ACADEMIC LEARNING PACKETS
PHYSICAL EDUCATION
Volume 2
Copyright ©1997, 2006 by The Advantage Press, Inc.
Limited license to photocopy at purchasing site only
All other rights reserved
For information, address The Advantage Press, Inc.
P. O. Box 3025, Lisle, Illinois USA 60532
Telephone: (630) 960-5305
TABLE OF CONTENTS
ACADEMIC LEARNING PACKETS
PHYSICAL EDUCATION
INSTRUCTIONS AND SUGGESTIONS
Learning Packet #12: GYMNASTICS
Student Response Packet
Learning Packet #13: FOOTBALL
Student Response Packet
Learning Packet #14: WEIGHTLIFTING
Student Response Packet
Learning Packet #15: DANCE
Student Response Packet
Learning Packet #16: FIELD EVENTS
Student Response Packet
Learning Packet #17: TRACK EVENTS
Student Response Packet
Learning Packet #18: RACQUETBALL
Student Response Packet
Physical Education Learning Packets
Introduction
© 2006 The Advantage Press, Inc.
Learning Packet #19: SOFTBALL
Student Response Packet
Learning Packet #20: HANDBALL
Student Response Packet
Learning Packet #21: MARTIAL ARTS: KARATE
Student Response Packet
Learning Packet #22: AEROBICS
Student Response Packet
Physical Education Learning Packets
Introduction
© 2006 The Advantage Press, Inc.
LICENSE TERMS
FOR
ADVANTAGE PRESS LEARNING PACKETS
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1.
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Packet Files for archival purposes and for dissemination in the Purchasing School Building.
You must reproduce all copyright notices in the original Learning Packet Files and on all
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4.
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Physical Education Learning Packets
Introduction
© 2006 The Advantage Press, Inc.
PHYSICAL EDUCATION PACKET SYSTEM
INSTRUCTIONS AND SUGGESTIONS
Physical Education Learning Packets provide constructive learning experiences for
students who do not, or cannot, meet physical education requirements. This volume
contains 11 Learning Packets, ranging from gymnastics to aerobics.
The purpose of these Learning Packets is to acquaint students with particular sports or
other physical activities. There should be a sufficient variety among these packets to
interest almost any student, whether or not he or she is particularly active in sports.
In some cases, you may want to distribute these packets to students who, for physical
or health reasons, cannot participate in sports and other strenuous activities, but who
would like to know how games are played and scores are kept so that they can feel
more a part of these school activities, and be a more informed spectator. Physical
Education Learning packets will give these students the rudiments of each sport or
activity.
You may also have students who have no apparent interest in physical education, and
habitually present a variety of excuses not to participate (such as “forgetting” to bring
their gym shoes or clothes to class, etc.). These packets can be used as a means of
discouraging such students from making excuses for not participating.
There may also be students who would like to know more about different sports and
would welcome an opportunity to read about the history and techniques of a particular
sport in addition to being a player. In this case, the packets may be used to provide
extra credit for such inspired students.
Physical Education Packets also provide instant lesson plans for any substitute teacher.
All that is necessary is access to a photocopier. As many copies of a packet as needed
can be made. PE teachers can also use Physical Education Packets to introduce a sport
or activity to a class. In addition, you may want to use the packets as a unit lesson, and
utilize the questions and puzzles for a unit test.
Physical Education Learning Packets
Introduction
© 2006 The Advantage Press, Inc.
Each packet consists of 4 or 5 pages of narrative material for each sport or physical
activity, including an introduction, history, description of how the game is played, and
individual techniques for playing.
After the student has read the narrative, there are 10 questions, a crossword puzzle,
and a wordsearch to evaluate student mastery of the materials.
INSTRUCTIONS FOR USING THE PACKETS
1.
Make extra copies of your Learning Packets. Don’t give students the master
copies. Save them for making additional copies.
2.
Give each student one of the packets for him or her to read. Also give him or
her the corresponding questions, crossword puzzle and wordsearch puzzle. Each
packet is designed to be a 45-minute lesson.
3.
A teacher answer section is provided with each packet for ease of grading.
Graded Physical Education Packets can give you an objective assessment tool
for arriving at quarter or semester grades.
Physical Education Learning Packets
Introduction
© 2006 The Advantage Press, Inc.
GYMNASTICS
PACKET # 12
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Some people consider gymnastics to be the purest of all sports or athletic activities. The
human body can perform movements that are exquisite to behold. For this reason, gymnastics is visually exciting. Yet many casual viewers and enthusiasts alike do not realize
how much dedication, skill and training are required on the part of gymnastic performers.
Gymnastics has grown in popularity in the United States, perhaps due to the good press
given to this sport in recent Olympic competitions. Currently, there are about 40,000
competing gymnasts in the United States.
HISTORY OF GYMNASTICS
Gymnastics has been popular since ancient Greece. However, “modern” gymnastics began only in the 1820s,
when Ludwig Jahn founded gymnasiums, called
“Turnverein,” throughout Germany. Jahn also invented
equipment, including parallel bars, the horizontal bar,
rings and the horse. This equipment is still in use today.
The first gym club was built in America in
1850. The first college to train teachers in
gymnastics began in 1865. In 1888, the Amateur Gymnastics Association was founded in
England.
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
Men’s gymnastics was one of the original seven sports included in the first modern
Olympic Games, held at Athens in 1896. Starting in 1928, women were included in the
competition. In 1950, the world championships were introduced. They have been held
regularly at four-year intervals ever since.
TRAINING REQUIRED
Gymnastics is similar to ballet in terms of the physical demands and personal sacrifice
required. Aspiring gymnasts typically start to train seriously when they are about eight
years old. Two organizations, the Junior Olympic program of the United Sates Gymnastic Federation (USGF) and the Junior Olympic Gymnastic Program of the Amateur Athletic Union (AAU), offer classes for young people
from nine to eighteen years of age.
Many high schools and colleges offer comprehensive programs in gymnastics. At the high school
level, the National Federation of State High School
Associations (NFSHSA) oversees the rules and
regulations for both men and women engaged in
gymnastics.
A final state high school championship is the culminating year-end event held annually. Collegelevel gymnastics is controlled by the National Collegiate Athletic Association (NCAA).
Currently, Eastern European countries, particularly Romania and Russia, dominate the
international gymnastics scene. Children in these countries tend to start their training at
an earlier age than do American children. Also, the government directs the athletic programs. These programs tend to combine the best elements of gymnastic training from
many different countries.
HOW GYMNASTICS IS PERFORMED
GYMNASTIC TERMS AND MOVES
The following terms illustrate the type of language gymnasts use to describe specific
moves. Just as baseball, golf, bowling and other sports have their own language, so does
gymnastics. On the next page are some important and frequently-heard terms in gymnastics:
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
Axis
An imaginary line around which the body rotates.
Arab spring
A move in which the legs come together as the body
makes a one-quarter turn (similar to a cartwheel).
Bridge position
As the body is in a handstand position, the shoulders
move away from the hands while the feet reach toward
the floor, slightly apart. The knees are bent and the body
forms a wide back arch.
Dislocate
On the rings, the legs are thrown up and back as the
arms are spread out to the side. The body is arched as
the feet are swung back down to touch the floor.
Felge
On the parallel bars, the gymnast hangs upside down as
he/she turns backward and lets go, re-grasping the parallel bars in the hang or front positions.
Hecht jump
A jump executed from the highest of two asymmetrical
bars in which the body is folded around the lower bar
and continues to circle until the legs point down at a 45degree angle. The body is then extended from the hips
as the gymnast jumps to the floor with legs straightened
and arms extended.
Piked position
The standard position for performing a variety of exercises in which the knees are straight and the hips flexed
as far as possible.
Tuck
The body position where the back is rounded and the
chin is on the chest. The knees are also bent up to the
chest.
Straddle
A body position where the legs are apart.
Russian giant
A movement done on the horizontal bar. This is also
called the inverted giant swing.
Split right angle
A move done on both the rings and parallel bars, also
known as the “straddle L” position.
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
TYPES OF GYMNASTICS
The two types of gymnastics most commonly seen in competition are artistic gymnastics and rhythmic gymnastics. Artistic events are performed on equipment and on floor
mats. In the men’s division, there are six events: floor exercise, pommel horse, still
rings, vault, parallel bars and the horizontal bar. The women’s division includes four
events: floor exercise, uneven bars, vault and balance beams.
Rhythmic gymnastics is a mix of acrobatics, juggling and ballet. Gymnasts are required
to perform movements that show off their flexibility and dexterity. Many use balls, ropes,
hoops and ribbons as part of the performance. Technically called “gymnastique moderne,”
this form of gymnastics originated in France and is performed only by women.
GYMNASTIC TECHNIQUES
WOMEN’S AND MEN’S GYMNASTIC SKILLS
Below is a sample of traditional women’s and men’s
gymnastic skills. Remember, though, that this is just
a sample of the many requirements for competition.
Women’s Olympic Vaulting
In competition, the vault exercise is divided into
two sections called first and second flight. First
flight, or the first half of a movement, is the point at
which judges carefully watch the take-off, including the body lifting through the air until it reaches
the vault. In the second flight, moves from the vault to the dismount are stressed, including balance, stretch of the body and general direction.
Men’s Floor Exercises
Judges base their opinions on how well a gymnast combines motions in a rhythmic way.
Skips, jumps, handsprings, and other movements must be combined in such a way as to
make it look as if the routine is one continuous movement covering the entire floor
space. Flexibility, balance, hold and strength, as well as creativity, are awarded points.
Over-long runs, low height and other flaws in execution will result in points being deducted from the final score.
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
Women’s Asymmetrical Bar
The routine done on the uneven bars must include constant motion. A gymnast is allowed only two momentary rests to regain balance. Judging is based on the passage of
the body between the bars, the different hand grips on each bar, the suspension, and the
degree of difficulty of the movements in the routine.
Men’s Horizontal Bar
The key to doing well in competition is to include at least one
movement where both hands are taken off the bar. The bar
then is grabbed again. Other crucial movements include the
forward and backward giant swings, free hip circles and turns.
The gymnast must be in constant motion for this entire routine to avoid losing points.
Women’s Balance Beam
The balance beam is sixteen and a half feet long and four inches wide. It tests a female
athlete’s balance as she performs jumps leaps, turns, runs and walks across the entire
length of the beam. The entire routine lasts between 80 and 105 seconds. Three short
stops are allowed to regain balance. If the gymnast falls, she can start again within ten
seconds.
EQUIPMENT AND CLOTHING
Equipment for gymnastics includes:
Parallel bars
Women’s asymmetrical bar
Women’s balance beam
Men’s horizontal bar
Horse
Static rings
Clothing for gymnastics is usually form-fitting and flexible, such as leotards and gym
suits. For major competitions, costumes are often worn.
GYMNASTICS NOTES AND NEWS
The popularity of gymnastics got a special boost in 1972, when Americans and Canadians alike fell in love with Olga Korbut, the tiny Russian champion. Then, in 1976, when
Nadie Comenici scored a perfect 10 in the uneven parallel bars competition, even people
who didn’t know what parallel bars were knew perfection when they saw it. Follow
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
these two with the warm, cheering, friendly smile
of Mary Lou Retton in 1984 and you have a public that has come to love women’s gymnastics.
But there is interest in men’s gymnastics, too. The
1970s and 80s fitness craze in North America led
to a heightened appreciation of physical conditioning, strength and endurance. Few athletes are
better conditioned than gymnasts.
The rigorous competition at the 2004 Athens
Olympics produced these results:
Women’s Individual All-Around: Gold--Carly
Patterson, United States, Silver--Svetlana Khorkina, Russia, Bronze--Zhang Nan, China.
Women’s Floor Exercise: Gold--Catalina Ponor, Romania, Silver--Nicoleta Daniela
Sofronie, Romania, Bronze--Patricia Moreno, Spain. Women’s Vault: Gold--Monica
Rosu, Romania, Silver--Annia Hatch, United States, Bronze--Anna Pavlova, Russia.
Women’s Uneven Bars: Gold--Emilie Lepennec, France, Silver--Terin Humphrey,
United States, Bronze--Courtney Kupets, United States. Women’s Balance Beam: Gold-Catalina Ponor, Romania, Silver--Carly Patterson, United States, Bronze--Alexandra
Georgiana Eremia, Romania. Team: Gold--Romania, Silver--United States, Bronze-Russia.
Men’s Individual All-Around: Gold--Paul Hamm, United
States, Silver--Kim Dae Eun, South Korea, Bronze--Yang Tae
Young, South Korea. Men’s Floor Exercise: Gold--Kyle
Shewfelt, Canada, Silver--Marian Dragulescu, Romania,
Bronze--Jordan Jovtchev, Bulgaria. Men’s Vault: Gold-Gervasio Deferr, Spain, Silver--Evgeni Sapronenko, Latvia,
Bronze--Marian Dragulescu, Romania. Men’s Parallel Bars:
Gold--Valeri Goncharov, Ukraine, Silver--Hiroyuki Tomita,
Japan, Bronze--Li Xiao-Peng, China. Men’s Horizontal Bar:
Gold--Igor Cassina, Italy, Silver--Paul Hamm, United States,
Bronze--Isao Yoneda, Japan. Pommel Horse: Gold--Teng
Haibin, China, Silver--Marius Daniel Urzica, Romania,
Bronze--Takehiro Kashima, Japan. Rings: Gold--Dimosthenis Tampakos, Greece, Silver--Joran Jovtchev, Bulgaria, Bronze--Yuri Chechi, Italy. Team: Gold--Japan, Silver-United States, Bronze--Romania.
