A2-Aerobic Exercise
Artifact and Reflection Form
Name:
Date:
Artifact number:
Course number and name:
Instructor:
Susan Mayberry
Fall 2009
2
MAT 728 Engaging Learners with Brain Compatible Teaching
Nancy L. Murphy, Ed. D.
Title of artifact:
The Impact of Physical Movement on the Brain
Type of artifact:
Aerobic Exercise and Fitness
Write a brief description of the artifact
This artifact is an implementation of aerobic activity into daily lesson plans. Aerobic exercise enhances
cognition by neurogenesis. There is a correlation between neurogenesis, exercise, and learning (Jensen,
2008). For three weeks, prior to beginning daily lesson plans in the classroom, students will perform
twenty to thirty minutes of aerobic fitness. Throughout this three week implementation, the teacher will
lead three-fourths of the days scheduled. If they choose, students will have the opportunity to work
together and create a workout plan to teach to the class during the other days that are scheduled.
LeTendre (2000) and Jones & Jones report that hands-on and moving activities combined with authentic
tasks and assessments are important to motivating students to learn. See Appendix A for the Daily
Implementation Activities.
Professional and/or Learner Outcomes Represented by this Artifact
Professional outcomes represented the idea of implementing an assignment/activity that would
successfully determine what motivates individual students to give an increased amount of effort in order
to learn and retain new information. The students will interact with others in a meaningful, fun, and
challenging environment. As a result, there will be an increase of student expectations and a decrease of
mediocrity. The outcome will show that aerobic exercise has an effect on student learning,
attentiveness, and motivation. It will verify that brain activity increases as a result of moving the body.
Learner outcomes represented is the implementation of an activity, which is powerful in regards to
motivation and achievement (LeTendre, 2000 and Jones & Jones, 2007). Students will also have the
opportunity to create an aerobic workout individually, or with a few classmates, and teach it to the class.
Students who feel a sense of control of their learning will be more inclined to want to learn (Wong &
Wong, 1998). See Appendix A for the Daily Fitness Implementation Activities.
Report of Outcomes Attainment
Prior to this implementation, I explained to the students that we were going to do an “experiment”
regarding fitness. First, we learned about resting heart rate, aerobic and anaerobic fitness, and how to
determine our personal target heart rate ranges. The timing of this implementation was perfect.
Secondly, I had the students complete the Individual Fitness Scale Survey (IFS). After reviewing the
results of the survey, I intentionally designed our “experiment” to meet the needs of all of the students.
Meaning, that I incorporated many different activities into our daily workouts so that all students could
feel a sense of fun and success. I also wanted the students to sweat and get their heart rate up and within
their personal target heart rate zone! The students were excited to be able to, “exercise and have fun.”
before going into the classroom. Although the students were tired and sweaty afterward, they responded
very positively. For some students the exercise woke them up and prepared them for the day. For
others, the exercise was an outlet to help them expend their pent up energy. Through my observations of
this artifact, I did notice that perhaps some of the students, at first, were apprehensive or unsure about
participating. I believe that these reactions presented themselves due to perhaps low self-esteem or
confidence. We all have had an experience or two where we were unsure. Or, it is human nature to be
A2-Aerobic Exercise
somewhat apprehensive if we have had no prior experience with an activity. Also, if we have had a
previous negative experience, it could make us somewhat apprehensive. However, as the days passed,
all of the students really looked forward to working out. In future classes, it will be important for me to
insure that students who feel unsure or apprehensive about ‘moving’ understand that these activities are
meant to be fun and non-threatening while giving our brain a chance to exercise.
There were also students who really enjoyed designing a class workout. They were able to demonstrate
their creativity, and, their peers responded very positively.
Although this implementation plan took more organization (primarily equipment and set up) for the
teacher, it was a lot of fun and the students responded positively.
Reflection on the process
This artifact could turn out to be one of the “class favorites” in regards to a non-traditional format that
we have in health class that will be implemented throughout the semester.
I learned that students thrive on the ability to utilize technology (music) and implement their own ideas
and creativity into class projects. The students who designed a class workout enjoyed creating a “fun”
yet meaningful workout.
