history of the areas through which they travel. Students may be encouraged to use the internet to research information, to make presentations of what they have learned along the way, and to meet email correspondents with whom they can discuss their journey. Of course, any attempt by students to visit web sites or establish email communications must be strictly supervised by an adult. Teachers may also provide photographs and personal descriptions of places they have visited.

Experience to Date

Since 1997, an urban elementary school has conducted Running for Life using five different geographical themes and one historical theme, as described below.

AroundTheWorld. Each classroom was divided into four teams, each named after a continent.The "trip" started in Richmond, Virginia, and in­corporated specific areas that teach­ers wanted their classes to study, such as the original 13 American

colonies, Canada, Alaska, California, Central America, South America, Jamaica, and Antarctica.The journey concluded in Sydney, Australia, which at the time was hosting the 2000 Olympic games. Every conti­nent was covered with consideration to current world events.

A Capital Idea!The Red, White and Blue teams left Richmond following a southern route westward and returned through the north.The teams visited and studied every state capital.

Discovering the Old Dominion. Four teams representing the four major areas of Virginia (i.e.,Tidewater, Piedmont, Ridge and Valley, and Allegheny Plateau) traveled from Richmond to the Tidewater region and Eastern Shore.They then visited the Northern Virginia and Washington, D.C. area and returned to Richmond via Skyline Drive. Special features included stops at presidential homes such as Mount

Exploring Richmond. This program presented the opportunity for students to learn about the history surrounding them in their hometown. Teams representing North, South, East, and West studied the geography and history of their city.

The "Mr. Smith" Route. This program saw a return to the map of the United States. One of the school's teachers had recently completed a grant to visit all of the country's ma­jor national parks. Teams followed the route taken by the teacher, who supplied photos and shared personal experiences.

The Lewis and Clark Expedition. Teams this year (named Lewis, Clark, and Sacagawea) are celebrating the 200th anniversary of the Lewis and Clark expedition, commissioned by President Thomas Jefferson in 1803. This important journey, which explored and mapped the Louisiana Purchase, began in Charlottesville, Virginia and continued through the northwestern United States and back to St. Louis, Missouri.

Summary

Runn!ng for Life has received enthusiastic support from students, who find it fun to run, to see their progress recorded on a map, and to study the interesting lands and people they encounter. Teachers find it provides a stimulating opportunity to present core subjects in a personal, first-person manner that makes geography and history memorable.

References

National Association for Sport and Physical Education. (2002). Shape of the nation report: A survey of state physical education requirements. Reston, VA: Author.

National Center for Chronic Disease Prevention and Health Promotion. (2002). Improving Nutrition and Increasing Physical Activity. Retrieved January 29, 2003, from http://www.cdc.gov/nccdphp/ man Services. (1996). Physical activity and health: A report of the Surgeon General. Atlanta, GA: Centers for Disease Control and Prevention.

-Robert G. Davis (rgdavis@vcu.edu ) is a professor of physical education at Virginia Commonwealth University, Richmond, VA 23284-2037.

Title: Runn!ng for Life: An Elementary Fitness Program
Doc Date: 2003
Journal Name: JOPERD – The journal of physical education, recreation & dance (Reston, VA)
Journal Volume: 74
Journal Publisher: American Alliance for Health, Physical Education, Recreation and Dance
Journal Issue: 4
Journal Date: Apr 2003
Journal Pages: 11-13; 19

back to newsletter