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
Also remember that there are excellent gymnastic performances to watch on high school
and collegiate levels.
In college competion, The top ranked Ohio State men’s gymnastics team defeated Big
Ten foe Illinois, 213.350-206.900, in Janurary of 2006 at St. John Arena in front of a
crowd of 775. The Buckeyes dominated the meet, winning five of six events.
For the women, the Crimson Tide of Alabama captured their fourth NCAA women’s
gymnastics championship in 2005. Top-seeded Alabama finished with a 197.575 to
beat Georgia (197.25) and end UCLA’s two-year title run. It was the Tide’s third time
playing host to the event, and they have won the crown each time. But no host team
had won the championship since Alabama in 1996.
Andree’ Pickens punctuated the championship with her third 9.95 of the night, pumping her fists after landing cleanly from the balance beam. Pickens, the runner-up in the
all around, had become the first gymnast to earn five All-America honors in two seasons.
Stay in touch with what is happening in gymnastics by visiting these web sites:
http://www.ncaa.org
http://www.usa-gymnastics.org/
http://www.athens.olympic.org/en/
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
GYMNASTICS
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of gymnastics. Write your answers in the spaces below the questions. If there is not
enough room, write on the backs of these sheets. Be neat, spell correctly, and write in
complete sentences.
1.
Why is gymnastics often considered to be the “purest” of all sports or athletic
activities?
2.
What are some of the physical benefits to be derived from participating in gymnastics?
3.
What are the two types of gymnastics most commonly seen in competition and
what is the difference between them?
4.
Which countries now dominate the international gymnastics scene and why?
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
5.
What is an “axis”? a “felge”? an “Arab spring”?
6.
How would you execute a Hecht jump in a gymnastics competition?
7.
Describe the vault exercise in women’s Olympic competitions. What do the terms
“first flight” and “second flight” have to do with this exercise?
8.
What are the criteria for judging the men’s floor exercises in men’s competitions?
9.
What is the balance beam exercise test and how is it performed?
10.
Why must gymnasts begin to train at a very early age?
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
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Physical Education 12 Crossword
Name: ___________________ Date: __________
19
Across:
3. The inverted giant swing is
called a _____ giant
6. Rhythmic gymnastics includes
movement similar to this type of
dance
7. Imaginary line around which the
body rotates
12. On the rings, when the feet swing
down to touch the floor
14. This beam is used in women’s
gymnastics
15. The back is rounded with the
chin on the chest
16. One of two types of gymnastics
18. Standard position for doing
exercises
19. One of two types of gymnastics
Physical Education Learning Packets
Down:
1. The bar used in men’s gymnastics
2. This spring is similar to a cartwheel
4. The legs are apart
5. The bars are not at the same height
8. When one hangs upside down on the
parallel bars and rolls
9. Ludwig _____ was the founder of
gymnastics
10. Jump from higher of two asymmetrical bars
11. Artistic gymnastics includes a ____
exercise
13. This has two sections - first and second flight
14. The body forms a wide back arch in a
handstand
17. The straddle L position is called a
_____ right angle
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
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Physical Education 12 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1.
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The inverted giant swing is called a _____ giant
This spring is similar to a cartwheel
On the rings, when the feet swing down to touch the floor
The back is rounded with the chin on the chest
When one hangs upside down on the parallel bars and rolls
Standard position for doing exercises
Jump from higher of two asymmetrical bars
Ludwig _____ was the founder of gymnastics
One of two types of of gymnastics
The bars are not at the same height
The body forms a wide back arch in a handstand
Artistic gymnastics includes a ____ exercise
This beam is used in women’s gymnastics
One of two types of gymnastics
The legs are apart
The bar used in men’s gymnastics
Imaginary line around which the body rotates
This has two sections - first and second flight
The straddle L position is called a _____ right angle
Rhythmic gymnastics includes movement similar to this type of dance
Physical Education Learning Packets
#12 Gymnastics
Text © 2006 The Advantage Press, Inc.
PACKET # 13
FOOTBALL
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Football is a physically challenging, aggressive sport played by two teams of opposing
players. Each of the two teams tries to get the
ball across the opposing team’s goal by running, kicking and passing the ball.
American-style football is often known as “the
gridiron sport” because of the design of the
field. The sport is widely popular in the United
States and is gaining fan support in Canada.
Although American-style tackle football, as
it is called, has spread to a few other countries, it has not achieved the international reputation of such sports as baseball and basketball.
American-style football is a combination of two older sports, soccer and rugby. Soccer
(still called football in England) and rugby, which developed from soccer, are both more
popular in Europe and other countries than in the United States.
Unlike soccer, a game in which players are forbidden to use their hands but may use
other body parts, football allows perhaps the roughest physical contact of any team sport.
However, two variations on tackle football, called “touch football” and “flag football”
respectively, do not involve tackling the opponent and are less physically challenging to
play.
Physical Education Learning Packets
#13 Football
Text © 2006 The Advantage Press, Inc.
HISTORY OF FOOTBALL
Football first became popular in the United States in the 1820s, when it was widely
played in colleges and universities. Many colleges, including Yale, Harvard and Cornell,
played an early version of football which incorporated many features of rugby. Football
at this time had no uniform rules and regulations, and games often ended up with heaps
of injured players on the field! To stop this physically violent aspect of football, Walter
Camp (now remembered as “the father of American football”) in 1880 made many changes
in the game. Most of these changes regulated the physical violence of the sport and
many have lasted into modern times.
Camp refined the scrimmage (a term borrowed from rugby), a
play whereby the center puts the ball into play by sending it to
the quarterback. In addition, Camp introduced the role of the
quarterback, now considered the most exciting position on the
team. Camp also altered the number of players on a team from
the traditional 15 of rugby to the 11 now used in modern football. Camp was also the person who finalized the alignment of
the 11 players into 7 forwards, a quarterback, two halfbacks and
a fullback.
Between 1882 and 1888, Camp made three more significant changes in the game. First,
a system of downs and yardage to be gained was finalized. According to the new rules,
a team has to surrender the ball if it fails to gain five yards (later increased to 10 yards)
in three downs (later raised to four). This was the rule that made it necessary to mark the
field with horizontal lines five yards apart, thus giving
the field its traditional “gridiron” appearance.
Another rule Camp introduced was regulations for scoring—specifically, giving points to different scoring methods. For example, tackling a ball carrier behind his own
goal line was worth one point. Many of Camp’s
changes in this area still apply today.
Finally, Camp changed the tackling rule to its
present status. In early football, tackling was
permitted only from the waist up. Camp
changed the rule to permit tackling as low as
the knee area. Linemen, however, were required to keep their arms at their sides, and
were not allowed to block with their arms as they previously had done.
Physical Education Learning Packets
#13 Football
Text © 2006 The Advantage Press, Inc.
Football has grown steadily in popularity in the United States and Canada, largely because of television. Thanks to television coverage of this sport, football has grown into
a major industry in North America. Television, in fact, dictates much about how the
game is now played. For example, halftime, time outs and even the overall length of the
game have been extended to allow for TV commercials. As a result, games on television
can last up to three hours.
Television has also made superstars out of many players, giving them a chance for new
careers in the media. Many football players have “retired” from the game, only to reappear on television as actors and sports commentators.
HOW THE GAME IS PLAYED
The football field is traditionally 100 yards long from one goal line to the other and 160
feet wide. The “end zone” extends ten yards past each goal line. In professional football,
the goalposts are ten yards behind the goal lines. The width between the posts is 18 feet
six inches.
A coin toss determines which team has the choice of receiving the ball or starting the
game with a kick-off. A kick-off occurs when the football is kicked while it is placed on
a tee and sent to the opposing team. The kick-off traditionally occurs on the kicking
team’s 35-yard line. The receiving team is situated 10 yards from the kickoff line.
Once the ball has been kicked off, the
team with the ball tries to advance
down the field in order to score points.
When a player carries the ball into the
end zone or catches a forward pass in
the end zone, he/she scores six points
for a touchdown.
Meanwhile, the defensive team tries
to get into a scoring position either by
intercepting a pass or by picking up a
fumbled ball. The team that scores a
touchdown can get an extra point by
kicking the ball over the crossbar of the goalposts in a move known as a “conversion.”
By running instead of kicking the conversion, two additional points can be earned.
In order to make a first down, the offensive team has four downs, or plays, in which to
advance the ball at least ten yards. Each time that a player makes a first down, that team
gets another series of four downs in which it can gain at least ten more yards.
Physical Education Learning Packets
#13 Football
Text © 2006 The Advantage Press, Inc.
If a team has failed to gain 10 yards by the fourth
down, it has two options to choose from. The
team may opt to punt the ball to the other team,
or it may attempt a field goal. A “punt” entails
dropping the ball and kicking it before it touches
the ground.
A football game lasts for sixty minutes broken
into four 15-minute periods, or “quarters.” After
the second quarter, there is usually a 20-minute
break.
The clock may be stopped for any of the following four reasons:
an incomplete pass
a runner goes out of bounds
a penalty
after a score is made
Teams are typically penalized five, ten or fifteen yards, depending on the type of foul
committed. For example, a five-yard penalty would be given for delaying the game or
for crossing the line of scrimmage before the ball is passed. Ten-yard penalties are typically given for illegally holding a player on the opposing team.
Fifteen-yard penalties are given for the most serious offenses. They include blocking from behind,
butting another player with a helmet and running
into/tackling the passer once the ball has been
thrown.
EQUIPMENT AND CLOTHING
Because of the rough nature of football, modern players wear a good deal of padding and protection, including helmets, face masks and pads that cover the hips, shoulders, knees and forearms. Flak jackets also are used to cover
the ribs and mouthpieces protect the mouth and face. Now that
artificial turf is so widely used on playing fields, special cleated shoes are also worn.
Physical Education Learning Packets
#13 Football
Text © 2006 The Advantage Press, Inc.
Players wear a uniform characterized by tight pants ending just
below the knee. Numbers are sewn on the fronts and backs of
the jerseys for identification purposes. Quarterbacks and kickers are 1-19, running backs and defensive backs, 20-49, centers and linebackers, 50-59 and linemen, 60-79. Wide receivers and tight ends are numbers 80-89 and defensive
linemen/linebackers use numbers 90-99.
FOOTBALL NOTES AND NEWS
For many people, football—especially professional football—has replaced baseball as
the “National Pastime.” Monday night football on television has become an American
institution, and all across the country people gather around TV sets to watch their favorite teams perform.
Television coverage is one of the major reasons for football’s popularity: football is a
dramatic sport, with lots of body contact and heavy action. Baseball, on the other hand,
is less visually dramatic for some, and, as such, less exciting. Baseball and football fans
will argue both sides as long as there are games.
PROFESSIONAL FOOTBALL
Emmitt Smith broke Walter Payton’s career rushing record in
October of 2002. Smith a Dallas Cowboy broke the old record in
the third quarter against the Seahawks. Payton’s old record was
16,726 yards as a Chicago Bear in 1984. Smith, a 13th-year veteran, pushed the record to 16,743.
Super Bowl XL: The Pittsburgh Steelers win over the Seattle Seahawks. This was the first Super Bowl appearance
for the Seahawks. Firsts for the Steelers included: first AFC
team to win five Super Bowls; first sixth seed to advance to
the Super Bowl; first winners not to get a first down in the
first quarter; and first AFC team to win a Super Bowl aired
by the ABC. Ben Roethlisberger became the youngest quarterback to win a Super Bowl. Completing 9 of 21 passes for
123 yards with 2 interceptions, his passer rating (22.6) was
the lowest of any winning quarterback. Steelers head coach,
Bill Cowher, won his first Super Bowl.
Physical Education Learning Packets
#13 Football
Pittsburgh Steelers’ Ben
Roethlisberger and Alan
Faneca, right, hold up the
Vince Lombardi Trophy
after defeating the
Seattle Seahawks, 21-10,
in the Super Bowl XL
football game.
Text © 2006 The Advantage Press, Inc.
COLLEGE FOOTBALL
Despite all the attention that pro football gets, there would be no NFL if there were not
colleges to discover, train and develop new football players. Consequently, colleges all
over the country are proving grounds for new players, some of whom dream of a pro ball
career. NFL scouts are constantly on the watch for talented players.
College players operate within either of two associations: the NCAA (National Collegiate Athletic Association) and the NAIA (National Association of Intercollegiate Athletics). Season play leads to annual bowl games, in which college teams that have won
their division title compete for the season championship. The winners of major bowl
championships in 2005-6 included: Orange Bowl: Penn State (3 OT), Sugar Bowl: West
Virginia, Fiesta Bowl: Ohio State, and Rose Bowl: Texas.