There are several thoughts that come to mind when evaluating this project. The following are a few
mental notes that I have made:
1. Introduce the project at the beginning of the semester and attempt to spend at least nine weeks
doing aerobic fitness before class. Not only does exercise have several benefits connected to
learning, but the workouts can be sounding boards and catapults for class discussions and for
other health topics we cover. Topics such as: nutrition, mental health, stress, drugs and alcohol,
fun, laughing, hygiene, and relationships.
2. Invite the administration into the class to observe and to participate when they can. This will
serve a two-fold purpose. To illustrate that fitness is important and, with a little planning, can be
implemented into daily lessons. Even if the workouts are kept to five or ten minute increments.
Also, by having administrators participate it will show the students that the adults in our school
also enjoy moving and having fun during the day.
3. I need to make sure that each student has a locker in the PE locker room to secure the clothes that
they change out of. Also, I need to be able to provide a clean set of workout clothes to those
students who may not own any.
4. Perhaps have the students keep a journal and write down how they ‘feel’ before and after we
workout.
5. Use the music software to make a variety of music segments (30” – 15”, 20” – 10”). The first
number represents the length of activity. The second number represents the amount of time the
music is not playing, and this time is used for transition or stretching.
Through this artifact there were several components that were successful. However, there are a few
things they need to be shored up. The length of time devoted to the workouts may need to be varied each
day, a handout that includes the guidelines on how to create a workout need to be given to the students
who choose to create one, and to make better use of time, we should meet in the gym ready to go instead
of meeting in the classroom. Perhaps on health days, students could come to school dressed in workout
clothes (and bring their school clothes) to save time with changing clothes at the beginning of the
workout.
I chose this artifact because I wanted something that could be presented to our faculty, student body, or
another community group who advocates fitness in school. I wanted to show the students how
A2-Aerobic Exercise
important and easy it is to implement a fitness workout into our daily routine that is fun and effective. I
thought this project would empower the students to learn more about the benefits of exercise and to be
able to pinpoint how exercise affects them personally. I wanted a project that would be stamped into the
students’ brains as one that is positive and lifelong.
As a teacher the focus I place on decision-making and outcomes is very similar to that of the conceptual
framework for the graduate programs at the University of Saint Mary. The following areas are the same:
o The major forces in contemporary societies that require educators to develop dispositions and
apply principles that result in continuous assessment and improvement aimed at changing
schools, organizations, and society.
o To live value-centered lives and careers that contributes to the well being of our global society.
o To advocate, “synthesis, integration, interpretation, and critical analysis of new knowledge
through rigorous, problem-centered, scholarly study.”
I think this artifact is a demonstration of the passion I have as a teacher to stretch the minds of students.
Allowing students the opportunities to utilize their interests and talents by incorporating them into the
educational learning process is my responsibility as an educator. This artifact is an example of my
desire to excite students about learning and discovering new ideas and concepts. To take risks and
recognize that hard work and cooperation can lead to success. And, that, even failures along the way
will create opportunities to grow and discover new ideas.
National Board for Professional Teaching (NBPT) Five Core Propositions
Proposition 1: Teachers are Committed to Students and Their Learning
This artifact shows that I am a committed teacher. To implement this exercise program into my daily
lesson plans was somewhat challenging and quite a large undertaking. Initially, the workouts were very
time consuming to organize and deliver. However, the fruits of this project were endless. Students were
being given the opportunity to exercise prior to their day beginning and to reap the benefits of the
activities that we completed. Implementing this activity generated energy and attentiveness in most all
of my students. This could be a life-changing experience to those who realize the positive affects of
exercise on the brain and body.
Proposition 2: Teachers Know the Subjects They Teach and How to Teach Those Subjects to
Students
Prior to this project I collaborated with other teachers and persons who are affiliated with dance, fitness,
and weight training. I was able to research information on the Internet in regard to the type of music,
workout ideas, and found software that worked perfectly for breaking down music into segments of
music with silent transition times.