The most coveted award for college football is the Heisman Trophy. Listed below are
some recent winners:
Year
2005
2004
2003
2002
2001
2000
1999
1998
Name
Reggie Bush
Matt Leinart
Jason White
Carson Palmer
Eric Crouch
Chris Weinke
Ron Dayne
Ricky Williams
College
USC
USC
Oklahoma
USC
Nebraska
Florida State
Wisconsin
Texas
Pos.
RB
QB
QB
QB
QB
QB
RB
RB
NFL Team
New Orleans Saints
Arizona Cardinals
Tennesse Titans (retired)
Cincinnati Bengals
St. Louis Rams
Carolina Panthers
New York Giants
New Orleans Saints
High school football is also exciting to watch or play. Few activities are more fun than
rooting for your team. Many professional players start their first serious training in high
school. Remember also that standouts often receive athletic scholarships for college.
You might want to visit these web sites to stay up on what's happening in the sport:
http://www.nfl.com
http://www.ncaa.org
Physical Education Learning Packets
#13 Football
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
FOOTBALL
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of football. Write your answers in the spaces below the questions. If there is not enough
room, write on the backs of these sheets. Be neat, spell correctly, and write in complete
sentences.
1.
What are some of the benefits to be derived from playing football?
2.
Why is American-style football often called the “gridiron sport?”
3.
What is the composition of a typical football field and where is the “end zone?”
4.
What is a kick-off in football?
5.
How is a first down made and what advantage does it give the team that makes it?
Physical Education Learning Packets
#13 Football
Text © 2006 The Advantage Press, Inc.
6.
What options does a team have if it has not gained 10 yards by the fourth down?
7.
For what four reasons may the clock be stopped?
8.
Fifteen-yard penalties are given for what kinds of offenses?
9.
What kinds of protective gear and clothing does a football player need to wear?
10.
Name at least one way in which television coverage has affected the game of
football.
Physical Education Learning Packets
#13 Football
Text © 2006 The Advantage Press, Inc.
1
2
4
6
8
3
5
7
9
10
11
12
13
14
15
16
17
18
Across:
2. He is the father of American
football
6. The offensive leader on the
field
9. Number of minutes played in
football game
12. When a defensive player
catches a pass
13. There is usually only one of
these on the field for the offensive team
14. The number of yards needed
for a first down
16. 160 feet is the ____ of the
football field
17. After this quarter there is a
halftime break in the game
18. Football is called the ____
sport because of the field design
Physical Education Learning Packets
Physical Education 13 Crossword
Name: ___________________ Date: __________
Down:
1. Length in yards of a football field
3. What a team often does if it does not
make a first down on the third attempt
4. American football is a combination of
soccer and this sport
5. There are ususally two players on the
field in this position
7. This player has a jersey number lower
than 19
8. A type of football game that does not
involve tackling
9. When the center sends the ball to the
quarterback
10. Kicking the ball over the crossbar for an
extra point
11. The number of forwards in football
13. Number of yards a team is penalized for
a delay of game
15. The number of attempts a team has to
make a first down
#13 Football
Text © 2006 The Advantage Press, Inc.
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Physical Education 13 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1. The offensive leader on the field
2. Number of yards a team is penalized for a delay of game
3. Number of minutes played in football game
4. There are ususally two players on the field in this position
5. American football is a combination of soccer and this sport
6. After this quarter there is a halftime break in the game
7. The number of yards needed for a first down
8. Length in yards of a football field
9. 160 feet is the ____ of the football field
10. There is usually only one of these on the field for the offensive team
11. When the center sends the ball to the quarterback
12. Kicking the ball over the crossbar for an extra point
13. When a defensive player catches a pass
14. What a team often does if it does not make a first down on the third attempt
15. The number of forwards in football
16. A type of football game that does not involve tackling
17. He is the father of American football
18. This player has a jersey number lower than 19
19. Football is called the ____ sport because of the field design
20. The number of attempts a team has to make a first down
Physical Education Learning Packets
#13 Football
Text © 2006 The Advantage Press, Inc.
PACKET # 14
WEIGHTLIFTING
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Let’s start with a few definitions:
Resistance training
Exercises which involve moving against a resisting object, such
as a weight, a lever, a rubber cable, or a torsion bar.
Weight training
Exercises which use the weight
of an object to provide resistance
to movement. Weight training is
a form of resistance exercise.
Free weights
Barbells, dumbbells, iron shoes,
and other objects.
Exercise machines
Machines designed to provide
resistance to exercise movements. This resistance can be
achieved with built-in weights, bungee cords, torsion bars,
hydraulic cylinders, etc.
Weightlifting
Weightlifting is a sport that involves lifting barbells or dumbbells.
Olympic weightlifting
A sport that involves two lifts:
Physical Education Learning Packets
#14 Weightlifting
Text © 2006 The Advantage Press, Inc.
Powerlifting
Bodybuilding
1.
The snatch (moving a barbell from the floor to an overhead position in one smooth, rapid motion).
2.
The clean and jerk (moving a barbell first from the floor
to the level of the shoulders (the clean), then overhead
(the jerk), in two smooth, quick motions).
A sport that involves three lifts:
1.
The bench press (pushing a barbell vertically by extending the arms at the elbows while lying on a bench).
2.
The deadlift (lifting a barbell off the floor until the back
is vertical).
3.
The squat (stepping under a barbell that is held on a
squat rack, lifting the barbell off the rack onto the shoulders, squatting down until the thighs are parallel to the
floor, then rising up until the legs are locked).
Using weight training to develop muscular size and symmetry
instead of athletic ability. Bodybuilders use weight training to
shape their bodies to fit current bodybuilding standards for
muscular development. In short, they train not for strength or
health, but to achieve a certain appearance.
Although Ben Weider, the President of the International Federation of Bodybuilding, has been working hard for many years
to gain Olympic recognition for bodybuilding, the Olympic
Committee still does not recognize bodybuilding as a sport.
Athletic weight training Using weight training to develop the strength and endurance
needed for such sports as swimming and football. Coaches
who assist such athletes are part of a professional organization
called the National Strength and Conditioning Association.
Rehabilitative
weight training
Persons who engage in this kind of training often are recovering from trauma injuries or are living with some condition or
disability such as a cardiac condition, diabetes, chronic arthritis or a respiratory ailment. Weight training in such cases often
Physical Education Learning Packets
#14 Weightlifting
Text © 2006 The Advantage Press, Inc.
focuses on certain areas of the body. The goal is usually rehabilitation and development of overall fitness rather than appearance or strength.
Like many forms of exercise, weight training helps to develop both overall fitness and a well-muscled, defined
and toned physique. Much of that “hard body” look
that we admire today in bodybuilders, both male
and female, comes from disciplined, regular
weight training. Also, weight training is used
to increase skills, strength and power not
only in Olympic weightlifting and
powerlifting, but in football, wrestling,
hockey, and other sports where strength
and power are necessary to play the
game.
HISTORY OF
WEIGHTLIFTING
ORIGINS
Since earliest times, people have been fascinated by weightlifting. The Old Testament
tells the story of Samson and his extraordinary feats of strength. Greek legend supplies
the story of Milo, a strong man who became stronger through a unique progressive
resistance exercise. Starting with a young, small calf, Milo lifted the calf (a weight) for
a certain number of times (repetitions) each day. By the time the calf became a fullgrown cow, legend has it that Milo was lifting that cow overhead in a movement very
much like our modern standing press!
England in the 1890s saw the first actual weightlifting contests to test the strength of the
competitors. Competition in America began at the 1920 Olympic Games, in which the
International Weightlifting Federation (IWF) supervised the competition for the first
time. Bob Hoffman (the late owner of the York Barbell Company) was the coach of the
U.S. Olympic team for several decades.
Today, the barbell is the standard (and
only) piece of equipment used in contemporary weightlifting competitions. The
Physical Education Learning Packets
#14 Weightlifting
Text © 2006 The Advantage Press, Inc.
winner is the man or woman who can lift the heaviest amount of weight. Competitors
compete in one of nine categories, ranging from “flyweight” to “super heavyweight.”
Specific weight categories are defined precisely (132 lb. class, 181 lb. class, etc.).
MISCONCEPTIONS ABOUT WEIGHTLIFTING
Many myths about weight training and weightlifting persist to the present day. Some
believe (erroneously) that lifting weights is bad for the heart (it isn’t—in fact, many
physicians and exercise physiologists prescribe it for patients recovering from cardiac
episodes).
Others believe (also erroneously) that it develops huge, out-of-proportion muscles, especially in women. Equally wrong! If those mythmakers had any idea of just how difficult it is to build one pound of muscle, they’d forget their mythologizing and concentrate
on their workouts. Another is the old myth of becoming “musclebound.” Full range-ofmotion resistance exercises tend to make weight trainers more supple practitioners of
other forms of exercise and other sports.
Still another common misconception about weight training revolves
around the terms “strength,” “power” and “endurance.” These terms
all have very specific meanings and are not interchangeable. Here are
a few definitions:
Strength
Strength is measured in terms of how much weight can
be lifted, regardless of the amount of time required to
lift it. People who train for strength perform weight training exercises with slow, deliberate moments.
Power
Power is measured in terms of how
much weight can be lifted within a
specified time period. To measure
power, divide the amount of work
done by the amount of time it takes to
do it. Persons training for power perform weight training exercises with
explosively fast movements.
Endurance
Endurance is measured in terms of how much weight
can be lifted repetitiously over an extended period of
time.
Physical Education Learning Packets
#14 Weightlifting
Text © 2006 The Advantage Press, Inc.
Stamina
Stamina is measured in terms of how much weight can
be lifted in rapid repetitions over an extended period of
time.
These four aspects of athletic ability—strength, power,
endurance and stamina—are needed in different proportions, depending on the particular sport. The primary
rule in any training routine is that training is specific.
Powerlifters can’t be expected to run marathons without having trained for them, any more than a marathoner
could be expected to benchpress 400 pounds without
having training for that kind of lift.
Athletes whose sports require great amounts of strength
benefit from slow-movement resistance training. If
power is required, training should be more rapid, and
movements explosive. If endurance is needed, resistance
should be less and repetitions greater in number. If
stamina is needed, training should include rapid movements over an increasing period of time.
Many people go into weightlifting as a means to improving their shape and physical
condition. It’s an excellent way to do both. Increasing the muscular endurance of all
major muscle groups in the body leads to a firmer, more defined shape in both women
and men. Weight training will NOT build big, out-of-proportion muscles unless you
work for that kind of physique.
SAFETY PRECAUTIONS IN WEIGHTLIFTING
As with any type of physical activity, weightlifting is a relatively safe sport when practiced correctly. But a few precautions are always in order. To be safe, observe the following rules:
Always warm up thoroughly before you attempt any physical activity. A
warmup increases the body temperature to prepare it for more activity; it
also helps muscles to contract/relax and protects the joints and tendons
from damage when the weight training begins. A good warmup will last
anywhere from 10 to 20 minutes, depending on age, general physical condition and the level of intensity of your workout.
Physical Education Learning Packets
#14 Weightlifting
Text © 2006 The Advantage Press, Inc.
Keep your knees bent and your back straight when you lift weights off the
floor or put them back down.
Remember to breathe regularly and naturally. Holding your breath during a
heavy lift can cause dizziness and even blackouts.
Check all equipment before using it. Make sure that bench
stands are stable and weights stacked on the floor. Be careful to balance weights when adding to, or subtracting
weight from a bar. Keep weight stacks (on exercise machines) with the pin firmly positioned at the right place
on the stack. Make sure that barbell or dumbbell collars
are securely fastened.
Use a “spotter”—a friend or exercise partner to help you
with overhead or supine exercises such as the bench press.
NEVER do heavy bench presses alone!
Remember to keep control of the weight at all times. Make smooth, controlled movements without jerking or wobbling. Use correct form at all
times. If the weight is too heavy to lift without a spotter, use less weight and
do more reps or sets until you can handle the heavier weight comfortably
and safely. If you are doing bench presses, don’t bounce the bar off your
chest.
Perform all exercises with a full range of motion unless you are specifically
trying to develop strength or power in a particular portion of a range of
motion.
WEIGHT TRAINING EXERCISES
FOR THE LEGS AND HIPS
The following exercises are part of any comprehensive lower body
routine. The weights and equipment can be either free weights
(hand-held weights, bars and dumbbells) or machines (such
as Nautilus or Universal machines). Remember to warm
up before doing any of these exercises. Also remember
Physical Education Learning Packets
#14 Weightlifting
Text © 2006 The Advantage Press, Inc.
to breathe regularly. Never hold your breath during a workout!
Squats
This exercise works the muscles of the legs, hips and back.
Place your feet about hip width apart, with the whole foot resting on the floor. Step under
a squat rack and lift the barbell off onto your shoulders. Bend your knees and slowly
allow your body to move downward. Keep the back muscles tensed at all times—don’t
bow the back to the front! Continue in the squatting motion until the thighs are parallel
to the floor. Then, without bouncing, slowly come back to a standing position. In the
beginning, use a weight with which you can comfortably do 10 repetitions. Do only one
set of 10 repetitions as a beginner. Over-training can result in injuries.
Thigh curl
This exercise works the muscles in the backs
of the thighs and calves.
This exercise is best done on a thigh curl machine. Lie face down on the bench with the
heels under the roller pads. Press your knees
against the bench and bend the knees, bringing
the heels as close as possible to the buttocks. Straighten and repeat the movement. Do
this exercise slowly after a good warmup. Hamstrings (the collection of tendons and
muscles in the back of the leg at the knee) are easy to injure).
Hip Adduction
This exercise works the inner thigh muscles.
This exercise is also most easily done on a machine. Place the legs
into the moveable arms of a hip adduction machine so that the
thighs and ankles rest against the pads. In one fluid motion, bring
your legs together by pressing against the pads. Keep the lower
back pressed firmly against the back rest as you work. Return to
starting position and repeat the motion.
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EXERCISES FOR THE UPPER BODY
These are only three of the major exercises in any good upper-body routine. As with the
lower-body workout above, be sure to warm up adequately and breathe regularly.
Bench Press (or Chest Press)
This exercise works the muscles of the chest
(called the pectorals), the back of the upper arms
(triceps) and front of the shoulders (anterior
deltoids). Stabilizing muscles in the shoulders
and torso (body) are also used during the lift.
Lie flat on a benchpress bench with the small
of the back pressed into the bench. Reach up
and grasp the barbell (with or without weights)
with a grip a little more than shoulder-width. Push up and lift the bar off the rack, then
lower it smoothly in one motion until it touches the chest. Then, without pausing or
bouncing, lift it upward again. Repeat this movement 6 to 8 times, exhaling as the bar is
raised and inhaling as it is lowered.
Remember: always use a spotter for this exercise! Don’t try to do it alone! Also, make
sure that you warm up your shoulder muscles before doing this lift. While your arms and
chest muscles may be able to handle the weight, the shoulder muscles act mostly to
stabilize your arms in this lift. If you get off balance or it one of your spotters drops his
or her end of the bar, you could injure at least the arm, chest and shoulder muscles.
Use a wide grip to concentrate the load on the chest muscles (pectorals) and the front of
the shoulders (anterior deltoids). Use a narrow grip to concentrate on the pushing muscles
of the arms (triceps).
Alternating Dumbbell Curl
This exercise works the biceps, the muscles at the front of the upper arm.
Stand with your legs slightly apart, holding a dumbbell in each hand, with the arms close
to the sides and the back straight. The dumbbell bars should be pointing straight ahead.
Start with your right arm: bend (flex) it at the elbow and bring the dumbbell up in an arc
to shoulder height in front of your chest.
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As you bring the dumbbell up, rotate your wrist so that at the end of the lift, the dumbbell
bar is pointing to the side. Slowly bring the arm down. Maintain tension on the biceps
throughout the lift. Then do the other arm. Do 6 to 8 repetitions in strict form, with a full
range of motion.
Shrugs
This exercise works the muscles of the neck, the upper back (primarily the trapezius)
and the middle head of the shoulder muscles (lateral deltoids).
Here’s how to do this exercise, step by step:
1.
Bend your knees, reach down and grasp a bar or barbell with
both hands, palms facing you. Keep your back slightly arched
(hyperextended), straighten your legs and stand erect with
the bar resting across the groin area.
2.
Slowly lift your shoulders as high as you can. Imagine that
you are going to touch your ears with your shoulder muscles.
3.
Slowly lower the weight until it is back across the groin area.
Maintain tension on the upper back muscles (trapezius) throughout
the movement. Repeat this movement for a total of 8 to 10 repetitions.
COOLING DOWN
If warmups are important, cooldowns are almost equally so. After the weight training
exercises are completed, you need gradually to bring the body back to its normal condition. Stretching, riding a stationary bicycle or doing some additional light exercises are
excellent ways to cool down.
Remember: never sit or lie down immediately after a strenuous workout. All the blood
that’s been directed to the muscles will find it difficult to get back to the heart if you sit
or lie down. Instead, remain standing or walk at a relaxed pace around the room for a
few laps. Otherwise, you may find yourself growing light-headed or faint.
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EQUIPMENT AND CLOTHING
EQUIPMENT
Before the introduction of the modern health club,
championship bodybuilders and weightlifters did all
their workouts with ordinary barbells and dumbbells. With the proper benches and racks, you can
do all the exercises needed to do a rough cut of
the kind of strong, powerful body you want.
The exercise machines found in modern health
clubs have evolved for several reasons. The Nautilus machines started with designs done
for rehabilitation work. The Smith Machine, a movable squat rack, was designed to
enable lifters to do squats without a spotter. All of the machines can be used for working
both muscle groups and individual muscles. Some work
on the principle of eccentric cams (Nautilus, Dynacam,
etc.), others by use of bungee cords (Soloflex) or flat
pieces of flexible material (Bowflex). Old-fashioned
weight machines have pegs that hold regular barbell
plates. One of the most innovative machines uses adjustable hydraulic cylinders to provide resistance
(HydraGym).
The advantage of resistance exercise machines is that
you rarely need a spotter. The disadvantage is that since
the machines move in a predetermined path, that path
may not match your own individual ranges of motion. In short, if a machine is designed
with the average person in mind and you are either larger or smaller than the average
person, you may risk injury in the machine. Some machines are adjustable. Experiment with light resistance until you find the adjustment that matches your own personal “groove.”
The advantage of free weights is that you work not only
the main muscles involved in performing a particular
lift, you also work the collateral stabilizing muscles
involved in balancing the weight and allowing you to
make smooth transitions of body or limb positions
throughout the lift’s range of motion.
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The disadvantage of free weights is that you do need a spotter on some lifts, especially
bench presses and heavy squats.
CLOTHING
Proper clothing and footwear are important in weight training because they make exercise easier and more enjoyable. Wear loose-fitting clothing that stretches or “gives,”
such as a sweatsuit or exercise shorts. Stay away from excessively baggy styles that
might catch on bars or weights. Dressing in layers is a good idea so that you can discard
the top layers as you warm up. And make sure you wear proper athletic shoes with a firm
tread for lifts such as the squat or half squat.
WEIGHTLIFTING NOTES AND NEWS
Depending on where you live, news on
weightlifting competitions may be hard to find.
The newsstands are filled with bodybuilding
publications (Muscle and Fitness, Iron Man,
Muscular Development, Muscle Mag, Flex,
and dozens of others for men and women). But
bodybuilding and weightlifting are two different things. Bodybuilding is about how your
muscles look. Weightlifting is about how much weight
those muscles can lift.
You may find weightlifting competition results scarce even
in sports magazines. But don’t despair! Now is the time to
take advantage of a new source of information. If your school
has a computer department and the ability to connect with
the Internet, or if you have a computer and a modem at home
with an Internet link, you can find all the news about
weightlifting or any other sport you could ever want. Internet
sites that can further your interest in weightlifting and inspire your participation is:
http://www.usaweightlifting.org
http://www.americanweightlifting.bigstep.com/
Weightlifting is also an Olympic sport. In 2004 the Olympics were held in Athens, Greece.
Medalists are found on the next page.
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Gold medalists at the 2004 Olympics in Athens were:
Men
56 kg weight class
62 kg weight class
69 kg weight class
77 kg weight class
85 kg weight class
94 kg weight class
105 kg weight class
105+ kg weight class
Halil Mutlu, Turkey
Shi Zhivona, China
Zhang Guozheng, China
Taner Sagir, Turkey
George Asanidze, Georgia
Milen Dobrev, Bulgaria
Dmitry Berestov, Russia
Hossein Reza Zadeh, Iran
Women
48 kg weight class
53 kg weight class
58 kg weight class
63 kg weight class
69 kg weight class
75 kg weight class
75+ kg weight class
Nurcan Taylan, Turkey
Udomporn Polsak, Thailand
Chen Yanging, China
Nataliya Skakun, Ukraine
Liu Chunhona, China
Pawina Thongusk, Thialand
Tang Gonghong, China
The 2004 U.S. Olympic Team members were: Tara
Cunningham of Mt. Pleasant, Michigan, Cheryl
Haworth of Savannah, Georgia, Shane Hamman
of Mustang, Oklahoma, Oscar Chaplin III of Savannah, Georgia, Chad Vaughn of Oklahoma City,
Oklahoma, Cara Heads of Costa Mesa, Califorina,
Carissa Gordon of Essex Junction, Vermont, and
Pete Kelley of St. Joseph, Missouri.
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STUDENT RESPONSE PACKET
WEIGHTLIFTING
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of weightlifting and weight training. Write your answers in the spaces below the questions. If there is not enough room, write on the backs of these sheets. Be neat, spell
correctly, and write in complete sentences.
1.
What are some of the physical benefits to be gained from weightlifting?
2.
Name at least two erroneous ideas about weightlifting that persist to the present
day, and explain why they are in error.
3.
Distinguish between the terms “strength,” “power,” and “endurance” as they are
used in weightlifting.
4.
What is the difference between weightlifting and bodybuilding?
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Text © 2006 The Advantage Press, Inc.
5.
Why is it important to warm up before doing weight training?
6.
Why should you never do an exercise such as the bench press without a spotter?
7.
Describe how the exercise known as the “thigh curl” is done. What muscle group
does it work?
8.
How is the bench press done? What muscle groups does this exercise work?
9.
How should you “cool down” after a weight training session?
10.
What kind of clothing is best for weight training?
Physical Education Learning Packets
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Text © 2006 The Advantage Press, Inc.
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Physical Education 14 Crossword
Name: ___________________ Date: __________
20
Across:
2. Measure of weight lifted within a
specified time
5. A sport involving weights
6. Weight _______ is body-conditioning
with weights
9. Do these to work trapezius and lateral
deltoids
12. Hip _____ works inner thigh muscles
13. A type of weightlifting machine
15. The thigh ____ works the hamstrings
17. Measure of weight lifted rapidly
through many reps
19. These weights include barbells and
dumbbells
20. Measure of weight lifted regardless of
time
Physical Education Learning Packets
#14 Weightlifting
Down:
1. Type of body conditioning by resistance exercises
3. Type of weightlifting sport
4. Training that involves moving
against a resisting force
7. Ultimate weight lifting competition
8. Most famous US Olympic Team
weightlifting coach
10. Therapeutic resistance training
11. Measure of weight lifted in reps
over a period of time
14. This works the legs, hips and back
16. Do this press to work pectorals and
triceps
18. Legendary Greek inventor of
weight lifting
Text © 2006 The Advantage Press, Inc.
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Physical Education 14 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1. Ultimate weight lifting competition
2. Measure of weight lifted within a specified time
3. Do this press to work pectorals and triceps
4. Measure of weight lifted regardless of time
5. Training that involves moving against a resisting force
6. Most famous US Olympic Team weightlifting coach
7. A sport involving weights
8. Type of body conditioning by resistance exercises
9. Legendary Greek inventor of weight lifting
10. Do these to work trapezius and lateral deltoids
11. Measure of weight lifted rapidly through many reps
12. The thigh ____ works the hamstrings
13. A type of weightlifting machine
14. This works the legs, hips and back
15. These weights include barbells and dumbbells
16. Type of weightlifting sport
17. Therapeutic resistance training
18. Weight _______ is body-conditioning with weights
19. Measure of weight lifted in reps over a period of time
20. Hip _____ works inner thigh muscles
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PACKET # 15
DANCE
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Long before there was a written record of most cultures, there was dance. For primitive
cultures, dance commemorated births, marriages, religious occasions, deaths, political
victories, wars and other events.
We normally think of dance as one of the fine arts, and so it is. But dance requires
athletic as well as artistic ability. Whether we choose ballet, modern dance, jazz or ethnic dance, the movements required in dancing demand stamina, strength and endurance.
HISTORY OF DANCE
TRADITIONAL DANCE
In ancient Egypt, dance was an important
part of daily life. Drawings done in the
fourth century B.C. suggest that Egyptians
had a fairly advanced concept of dance.
Some Egyptian dances were similar to our
ballroom dancing; others were like modern belly dancing.
Ancient Greece also had its dances, some
quite similar to those of the Egyptians. One
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dance in particular became famous—a ritual in which Greek women stamped on grapes
and whirled about in honor of the god Dionysus. The Greek dramatist, Euripides, wrote
a play about the ecstatic dimension of dance. The play was called “The Bacchae.” In it,
an overly-serious man, Pentheus, did not recognize the dangers of being caught up in
wild dances, and was torn limb-from-limb by the women, who mistook him for an animal.
Rome was a little slower to incorporate dancing into daily life, using dance mainly in
choral processions until about 200 B.C. Many Romans considered dancing a dangerous
activity and felt that only the insane would dance by choice. Yet by the second century
B.C., Romans were using pantomime dance in dramas.