Proposition 3: Teachers are Responsible for Managing and Monitoring Student Learning
The daily fitness allowed students to voice their opinions on our workouts, provide suggestions, laugh
with each other, and with their teacher. The set-up was created to include activities that all students
could perform. Some of the activities were more challenging than others as we have a variety of student
abilities within our class. I also provide an opportunity for the students to create their own workout and
teach it to the class. For this reason students were motivated to present a quality product. Because this
project incorporated a variety of skill, research, and performance, there were many opportunities to
manage and monitor student learning.
A2-Aerobic Exercise
Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience
There are definitely several concepts that I will think and rethink in regards to presenting this artifact
next semester. As an educator, it is natural for me to want to deliver the best lesson that I
can in order for students to grow and achieve above and beyond what they might originally anticipate
from a ninth grade health course.
Proposition 5: Teachers are Members of Learning Communities
I am an active member of the Kansas Association of Health, Physical Education, Recreation, and Dance
(KAHPERD). I present at local and national conferences and attend as many workshops and seminars
that I can. As an educator, I feel that this is one of the many responsibilities that I
have. I am in touch with the latest health-related topics for teenagers. I do this by connecting with
community members who work for a variety of health-related professions. The Internet is a wonderful
tool to stay in touch with health-related information.
A2-Aerobic Exercise
References
Castelli, D. M., Hillman, C. H., Buck, S. M., & Erwin, H. E. (2006). Physical fitness and
academic achievement in third- and fifth-grade students. Journal of Sport & Exercise
Psychology, 2007, Vol. 29, pp. 239-252. Human Kinetics, Inc.
Cole, R. W. (2008). Educating everybody’s children: Diverse teaching strategies for diverse
learners (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum
Development.
Corrigan, M. W., & Chapman, P. E. (2008). Trust in teachers: A motivating element to
learning. Retrieved from the Web November 3, 2008.
http://radicalpedagogy.icaap.org/content/issue9_2/Corrigan_Chapman.html
Hillman, C. H. (2008). Science and society: Be smart, exercise your heart: exercise
effects on brain and cognition. Retrieved from the Web October 15, 2009.
http://www.nature.com/nrn/journal/v9/n1/abs/nrn2298.html
Howard, P. J., Ph.D. (1994). The owner’s manual for the brain: Everyday applications from
mind-brain research. Austin, TX: Leornian Press.
Jensen, E. (2008). Brain-based learning: The new paradigm of teaching (2nd ed.). Thousand
Oaks, CA: Corwin Press.
Jensen, E. (1996). Brain-based learning. Del Mar, CA: Turning Point Publishing.
Jones, V. & Jones, L. (2007). Comprehensive classroom management: Creating communities of
support and solving problems (8th ed.). Boston, MA: Pearson Education, Inc.
Marzano, R.J., Pickering, D. J. & Pollock, J. E. (2005). Classroom instruction that works.
Upper Saddle River, NJ: Pearson Education, Inc.
Mills, G.E. (2007). Action Research: A guide for the teacher researcher (3rd ed.).
Upper Saddle, NJ: Pearson Education, Inc.
National Board for Professional Teaching Standards (2008). The five core propositions.
Retrieved from the Web March 1, 2009.
http://www.nbpts.org/the_standard/the_five_core_propositions.html
Popham, W.J. (2008). Classroom assessment: What teachers need to know (5th ed.).
Boston, MA: Pearson Education, Inc.
Sylwester, R. (1995). A celebration of neurons: An educator’s guide to the human brain.
Alexandria, VA: Association for Supervision and Curriculum Development.
Willis, J., M.D. (2006). Research-based strategies to ignite student learning: Insights from a
neurologist and classroom teacher. Alexandria, VA: Association for Supervision and
Curriculum Development.
A2-Aerobic Exercise
Appendix A
1.
2.
3.
4.
5.
Daily Fitness Games
Daily Fitness Circuit 1
Daily Fitness Circuit 2
Daily Fitness Circuit 3
Daily Fitness Circuit 4
Daily Fitness Games
Equipment:
Stereo, Laptop, Projector, Video
Activity:
15-20 minutes of Zumba today.