During the Middle Ages, dance as an art form spread
all over Europe. Italy with its many festivals and
celebrations, made use of jugglers and offered instruction in social dance. During the late Middle
Ages, the earliest form of ballet emerged as part of the
Italian commedia del arte or in England, as part of the socalled “mystery cycles” of religious dramas that traveled from
town to town with minstrels and jugglers.
The word “balletti,” originally referring to dances performed in
ballrooms, was first used to refer to productions in the theatre. In
1581, the first ballet, “Circe,” was written and produced by an Italian-born Frenchman. Another Italian who was living in France, Jean
Baptiste Lully, established a dance department at the Royal Academy of Music in 1661. Lully was responsible for influencing the
music, scenery and movements used in classical ballet.
By the 1600s, the center for ballet moved from Italy to France where
the Academie Royale de Danse was founded. With the advent of
the Academie, there was now a special school for ballet. Dance was a discipline taught
and administered by specialists.
By the 1700s, ballet had progressed to the point where the well-to-do felt that dance was
simply part of any well-rounded general education. It was also thought to teach good
manners and character. Consequently, many rich European children were taught to dance.
America brought a somewhat different attitude to the art of dance. Colonists in the south
were generally more tolerant of dance than those in the Puritan-dominated North. HowPhysical Education Learning Packets
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ever, there were plenty of dancing teachers in both North and South to teach the dances
remembered from the Old World. African-American slaves also brought their own dances
from Africa which later became an influence on dancing in the nineteenth and twentieth
centuries.
The nineteenth century saw a tremendous growth of interest in ballet. The Italian Marius
Petipa left Italy to work in St. Petersburg, Russia in 1847; he choreographed such works
of classical ballet as “Don Quixote,” “Swan Lake” and “The Nutcracker.” Promoter
Sergei Diaghilev imported ballet from Russia to America, bringing with him such dancers as Anna Pavlova and Vaslav Nijinsky and choreographer George Balanchine.
Balanchine established the New York City Ballet and eventually helped to change the
face of dance in America.
MODERN DANCE
As ballet gained a foothold in America, another form of dance
was created in direct opposition to the principles of ballet.
Innovator Isadora Duncan had a ballet background, yet found
that the strict movements of classical ballet did not allow her
sufficient freedom of expression. She created her own dance
form based on the spontaneous expression of feelings—what
we later came to call “modern dance.” Inspired by Isadora
Duncan, dancers such as Ruth St. Denis and Ted Shawn created a school and company to train the next generation of
modern dancers, among them Martha Graham. She in turn
trained Paul Taylor, Merce Cunningham and Twyla Tharp,
all of whom have helped to make America the center of modern dance.
JAZZ DANCE
Jazz dancing is a form closely related to modern dance. It was originally inspired by
African-American slave music which eventually developed into jazz. The syncopated
rhythm of jazz music enhances the jerky, high-energy style of jazz dancing.
AEROBIC DANCE
Aerobic dance involves doing a variety of stepping, jumping, spinning and twisting
motions, following the rhythms of music. It is a fairly recent addition to dance, and
Physical Education Learning Packets
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started simply as a form of rhythmic exercise to increase the
heart rate. Yet it quickly developed into a form of its own, borrowing many of the steps and movements of ballet, jazz and
modern dance.
THEATRICAL DANCE
Although dance had frequently been used as part of a drama or
an opera, only with the twentieth century production of “OKLAHOMA!” did dance theater take on a new dimension. Agnes
deMille choreographed the dance sequences in this musical and
made them an integral part of the story. She used ballet, folk
dance and modern dance to carry the story line. Similar contributions were made by Jerome Robbins, choreographer of the
dance sequences in “WEST SIDE STORY.”
THE LIVES OF DANCERS
Dance is an excellent form of exercise for both women and men of all ages. Dance never
remains stagnant; it is always changing, always incorporating new movements and
rhythms from many cultures and lifestyles. Today the well-rounded dancer studies ballet, jazz, modern, tap dance and aerobics in his or her quest to learn the language of
movement.
Unfortunately, only a few highly talented professionals are
able to make a living exclusively by dance. Funding in
the arts is scarce and many dance companies have
folded for lack of public support.
In addition, dance is a demanding career, requiring dancers to begin their training at an early age.
Many talented dancers drop out of school before
they have developed other skills. Professional
dance in America is a young person’s game and
those over thirty often find it difficult to find work.
Sadly, dancers may train for fifteen years to dance
for only a few years. In an entire career, a talented dancer will make only one-quarter of the
salary that a pro baseball player will make in one
season.
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HOW DANCES ARE PERFORMED
THE FIVE FOOT POSITIONS OF CLASSICAL BALLET
The five positions of the feet in classical dance are the basic moves around
which all ballet and other dance movements are developed. Ballet students must first become proficient in the five positions and learn to do
warmup exercises in these positions. In all forms of dance, warmup exercises, stretches and flexes are always the first movements done before
anything else is attempted:
First position:
Legs are side by side with the heels of both feet touching.
Second position:
Legs are slightly apart with the feet turned outward.
Third position:
The front (right) leg is partially in front of the left leg, with the heel
of the right foot in front of the left arch.
Fourth position:
The right leg and foot are placed in front of the left leg and slightly
separated from it. The weight of the body should fall evenly over
both legs.
Fifth position:
The same as the fourth position except that the legs and feet are positioned tightly together.
In each position, the dancer must remain erect, maintaining good posture, with stomach
muscles pulled tight, head up and knees straight.
EQUIPMENT AND CLOTHING
For practice and rehearsals, clothing ranges
from grubby leotards and sweat pants to full
costumes for dress rehearsals. The essential
property of any dance clothing is that it provides for a full range of motion of all bodyparts.
In short, you can’t dance if you don’t have freedom of movement.
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DANCE NOTES AND NEWS
Usually, when one thinks of dance competitions, one thinks of old movies like “Saturday Night Fever,” in which John Travolta competed in disco dancing contests, or “They
Shoot Horses, Don’t They,” in which Jane Fonda competed in marathon dancing, where
contestants danced until they dropped. The last couple standing won the prize.
Reality is much more interesting. For example, every three years, the New York International Ballet Competition draws contestants from all over the world to compete, show
their talents, and enhance their career opportunities. Winning dancers are awarded medals based on their cumulative scores.
On the collegiate level, International Collegiate Ballroom Dancing Competitions attract
student dancers from all over the world, to compete for awards and opportunities after
graduation.
In case you still think that dance is limited to the Senior
Prom, the United States and Canada combined list hundreds of collegiate dance teams on the Internet. The actual number is much greater. A quick glance at College
Course Guides shows the increased popularity of dance
as a field of study. There are not only many dance classes
you can take for college credit, but also many courses
which focus on dance and movement as therapy for those
with mental and/or physical problems.
Gene Kelly, one of the world’s greatest movie dancers died
on February 2, 1996. Kelly was among America’s premiere performers, both as a dancer and as an actor. His
role as D’Artagnan in “The Three Musketeers” has never
been equalled.
Other dancers often compared Kelly with Fred Astaire. While Astaire’s dancing style
was seen as restrained and sophisticated, Kelly’s was seen as flamboyant and romantic.
His movie, “An American in Paris,” climaxed with a 17-minute ballet with Leslie Caron.
But his glorious dance number, “Dancing in the Rain,” is remembered by everyone as
his crowning achievement.
You can stay abreast of dance performance and competitions by checking out sites like
this one on the internet: http://www.dancescape.com/
Physical Education Learning Packets
#15 Dance
Text © 2006 The Advantage Press, Inc.
National Dance Week
National Dance Week was celebrated in 2006 from April 21 through April 30, in 42
states, with performances, classes and seminars, covering the range of dance genres and
styles, involving the spectrum of dance personnel from dancers to choreographers, costumers, designers, administrators and educators. National Dance Week captures
everyone’s secret desire to be a great dancer. When dance innovators Capezio and Dance
Magazine launched the grass-roots event several years ago to bring dance to America’s
doorstep, St. Louis signed on as a staunch supporter.
The St. Louis Dance Community struted its spirited
stuff with performances by professional, university
and dance studio companies. The public was invite,
to view ballet, jazz, tap and modern disciplines, as
well as folk and drill teams. Guest performers ranged
from Saint Louis Ballet and Washington University
to the St. Louis Rams Cheerleaders, St. Louis Cultural Flamenco Society, and Dances of India.
New York City celebrated Dance Week with a dance special in
Times Square and a demonstration by FireFly Acrobatics.
With the mission to heighten awareness of dance and its cultural
contributions, National Dance Week has achieved congressional
support through the aid of the United Dance Merchants of America.
For more information about dance, and in particular, National
Dance Week, visit this web site:
http://www.danceonline.com
Improvisational Classes and Workshops
Strictly Improv is a site that is devoted to help people “dance their own dances.” It
includes a partial worldwide listing of classes, workshops and links on the topic of Movement and Dance Improvisition. Some topics you’ll find links for here include: Skinner
Releasing, Authentic Movement, Action Theatre, Physical Theatre, Halprin Technique,
and Dance and Expressive Arts Therapies, among many others.
http://www.geocities.com/Vienna/Strasse/3622/improv.html
Physical Education Learning Packets
#15 Dance
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
DANCE
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of dance. Write your answers in the spaces below the questions. If there is not enough
room, write on the backs of these sheets. Be neat, spell correctly, and write in complete
sentences.
1.
How was dance used in primitive cultures?
2.
Name at least four types of dance practiced today.
3.
What physical benefits can be derived from dance?
4.
What is “aerobic dance” and how did it develop?
Physical Education Learning Packets
#15 Dance
Text © 2006 The Advantage Press, Inc.
5.
Why is dance such a demanding and difficult career for many young dancers?
6.
What are the five positions of classical ballet?
7.
Describe the posture that must be maintained in each of the five positions.
8.
Who developed modern dance and why?
9.
What is “theatrical dance” and how did it originate?
10.
What was the musical inspiration for modern jazz dancing?
Physical Education Learning Packets
#15 Dance
Text © 2006 The Advantage Press, Inc.
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Physical Education 15 Crossword
Name: ___________________ Date: __________
20
Across:
3. Developed modern dance
6. Number of foot positions in
classical ballet
8. Romans thought dance was
_____
10. Italian who choreographed Don
Quixote and Swan Lake
13. Early Greek who wrote about
ecstasy of dance
15. Established the New York City
Ballet
18. Isadora
19. Dancing as part of a drama or
musical
20. Type of dancing closely related
to modern dance
Physical Education Learning Packets
Down:
1. During this age dance became an art form
2. The choreographer of “West Side Story”
4. Ballet position with feet turned out
5. Ballet position with heels of both feet
touching
7. Type of dance develped in America
9. She was a contemporary American modern dancer
11. Combination of exercise and dance
12. Early dance productions in the theater
14. Brought ballet from Russia to North
America
16. Producer of some of the modern ballet
conventions
17. She was a great American modern dancer
#15 Dance
Text © 2006 The Advantage Press, Inc.
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Physical Education 15 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1. During this age dance became an art form
2. She was a contemporary American modern dancer
3. Dancing as part of a drama or musical
4. The choreographer of “West Side Story”
5. Type of dance develped in America
6. Isadora
7. Producer of some of the modern ballet conventions
8. Brought ballet from Russia to North America
9. Type of dancing closely related to modern dance
10. She was a great American modern dancer
11. Romans thought dance was _____
12. Early dance productions in the theater
13. Italian who choreographed Don Quixote and Swan Lake
14. Ballet position with feet turned out
15. Ballet position with heels of both feet touching
16. Early Greek who wrote about ecstasy of dance
17. Combination of exercise and dance
18. Established the New York City Ballet
19. Number of foot positions in classical ballet
20. Developed modern dance
Physical Education Learning Packets
#15 Dance
Text © 2006 The Advantage Press, Inc.
PACKET # 16
FIELD EVENTS
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Field events are competitions which involve jumping and
throwing: the long jump, the high jump, the javelin throw, the
discus throw, the hammer throw, the pole vault and the shotput.
HISTORY OF FIELD SPORTS
Track and field events are commonly known as “athletics” in
England and on the European continent. Such events are among
the oldest form of competitive sports ever recorded. These
events were encouraged among young athletes in ancient Egypt
and Asia.
The Olympic Games, which are held every four years, showcase the talents of international athletes who specialize in
track and field events. Other competitions for track and field
participants include the European, Commonwealth, African,
Pan-American and Asian competitions.
HOW THE SPORTS ARE PLAYED
THE LONG JUMP
The long jump, formerly known as “the broad jump,” is conPhysical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
sidered the least difficult of field events. The
most important ingredients for success in this
jump are an agile body and “springy” legs,
which is a popular way of describing legs
whose muscles are capable of the kind of explosive power required to hurl the mass of the
body a long distance.
The long jump requires the athlete to jump
from a takeoff board and leap into the air. There
are four basic parts to this jump: the approach,
the takeoff, the airborne position and the landing.
The approach: An athlete is allowed three separate tries in this jump. As
the runner approaches the takeoff board, he/she uses a sprinter’s stride with
the knees kept high and the arms moving back and forth rapidly. Achieving
the correct approach speed is critical. An approach that is too fast or too
slow will adversely affect the final jump.
The takeoff: As soon as the runner’s toe hits the takeoff area or toe board,
his or her body should be held straight. The runner then moves forward and
upward. The takeoff leg comes out while the opposite leg moves forward
and the arms and head swing up.
The airborne position: Once the runner is in the air, the arms must be kept
up without allowing them to fall behind the body. The legs should remain
in a semi-sitting position, although they should not be too far forward.
The landing: As the runner lands, the back is straight but
not rigid, with head and arms held forward. Falling with the
legs forward is essential since the jump is measured from
the edge of the takeoff board to where the heels break the
surface of the sand. If a runner falls back at this point, the
jump is measured from the point where he or she fell.
THE HIGH JUMP
The goal of the high jump is to go over a thirteen-foot-long raised bar without knocking
it over. A good high jumper needs two main attributes: excellent leaping skills and precision control.
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
High jumpers get three attempts to finish the jump. There are three common techniques
for high jumping: the scissors kick, the Fosbury flop and the straddle roll.
The scissors kick is taught to beginners since it is considered the easiest of
the three moves to learn. The runner approaches the high bar from the right,
using seven to eight steps in his or her approach. Then he/she jumps with a
push from the left leg as the right leg moves to cross the bar. The left leg
then follows the right leg over the bar. The jumper will appear to spectators
to be in a sitting position for the split second while in the air.
The Fosbury flop was created in 1968 by U. S. Olympic champion Dick
Fosbury. As the jumper moves toward the high bar, he or she places a foot
parallel to the bar. The jumper then
springs up, twisting the back toward the bar, arches the back, and
arcs over the bar to fall backward,
head first. Once the hips clear the
bar, the chin is tucked into the chest
to help protect the head on landing. A large foam rubber pit is used
to break the fall of all jumpers using this move.
In the straddle roll, the jumper’s stomach faces the ground as it goes across
the bar. The arms are tucked in and the trailing leg is bent at the knee. The
head and hips are rotated as the jumper goes over the bar.
In all high jumps, a coach should always be present to oversee practice sessions. The
high jumps are complicated to perform correctly, so it is important that all young athletes be properly supervised during practice.
THE JAVELIN THROW
The javelin throw is one of the oldest field events known
to humankind. It was introduced in the Olympic Games of
708 B.C. as a direct descendent of spear-throwing contests.
The javelin throw involves hurling a long, hollow, spearlike shaft over the athlete’s shoulder at the end of an apPhysical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
proach run.
Javelin throwing looks deceptively simple to the casual spectator. However, it is quite
difficult to execute correctly. Many times, spectators have been injured from incorrect
throws, so it is important to exercise caution in this event.
The javelin rests in the palm of the hand, held firmly but not tightly by the fingers. The
thumb and index fingers are the most important throwing fingers. The throw itself can
be broken down into seven basic steps. As it is with a golf swing, these seven parts of the
javelin throw should appear as a smooth, flowing movement:
1.
Sprint forward with the javelin, maintaining good balance as you move
forward.
2.
Drop the arm holding the javelin to about waist level.
3.
Keep the arm holding the javelin bent as you point the javelin up and away
from the body.
4.
Twist your body as you plant one leg firmly while the other leg crosses over
and extends.
5.
Bring the extended leg down as
your body leans backward and
you prepare to throw.
6.
Push off with your back foot as
your body and arm move forward.
7.
Throw the javelin in one fluid motion. Note that the actual release of the
javelin is a whip-like motion. The javelin must land with the point in the
ground, although it does not have to stick in the ground.
THE DISCUS THROW
The discus is perhaps the single item most often associated with field events. The discus
was mentioned as early as the 8th century B.C. in accounts of athletic contests. Today it
continues to be an important part of the Olympic Games.
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
The discus is a four-pound, saucer-shaped object. A two-pound discus is usually used in
women’s competitions. It is thrown from a circle measuring about eight feet in diameter.
Here is how to throw the discus:
1.
Start the throw facing the rear of the circle. Hold the
discus with the index finger and thumb around the
outer edge and the palm against the center of the discus. You must remain inside the throwing circle at all
times; otherwise, the throw is not considered legal.
2.
Spin your body while completing one and a half turns
before releasing the discus.
3.
Then throw the discus with a snapping motion of the
arm. Despite its weight, a properly thrown discus will
seem to sail through the air like a Frisbie. Each
thrower performs the event three times.
Like the javelin throw, the discus throw looks simple but is hard to do well. The first man
to throw the discus over 200 feet was Al Oerter at the 1956 Olympic Games. Oerter set
four world records in this event.
SHOT PUT
The shot is a 16-pound metal ball (9 pounds for women). It is not
thrown; instead the arm is extended at the elbow (straightened) to
push or heave the shot away at a 45 degree angle. The shot is pushed
or heaved from a circle seven feet in diameter. Since the ball is so
heavy, many shot putters practice weight training in preparation for
this event. Remember that you need explosive power to do the shot
put. Consequently, if you weight train for the shot put, you should
work not for strength alone, for but fast, explosive power in pressing movements such as the bench press. Shot putters tend to be
among the larger athletes in track and field events; some weigh up
to 300 pounds. Here is how to do the shot put:
1.
2.
Hold the shot in the palm of your hand, with the elbow bent and the shot
resting against your neck, just below the ear. Face opposite the direction in
which you will aim the shot.
Spin your body 180 degrees across the circle in order to gain momentum.
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
Be careful to turn your head away from the shot during the turn in order to
avoid injury.
3.
Extend your arm with an explosively fast movement, and snap the shot into
the air with a snap of your fingers.
HAMMER THROW
Many professional athletes consider this the most difficult of
the events to learn. The hammer throw requires great strength
as well as precision.
The “hammers” used in the event are not traditional building
tools, but metal balls attached by a wire
to a handle. The entire piece of equipment
weights 16 pounds. Here’s how to do the
hammer throw:
1.
Grasp the handle and swing the hammer around your
body a minimum of four times to gain momentum.
2.
When you have gained maximum momentum and are at
precisely the point in your spin that will send the hammer in the right direction, release the hammer into the
air. Timing is everything in this throw.
This event was one dominated by Irish Americans. John Flanagan set
17 world records and won three Olympic events between the years
1900 and 1908. After 1930, this event came to be dominated by Eastern European athletes.
POLE VAULT
Pole vaulting requires superior upper body strength, balance, control, agility and great
courage. In short, it is an extremely difficult event, requiring hours of gymnastics and
weight training in preparation for its performance. Here’s how to do the pole vault:
1.
Hold the 16-foot-long fiberglass pole with both hands.
2.
As you start your run toward the crossbar, keep a firm grip on the pole with
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
both hands. Lift the pole to a horizontal position. One arm should be bent at
the elbow, and held against the body
with the hand near the ear as it grips
the pole. The other arm should be bent
at the elbow but held out away from the
body, with the hand still gripping the
pole.
3.
As you approach the crossbar, drop the
tip of the pole and securely place it into
the ground at the spot prepared for it.
4.
Kick off with your legs, and at the same
time pull up with your arms so that your
body makes an arc as the pole helps
propel you through the air.
5.
As you go over the crossbar, push the pole backwards so that it does not
knock over the crossbar. Most vaulters go over the crossbar backwards (see
the description of the “Fosbury Flop” under the High Jump above).
6.
Tuck your head in to avoid injury and fall over the bar to the padded area
below.
EQUIPMENT AND CLOTHING
Field event clothing is traditionally loose-fitting to allow for maximum freedom of movement. Tank tops are
standard for men, leotards or shirts for women. Shorts
are standard for both.
FIELD EVENTS NOTES AND NEWS
In recent track and field event news, 2001 saw records
fall in track and solid performances by participants in
field events. Track usually dominates the track and field
news, but if you have ever watched field events on television or in person, you know that they can be as dramatic as any track event.
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
The 2004 Olympic Gold Medal winners in Field events were as follows:
Men's Events
Event
Contestant
Country
High Jump
Pole Vault
Long Jump
Triple Jump
Shot Put
Discus Throw
Hammer Throw
Javelin Throw
Decathlon
Stefan Holm
Timothy Mack
Dwight Phillips
Christian Olsson
Yuriy Bilonog
Virgilijus Alekna
Koji Murofushi
Anreas Thorkildsen
Roman Sebrle
Sweeden
United States
United States
Sweeden
Ukraine
Lithuania
Japan
Norway
Czech Republic
Women's Events
Event
Contestant
Country
High Jump
Long Jump
Triple Jump
Shot Put
Discus Throw
Javelin Throw
Heptathlon
Yelnea Slesarenko
Tatyana Lebedeva
Frangoise Mbango Etone
Yumileidi Cumba
Natalya Sadova
Osleidys Menendez
Carolina Kluft
Russia
Russia
Cameroon
Cuba
Russia
Cuba
Sweeden
Five top two finishes helped the Florida State men’s track and field team to its firstever Outdoor Track and Field team title. For the women, Auburn also won the team’s
first-ever national title, scoring 57 points to easily outdistance Southern California,
which placed second with 38.5 points.
Winners for some events in 2006:
High Jump (Mens)
Jesse Williams (Southern Cal)
Long Jump (Mens)
Artures Abolins (Nebraska)
Discus
Vikas Gowda (North Carolina)
7 ft 7 inches
26 ft 3 inches
198 ft 8 inches
High Jump (Womens)
Triple Jump (Womens)
Pole Vault (Womens)
6 ft 2 inches
44 ft 11 inches
13 ft 11 inch
Desinee Hooker (Texas)
Tabia Charles (Miami)
Lacy Janson (Florida State)
The NCAA updates winners at their web site: http://www.ncaa.org
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
FIELD EVENTS
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of field sports. Write your answers in the spaces below the questions. If there is not
enough room, write on the backs of these sheets. Be neat, spell correctly, and write in
complete sentences.
1.
What physical benefits can be obtained from participating in field events?
2.
Name the seven typical field events in competition.
3.
What are the chief physical requirements for success in the long jump?
4.
What are the four basic parts to the long jump?
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
5.
What is the goal of the high jump?
6.
What is the scissors kick? the Fosbury Flop? the straddle roll?
7.
Describe the six steps by which the javelin throw is executed.
8.
What are the “hammers” used in the hammer throw?
9.
What are the physical requirements for pole vaulting?
10.
How is the pole vault executed?
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
1
2
3
Across:
2. One must have this at the maximun
7
when throwing the hammer
8
9
3. Height in feet of high jump bar
5. First part of the long jump
11
9. English name for track and field
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events
11. Number of events in field sports
12. Weight in pounds of the men’s discus
13. This jump is also known as the broad
16
jump
14. Invented a high jump style named the
“flop”
20
16. Weight in pounds of the men’s shot
put
18. This roll is a type of high jump style
20. This event is similar to throwing a
spear
Down:
1. Last part of the long jump
4. Kind of power needed for the long jump
6. The javelin rests here before the throw
7. Second part of the long jump
8. Type of high jump kick
10. Type of legs needed for the long jump
15. J. Flanagan holds this many hammer-throw records
17. Inside a javelin
19. The pole _____ event has a high bar
Physical Education Learning Packets
#16 Field Events
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Physical Education 16 Crossword
Name: ___________________ Date: __________
18
19
Text © 2006 The Advantage Press, Inc.
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Physical Education 16 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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Weight in pounds of the men’s shot put
First part of the long jump
Inside a javelin
Height in feet of high jump bar
Second part of the long jump
Type of high jump kick
The pole _____ event has a high bar
English name for track and field events
Number of events in field sports
Last part of the long jump
J. Flanagan holds this many hammer-throw records
The javelin rests here before the throw
Invented a high jump style named the “flop”
Type of legs needed for the long jump
This jump is also known as the broad jump
One must have this at the maximun when throwing the hammer
This event is similar to throwing a spear
Kind of power needed for the long jump
This roll is a type of high jump style
Weight in pounds of the men’s discus
Physical Education Learning Packets
#16 Field Events
Text © 2006 The Advantage Press, Inc.
TRACK EVENTS
PACKET # 17
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Track events are closely related to field events. This packet will deal with five traditional
track events: the dash, the steeplechase, the hurdle, the relay race and the distance race.
Running as a sport did not become popular in America until 1871, when the first track
meet was held in New York City. Eventually, track and field events became so popular
that the Intercollegiate Association of Amateur Athletics in America (ICAAAA) and the
National Collegiate Athletic Association NCAA) were organized to govern/oversee these
events and the rules that control them.
HISTORY OF TRACK SPORTS
Early human beings were forced by their environment
to run. They both ran after animals when hunting for
food, and ran from other animals who were themselves
hungry. This running consisted of jumping over
bushes, fallen trees, ditches and other obstacles. Hunting and gathering techniques were taken into battle as
skirmishes between tribes made survival important.
In between hunting parties and wars, running and
jumping became leisure-time activities that people
chose to do as athletic events. Sometimes the object
was to compete against others; at other times, the athlete simply wanted to test himself or herself. Running
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
events were recorded in Greece as early as 776 B.C. They were also part of athletic
competition throughout the Middle Ages and on through the Renaissance and into modern times.