******************
Equipment:
Dodgeballs, Basketball backboards on each end of gym and Jerseys
Activity:
Jailbreak
*******************
Equipment: Chairs for every student
Activity:
Connections Game
Activity:
Chair wave
*******************
Equipment: 1 Indoor felt soccer ball, Jerseys
Activity:
Gator Ball
*******************
Equipment: Tennis Racquets, Nerf tennis balls, Cones, Jerseys
Activity:
Tennis Hockey
*******************
Equipment: Basketball and basketball court, Jerseys
Activity:
Line Basketball
********************
STUDENT LED ACTIVITY DAY
*********************
A2-Aerobic Exercise
Daily Fitness Circuit 1
Equipment: Stereo, iTunes (laptop), Dumb bells Light, Floor Mats, Dumb bells heavy, Basketball Goals,
Basketballs, Frisbees.
1
Stair Steppers 1 Foot at a Time Forward
Bicycle Crunches Forward
18
Thumb up Lat Lifts R
5 Spot jumps
2
Jump Rope Forward
Bicycle Crunches Backward
19
Rubber Band clock R
Rubber Band clock L
3
Wall Sits 90 degrees Right Leg Out
Scissor Crunches
20
Sprint 1/2 of the court
Hand Stand attempt
4
Lawn Mowers Right
Butterfly Crunches
5
Wall Sits 90 degrees Left Leg Out
Side Bend Crunches Right
6
Lawn Mowers Left
Side Bend Crunches Left
7
Jump Rope Backward
Straight leg Crunch - to your back - Straight Leg Lift Crunch and Down
8
Jog around the gymnasium
Plank Right leg up
9
Plank Left leg up
Rubber Band Side Lying Right Leg Lift
10
Rubber Band Side Lying Left Leg Lift
Biceps Curls
11
Triceps Extensions
Carioca
12
Feet on Stair Step Push Ups
Up N Backs
13
Stair Step Backward 1 foot at a Time
Slides
14
Burpies
Jumping Jacks
15
Shoot Basketball
Play frisbee catch
16
Side Plank Right
Side Plank Left
17
Jog Backward around the gym
Jog Forward around the gym
A2-Aerobic Exercise
Daily Fitness Circuit 2
Equipment: Stereo, iTunes (laptop), Dumb bells Light/heavy, Floor Mats, Basketball Goals, Basketballs, Frisbees,
Hula hoops, Jump Ropes, Tennis balls, Ankle bands, Scooters
1.
Jog around the gym
Jumping Jacks
17.
Hula Hoop lateral jumps
Hula Hoop backwrd/for jump
2.
Push-Ups
Butterfly Crunches
18.
Bball Figure 8 dribl btwn feet
Slides
3.
Jump Rope Forward
Wall Sits Right Leg out
19.
Up N Backs
Carioca
4.
Wall Sits Left Leg out
Jog around the gym
20.
Hula Hoop
Tennis ball 1 hand catch
5.
Dumb bell Push Up - Lift Ups
V-Crunches
21.
Tennis ball wall bounce catch
Tire Jumps Counter Clock
6.
Dumb bell Overhead Presses
Side Bend Crunches Right
22.
Tire Jumps Clockwise
Leg Climb Crunches
7.
Side Bend Crunches Left
Dumb bell - On back Bench Press
23.
Russian Twist Crunches
Dumb bell Push Up-Lift Up
8.
Scooter Pushes 1/2 court and back
Scooter Roll Forward to 1/2 court Back Pedal back
24.
Dumb bell Bench Press
Jog around the gym bckward
9.
Straight Legged in the air Crunches
Plank Right Leg UP
25.
Jog around the gym forward
Dumb bell Triceps Extension
10.
Plank Left Leg UP
Double Jumping Jack
26.
Dumb bell Bicep Curl
Jump Rope Crossover
11.
Dumb bell Kneeling Horizontal abduction Right
Dumb bell Kneeling Horizontal abduction Left
27.
Resistance Running You
Resistance Running Partner
12.
Scissor Crunches
Straddle Crunch to toes
28.
Side Plank Right
Side Plank Left
13.
Basketball Chest pass off wall
Basketball Shoot
29.
Ankle bands Right
Ankle bands Left
14.
5 spot footwork
On stomach up and sprint 5 lengths
30.
Ankle bands Right clock
Ankle bands Left clock
15.
Jump Rope backward
Planks Right Side
31.
Bicycle Crunch Forward
Bicycle Crunch Backward
16.
Planks Left Side
Forward suicide then back pedal back
32.
1/2 court Sprints
Jog around the gym
A2-Aerobic Exercise
Daily Fitness Circuit 3
Equipment: Stereo, iTunes (laptop), Floor Mats, Dumb bells, Volleyballs, Basketballs, Stairs, Stair Steppers
Jump ropes, Green CHAIRS for seated massage.
1.
Jog Counter Clockwise
***Forward Arm Circles
14.
Jog endlines - Sprint sides
***Partner Quad Stretch Right
2.
Jog Clockwise
***Backward Arm Circles
15.
Jog sides - Sprint endlines
***Partner Quad Stretch Right X
3.
Skip Counter Clockwise
***Neck Rotation Right
16.
Sprint end to 1/2...back pedal to opp. end
***Partner Quad Stretch Left
4.
Skip Clockwise
***Neck Rotation Left
17.
Biceps Curls
***Partner Quad Stretch Left X
5.
Jump Rope Counter Clockwise
***Trunk Rotations - Hug a Tree
18.
Triceps Extensions
***Boats
6.
Jump Rope Clockwise
***Quad Stretch Right
19.
Lawn Mowers Right
***Cobra
7.
Wall Push Ups
***Quad Stretch Left
20.
Lawn Mowers Left
*** Childʼs bow
8.
Wall Sits
***Hamstring Right
21.
Push Ups and Lift Dumbbell
***Side bend Right
9.
ABs - Scissors
***Hamstring Left
22.
ABs - Frog and Lift
*** Side bend Left
10.
Plank Right Leg UP
***Partner Hamstring Right
23.
STAIRS Sprint up and down stairs
*** Walk
11.
Plank Left Leg UP
***Partner Hamstring Right X
24.
STAIRS Sprint up and down stairs
***Walk
12.
Squat Jumps
***Partner Hamstring Left
25.
SEATED MASSAGE - 10 minutes each.
DEAD CORPSE 3 minutes.
13.
Standing Long Jumps
***Partner Hamstring Left X
A2-Aerobic Exercise
Daily Fitness Circuit 4
Equipment: Stereo, Laptop, Scooters, Jump Ropes, Basketballs, Dumb bells, Volleyballs
1.
Jog Right
2.
Jog Left
3.
Stretch - Quad Right
4.
Stretch - Quad Left
5.
Jog Right
6.
Jog Left
7.
Stretch - Hamstring Right
8.
Stretch - Hamstring Left
9.
Sprint to 1/2 court, back pedal
10. Sprint to 1/2 court, back pedal
11. Push scooter with hands - full court
12. Push scooter with hands - full court
13. Sit on scooter and go 1/2 court forward, then 1/2 court backward
14. Sit on scooter and go 1/2 court forward, then 1/2 court backward
15. Volleyball passing
16. Volleyball setting
17. Volleyball passing
18. Basketball dribbling
19. Basketball shooting
20. Basketball dribbling
21. Basketball shooting
22. Jog Right
23. Jog Left
24. Jump Rope Forward hops
25. Jump Rope Backward hops
26. Jump Rope Run forward
27. Jump Rope Run backward
28. Biceps Curls
29. Triceps Extensions
30. Push Up Lift dumbbells
31. Sprint Stairs
32. Hop Stairs
33. Crunches - V sits
34. Crunches - Scissors
35. Crunches - Side Crunch
36. Crunches - Side Crunch
37. Crunches - Bicycles forward
38. Crunches - Bicycles backward
*********
39. Pair Share what is on your mind.
40. Give one positive compliment to yourself.