Over 2,000 years after the earliest Greek track events, in 1912, the International Amateur Athletic Federation (IAAF) was founded to function as the governing body for track
and field sports all over the world.
Today, as many as 25 events may be included in a track and field meet. The track events
at the championship level include the 100, 200, 400, 800, 1500, 5000 and 10,000-meter
runs, the 3000-meter steeplechase, the 110- and 400-meter hurdles and the 400 and 1500meter relays.
HOW DIFFERENT TRACK EVENTS ARE DONE
THE DASH
Dashes, or short runs, are also called sprints. The athlete must attain maximum speed in
minimum time in order to compete successfully in these races. Like many field events,
dashes are deceptively simple. Almost everyone has run fast at some point in his or her
life. But competition-level runners in the dash must develop superior stamina, flexibility
and muscular strength. The dash is NOT as simple as it looks! Here’s how it’s done:
1.
Getting off to a good start in short
races is crucial. Many races are lost
at the starting line! The rules require
that you start in a “crouch” position—
with both feet and both hands placed
on the track with the heels placed
against the starting block. These starting blocks are anchored to the ground
and are adjustable to runners of every size and height. The block gives
you a solid base from which to push
off.
2.
At the command, “On your mark,” place your feet on the starting block.
3.
At the second command, “Set,” lift your body until your back is almost
parallel to the ground, with the hips slightly above the level of the shoul-
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
ders. This is called the “ready position.”
4.
As the starting gun is fired, push off from the starting block with explosive
force, keeping the body forward and the head low at the beginning of the
run.
Both psychological and physical considerations enter into
running the dash. Being aware of the competition’s
strengths and weaknesses is as critical as being a skilled
and aggressive runner. Patience and determination are also
essential attributes for the competitive runner in this event.
THE HURDLE
Hurdle competition is not running and leaping, but
making running leaps over the hurdles. You do not
jump over the hurdle. Instead, as you reach the hurdle,
you lift your legs and tuck them up so that they barely
clear the top of the crosspiece.
Traditionally, there are two types of hurdle races—
the 120-yard (110 meter) high hurdle and the 440yard (403 meter) intermediate hurdle. The hurdles are
42 inches (1.06 meters) high in the 120-yard event
and 36 inches (.91 meters) high in the 440-yard event. The distance from the starting line
to the first hurdle is 49 1/4 yards (45.03 meters). The ten hurdles are placed at 38 1/4yard (34.9 meter) intervals across the running lanes. Here’s how to do the hurdles:
1.
As you cross a hurdle, your body will be leaning forward. The arm opposite
the lead leg crosses the hurdle first. If the left leg leads, the right arm crosses
the hurdle first.
2.
As you cross the hurdle, tuck your legs up so that they barely clear the top
of the hurdle.
3.
After you have crossed the hurdle, land so that the
body’s weight will still be forward, in front of the
lead leg. Landing with the weight so far forward
can throw a careless runner off balance. Thus, it is
often recommended that the left leg become the lead
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
leg in order to help the runner maintain a better balance upon landing, especially around curves in the track.
4.
Continue running with no interruption of your rhythm to the next hurdle. If
you do this maneuver correctly, your upper body will barely move vertically as you cross the hurdle.
RELAY RACING
Relay racing (or teamwork racing) uses a fourperson team of sprinters, each of whom runs
approximately the same distance. The first person to run is the leadoff, and the last to run, usually the best runner on the team, is called the
anchor.
Even a team with four fast runners isn’t assured
of victory. Relay racing demands not only speed
but teamwork. The crux of relay racing is the act
of passing a baton or stick to the next team member without dropping it and without losing speed
during the pass. If the baton is dropped, the runner who dropped it is disqualified and his/her
team finishes last. If speed is lost in the passing
of the baton, positions can be lost.
The Visual Pass and the Blind Pass are two types of passes used in relay racing. Here’s
how these two passes are done:
The Visual Pass
1.
The receiver of the baton starts running so that his/her speed will match
that of the oncoming runner.
2.
As the two runners approach each other, the receiver looks over his/her
shoulder and extends the receiving arm back toward the oncoming runner.
The receiver has his or her palm up as the pass takes place.
3.
The oncoming runner passes the baton to the receiver, who then moves
ahead and continues the race.
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
4.
The oncoming runner quickly slows down and leaves the track.
The Blind Pass
1.
The receiver starts running as the oncoming runner approaches.
2.
As they draw near to each other, the receiver waits for the baton holder to
run about seven inches from him/her and then begins to move forward.
3.
The receiver, meanwhile, moves with the receiving arm extended back toward the passer. As the pass is made, the receiver pulls the baton from the
passer’s hand and runs faster as the passer slows down.
LONG DISTANCE RUNNING
Distance running refers to races over 800 meters and longer.
Middle distance races are generally designated as those between
800 and 2,000 meters. Long-distance races are those of 3,000
meters or more. Regardless of the actual number of meters involved, however, distance running requires endurance, stamina,
tremendous concentration and self-pacing to prevent exhaustion.
A runner in a middle-distance race must learn to relax while using
a controlled leg movement. He or she must also master optimum
hip rotation and learn to adjust the stride—a shorter stride if the
race is slow, a longer one for a faster race.
Each mile in a race can be divided into four segments. The
first segment is a brisk run. The second segment is taken at
a comfortable stride. The third segment is run at a stride that
allows the runner to conserve energy, while the fourth segment starts slowly but ends with a burst of speed. The third
segment is often considered the most critical part of the mile
because it is the point where many runners are tiring, both
physically and mentally.
Long-distance runners need good judgment and a keen eye
for assessing the abilities of other runners on the track. They
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
also need to develop a game plan for winning each race.
STEEPLECHASE
This event requires that the athlete combine the skills of a hurdler and the endurance of a long-distance runner. The steeplechase is comprised of running and jumping over 28 hurdles
and 7 water jumps. In the Olympic Games, this race is approximately 3,280 yards long.
Originally, the name “steeplechase” referred to a country horse
race over obstacles. Eventually, English students began to attempt the race on foot and in 1889, the event was introduced
into the United States.
EQUIPMENT AND CLOTHING
Track clothing is traditionally light in weight and allows complete freedom of movement. This usually means tank tops or sleeveless shirts. The bottom hem of track shorts
is well above the knee, and sometimes the shorts have slits up the sides. Shoes are especially important, since different events require different shoe designs. The soles of the
shoes are cleated.
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
TRACK EVENTS NOTES AND NEWS
Below you will see a list of many Gold Medal winners of Track events in the 2004
Olympics in Athens, Greece.
Men’s Events
Event
Contestant
Country
MEN 100 METERS
MEN 200 METERS
MEN 400 METERS
MEN 800 METERS
MEN 1500 METERS
MEN 5000 METERS
MEN 10,000 METERS
MEN 400 METER HURDLES
MEN 3000 STEEPLECHASE
MEN 400 METER RELAY
MEN 1600 METER RELAY
MEN 20 KM WALK
MEN 50KM WALK
Justin Gatlin
Shawn Crawford
Jeremy Wariner
Yuriy Borzakovskiy
Hicham El Guerrouj
Hicham El Guerrouj
Kenenisa Bekele
Felix Sanchez
Ezekiel Kemboi
Ivano Brugnetti
Robert Korzeniowski
United States
United States
United States
Russia
Morocco
Morocco
Ethiopia
Dominican Republic
Kenya
Britain
United States
Italy
Poland
Event
Contestant
Country
WOMEN 100 METERS
WOMEN 200 METERS
WOMEN 400 METERS
WOMEN 800 METERS
WOMEN 1500 METERS
WOMEN 5,000 METERS
WOMEN 10,000 METERS
WOMEN 100 METER HURDLES
WOMEN 400 METER HURDLES
WOMEN 800 METER RELAY
WOMEN 1600 METER RELAY
MARATHON
WOMEN 20KM WALK
Yuliya Nesterenko
Veronica Campbell
Tonique Darling
Kelly Holmes
Kelly Holmes
Meseret Defar
Xing Huina
Joanna Hayes
Fani Chalkia
Belarus
Jamaica
Bahamas
Britain
Britain
Ethiopia
China
United States
Greece
Jamaica
United States
Japan
Greece
Physical Education Learning Packets
#17 Track Events
Women’s Events
Mizuki Noguchi
Athanasia Tsoumeleka
Text © 2006 The Advantage Press, Inc.
With his historic performance at the NCAA Division I
Men’s and Women’s Outdoor Track and Field Championships, LSU sprinter Xavier Carter joined Jesse Owens
in a very exclusive club.
Carter and the Ohio State legend are the only men to win
four events at a single NCAA meet.
“I feel honored to be in the same sentence with Jesse
Owens,” Carter said. “He started track and field in the
United States.”
Xavier Carter
The other club is even more exclusive. Carter is the charter member, and he might remain
the only member for decades to come.
The powerful LSU sophomore became the first athlete, male or female, to win the 100and 400-meter dashes at the NCAA Championships.
In a 33-minute time frame, LSU’s “X-Man” won the 100 in 10.09 seconds and the 400 in
a lifetime-best 44.53. He then finished off a remarkable day by anchoring LSU to victory
in the 4 x 400 relay. The day before, Carter ran the second leg on LSU’s winning 4 x 100
relay team.
“I feel that I succeeded in reaching the goal I set,” Carter said. “I pretty much had a good
day.”
That might be the understatement of the year, but the same could be said for the Florida
State and Auburn teams. Top-ranked Florida State won the first men’s NCAA track title
in school history, scoring 67 points to finish well in front of LSU (51) and Texas (36).
Auburn’s women entered the NCAA meet ranked ninth in the country by the U.S. Track
and Field and Cross Country Coaches Association. The Tigers left Sacramento with their
first-ever national title after scoring 57 points. USC (38) and South Carolina (37) finished second and third in the women’s team race.
Some of the 2006 NCAA Women Track Standouts are listed on the next page.
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
Event
Winner
Time
200 Meters
400 Meters
1500 Meters
400 Hurdles
Shalonda Solomon (South Carolina)
Gloria Williams (Iowa)
AMy Lia (Washington)
Clora Williams (Texas A&M)
22.62 seconds
51.11 seconds
4 minutes, 15.27 seconds
51.11 seconds
Some of the 2006 NCAA Men Track Standouts
Event
Winner
Time
200 Meters
400 Meters
1500 Meters
40 0 Hurdles
Walter Dix (Florida State)
Xavier Carter (LSU)
Vincent Rono (South Alabama)
Michael Tinsley (Jackson State)
20.03 seconds
44.53 seconds
3 minutes, 44.07 seconds
48.25 seconds
Stay on top of the latest track events at the college level by visiting the NCAA web site
at: http://www.ncaa.org
Remember that there are many exciting events in this sport on the high school level.
Keep your eyes on the standouts at these levels of competition and you may someday
see them again among the international champions. For example, Alan Webb recently
smashed Jim Ryun’s 36 year-old national high school record in the mile. Webb erased a
legend from the record books with his confident running at the Prefontaine Classic with
a time of 3 minutes 53.43 seconds. Webb’s mile was fastest by any US runner since
Richie Boulet’s 3:53.26 in 1998.
And watch for developments concerning the next Olympic Games to be held in Beijing:
http://www.en.beijing2008.com
Other track sites of interest are:
http://www.trackandfieldnews.com/
http://www.trackonline.com/
http://trackwire.rivals.com/
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
TRACK EVENTS
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of track events. Write your answers in the spaces below the questions. If there is not
enough room, write on the backs of these sheets. Be neat, spell correctly, and write in
complete sentences.
1.
What are the physical benefits to be gained from participating in track as a sport?
2.
What are the five traditional track events?
3.
Describe why the starting position is so crucial to the dash or short run.
4.
It is often said that both psychological and physical considerations enter into a
successful dash. What are these factors and why are they so important?
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
5.
What is the hurdle competition and what are the two types of hurdle races?
6.
Why is it sometimes recommended that the left leg be used as the lead leg in
hurdles?
7.
Why does relay racing depend as much on teamwork as on the speed of the individual runners?
8.
What is a “visual pass?”
9.
What is a “blind pass?”
10.
Describe how the receiver should be positioned to receive the baton in the visual
pass.
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
1
2
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5
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12
14
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Across:
3. One of the associations that control track events
8. Number of sprinters in a relay race
9. Direction of minimum movement
in crossing hurdle
12. Another name for the dash
13. An association of colleges that
supervises track events
14. Position with hips slightly above
shoulder level
15. Traditional number of hurdle types
16. This is passed in a relay race
17. This race involves water jumps
and hurdles
Physical Education Learning Packets
Down:
1. Type of relay pass
2. One of the five track events covered
in this packet
4. The last runner in a relay race
5. Number of water jumps in a steeplechase
6. Direction of body weight after crossing hurdle
7. Track events held here in 776 BC
8. Height in inches of hurdles
10. Federation that controls track all over
the world
11. Name of first sprinter in a relay race
12. Second command when starting the
dash
16. The sprinter puts his or her feet here
at the start of the race
#17 Track Events
Text © 2006 The Advantage Press, Inc.
Physical Education 17 Crossword
Name: ___________________ Date: __________
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Physical Education 17 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Type of relay pass
Direction of body weight after crossing hurdle
Name of first sprinter in a relay race
An association of colleges that supervises track events
One of the five track events covered in this packet
The last runner in a relay race
Federation that controls track all over the world
The sprinter puts his or her feet here at the start of the race
Track events held here in 776 BC
This is passed in a relay race
Second command when starting the dash
Number of water jumps in a steeplechase
This race involves water jumps and hurdles
One of the associations that control track events
Height in inches of hurdles
Position with hips slightly above shoulder level
Direction of minimum movement in crossing hurdle
Another name for the dash
Traditional number of hurdle types
Number of sprinters in a relay race
Physical Education Learning Packets
#17 Track Events
Text © 2006 The Advantage Press, Inc.
RACQUETBALL
PACKET # 18
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Racquetball is a relatively new game which continues to grow in popularity. It can be
played competitively or simply for fun and relaxation.
HISTORY OF THE GAME
Racquetball is an offshoot of the game of tennis. It’s
tempting to make comparisons between the two sports
but we have to be careful not to be misleading! According to many pros, excelling in one of the racquet sports
does not necessarily guarantee top performance in another.
Racquetball is a young sport, having originated in the
United States in the 1950s. Although it is strenuous and
physically challenging, it does not entail chasing balls
all over a court. But like tennis, it does require both superior physical dexterity as well as the ability to strategize
quickly and effectively.
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
HOW RACQUETBALL IS PLAYED
BASIC RULES
Racquetball can be played alone, against one opponent as a singles game, or with four
players as a doubles game.
In racquetball, the first team or player to score 21 points (or to score 11 points if the
opposing players remain scoreless) wins. A match is won by the first side to win two
games.
The server or serving side tries to win each volley by serving or returning the ball so that
the opposition is not able to keep the ball in play. Points can be scored only by the side
that is serving when it makes an unreturnable serve or wins a volley. When the serving
side loses the volley, it automatically loses the serve (called “a handout”).
THE COURT
Competitive racquetball is played on a fourwalled room with a ceiling. The typical court is
20 feet wide, 40 feet long and 20 feet high, with
six playing surfaces: the front wall, back wall,
two side walls, the ceiling and the floor.
Lines divide the court into sections:
The short line runs parallel to the
front wall and divides the court into
front and back courts.
The service line runs five feet in front of the short line and parallel to it.
The service zone is the area between the short line and the service line.
The service boxes are formed by lines that run 18 inches away from and
parallel to the two side walls. During a doubles game, the server’s partner
stands in one of the boxes during the serve.
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
PLAYING TECHNIQUES
STROKES
Racquetball is played with three basic strokes: backhand, forehand and overhand.
In the backhand stroke, the key point to remember is that the face of the
racquet must hit the ball perpendicular to the floor just past the right leg.
Your body is bent slightly facing the left wall (right wall for left-handed
players). The right arm is raised so that the racquet head is above your left
ear. The weight is on your left leg until the racquet is swung; then the weight
shifts to your right leg as your arm swings across the front of your body.
As you swing the racquet, keep your eyes on the ball. After you hit the ball,
let your arm follow through the arc of the swing until it straightens out
again.
The forehand stroke is easier to perform
than the backhand stroke. However, the
body motions used in this stroke are almost identical with those used in the backhand stroke. The racquet is held perpendicular to the floor. The racquet contacts
the ball just past the left leg.
The key to the forehand stroke is to bring the racquet arm
back behind your head as fast as possible before starting
the downswing. Also, keep your wrist cocked back so
that it snaps as the racquet meets the ball.
The overhand stroke is the least-used stroke in racquetball. It is often used for ceiling shots. It’s also widely
used by beginning players who are not yet sure of the
other moves.
In this stroke, move your racquet arm back and hold it at
a 90-degree angle. The overhead motion is similar to tossing a ball in the air. Extend your racquet arm forward as
if you were trying to smash the ball.
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
THE SERVE
As with tennis, the serve is where the game of racquetball begins. The player who serves is the only one who can earn points.
As in tennis, the exchange of the ball between players after the
serve is called the “volley.”
The proper way to serve is to bounce the ball and hit it with the
racquet against the front wall of the court. As mentioned above,
a handout (losing the serve) can occur if there is a foot fault or
a bad serve. Three kinds of errors can result in losing the serve:
A foot fault occurs when the server’s foot extends over the foot boundaries. Two successive foot faults result in a handout.
A bad serve occurs when the ball hits the ceiling, floor or any of the other
walls of the court before it hits the front wall.
A handout occurs when two successive faults are committed. This can
occur when the ball hits the short line on a serve (this is called “a short”), or
when the ball hits the rear wall on a serve before it bounces (this is called “a
long”).
TYPES OF SERVES
The three most important serves in racquetball are the Power Serve, the Lob and the Zee.
The power serve (or “Power Drive”) is the
most common serve used by skilled players. When done correctly, this serve is difficult for the player’s opponent to return.
A serve which is impossible to return is
called an “Ace.” On a low bounce, the ball
is hit with full strength to a point on the
front wall so that the ball rebounds only a
few inches high off either side wall.
The lob is a much softer serve than the Power Serve. The ball is hit to the
top of the front wall so that it rebounds to either side wall and hits the floor
near the rear wall. The closer the ball to the rear wall, the more difficult it is
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
for the receiver to return it.
The zee is a specialized serve. In this
serve, the ball follows a twisted path
that resembles the letter “Z.” Ideally,
the ball will strike the front wall 8 to
16 feet above the floor. It rebounds
onto the side wall and travels across
the court, bounces on the floor, and
hits the opposite side wall. The ball
cannot hit the first side wall before it
hits the front wall.
The Zee is a complicated and tricky serve. Considerable practice is required
before a player can use it effectively.
SERVE RETURNS
Two rules of thumb when returning balls are:
1.
If a ball is below the knee, the player should run toward it and return it.
2.
If the ball is above the knee, the player should wait for the ball to rebound
off a wall and then return it.
Five other basic rules also should be kept in mind during a game:
1.
When the ball is being served,
stand at least five feet behind
the short line.
2.
A ball cannot be returned until
it has passed the short line.
3.
The ball must be returned before it hits the floor twice. The
ball can also be returned on the
fly or before it touches the floor.
A ball should hit the front wall
first. However, it can hit the
4.
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
ceiling or side walls before it reaches the front wall. It must not touch the
floor before it touches the front wall.
5.
If you swing at the serve and miss, you can recover and make a legal return.
EQUIPMENT AND CLOTHING
Any type of loose, non-binding garments can be worn to play racquetball. Many players wear shorts or lightweight sweatpants and a Tshirt.
Beginning players might also consider wearing protective
eye gear. Occasionally, serious eye injuries occur in racquetball because of the enormous force of the ball. Canada
requires protective eye gear of all racquetball players, but
the United States has yet to pass such a law.
RACQUETBALL NOTES AND NEWS
America has two national racquetball organizations: the American Amateur Racquetball
Association (AARA) and the United States Professional Racquetball Association
(USPRA). The AARA publishes the official racquetball tournament rules and sanctions
racquetball events. The USPRA exists primarily to promote the sport of racquetball and
the racquetball teaching profession.
Some of the top racquetball magazines are Killshot, P. O. Box 8036, Paducah, KY 420028036; Racquetball, published by the AARA; and Racquetball Today, published by the
West Publishing Company.
In addition to print media sources, the Internet has many sources. If your school has a
computer department with Internet links, you might look at The United States Racquetball Association’s website at: http://www.usra.org
At this site you can see the very latest information about the sport at both the amatuer
and the professional level. The USRA is active in sponsoring High School programs that
involve young players interested in representing their schools at the annual U.S. National High School Championships. Recent USRA High School Champions include the
athletes listed on the next page.
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
Boy’s High School Singles
Year
2005
2004
2003
2002
2001
Champion & High School
Mike Keddie, Memorial HS (New Hampshire)
Joey Lakowske, Crescent Valley High (Oregon)
Dan Sheppick, Rex Putnam HS (Oregon)
Steven Klaiman, Episcopal HS (Texas)
Jack Huczek, Adams HS (Michigan)
Girl’s High School Singles
Year
2005
2004
2003
2002
2001
Champion & High School
Katie Ferguson, Catlin Gabel (Oregon)
Kelley Fisher, Centerville HS (Ohio)
Adrienne Fisher, Centerville HS (Ohio)
Adrienne Fisher, Centerville HS (Ohio)
Adrienne Fisher, Centerville HS (Ohio)
The USRA Intercollegiate program is designed to aid in the development of intercollegiate and intramural programs. Recent USRA Intercollegiate Champions:
Men’s Collegiate Singles
Year
2006
2004
2003
2002
Champion & University
Matt Melstar, Colorado State
Jack Huczek, Oakland University
Jack Huczek, Oakland University
Jack Huczek, Oakland University
Women’s Collegiate Singles
Year
2006
2004
2003
2002
Champion & University
Diane Meyer, Oregon State
Kristen Walsh, University of Utah
Kristen Walsh, University of Utah
Krystal Csuk, Baldwin Wallace University
Every four years, the Pan American Games are held the summer before the Olympics. In
2003 Pan American Games were held in the Dominican Republic. The United States
took a first in each category of racquetball competition and the team championship went
to the USA as well.
Racquetball is an exciting sport to play or watch. Try the Internet for more up-to-date
information about this fast-paced game.
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
RACQUETBALL
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of racquetball. Write your answers in the spaces below the questions. If there is not
enough room, write on the backs of these sheets. Be neat, spell correctly, and write in
complete sentences.
1.
From which other sport was racquetball derived?
2.
What are some of the physical benefits to be gained from playing racquetball?
3.
Who wins a game in racquetball and how? Who wins a match and how?
4.
Describe the typical racquetball court.
5.
What are “service zones?” “service boxes?”
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
6.
Describe three basic types of strokes in racquetball.
7.
It’s often said that “the serve is where the game of racquetball begins.” Why is
this true?
8.
What three kinds of errors can result in losing a serve?
9.
What are the three basic types of serves in racquetball?
10.
If a ball is below the knee, what should the player do? What should he/she do for
a ball above the knee?
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
1
2
3
4
5
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7
8
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14
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Across:
2. Points can only be earned by this
player
4. The lob is a _____ serve than the
power serve
5. The court often has four of them
10. Stroke with the palm of the hand
facing the ball
11. A serve which is impossible to return
12. Error when two successive faults are
committed
13. Decade of the 20th century when
racquetball originated
15. Type of bounce where ball is hit with
full strengh
17. A ball should hit this wall first
Physical Education Learning Packets
Physical Education 18 Crossword
Name: ___________________ Date: __________
Down:
1. Stroke often used for ceiling shots
2. The line that runs five feet in front of
the short line
3. One important type of serve
6. Another important type of serve
7. A specialized serve
8. Stroke with the top of the hand facing
the ball
9. The primary tool of the racquetball
player
13. This fault is a serving error
14. The line that runs parallel to the front
wall
16. Service areas formed by lines 18"
away from side walls
17. Length of the court in feet
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
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Physical Education 18 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
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20.
The line that runs five feet in front of the short line
Decade of the 20th century when racquetball originated
Stroke with the palm of the hand facing the ball
Stroke often used for ceiling shots
A ball should hit this wall first
Stroke with the top of the hand facing the ball
The line that runs parallel to the front wall
This fault is a serving error
One of three important serve types
A serve which is impossible to return
The court often has four of them
The primary tool of the racquetball player
The lob is a _____ serve than the power serve
Length of the court in feet
A specialized serve
Type of bounce where ball is hit with full strengh
Error when two successive faults are committed
One of three important serve types
Service areas formed by lines 18" away from side walls
Points can only be earned by this player
Physical Education Learning Packets
#18 Racquetball
Text © 2006 The Advantage Press, Inc.
PACKET # 19
SOFTBALL
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Softball is a very popular sport in North America. Millions of children and adults play
and enjoy this game. Softball has been played in the United States and Canada since the
late 1800’s. An International Softball Federation was formed in 1952. This organization
coordinates international competition and regular regional and world championship tournaments for men and women. In 1996 softball was added as an Olympic sport. In that
same year the United States became the first gold medal winner of this new Olympic
sport.
The fundamentals of softball are the same as those of baseball. Batting and fielding is similar in both games.
Softball is played on a smaller field, however, and
the game is seven innings long instead of nine.
In softball, the ball is pitched underhand,
whereas in baseball the pitch is overhand
or sidearm. Base stealing is permitted in
both games, but in softball the runner must keep
in contact with the base until the pitcher throws a pitch.
There are many variations to the game of softball; some are officially recognized and
others are not. In Chicago, for example, Windy City or Cabbage Ball is played with a 16inch ball and without gloves. In Maine and Alaska, people play softball in the snow. In
California, a game has developed called Over the Line: OTL players don’t use gloves
and they don’t run bases. These variations of the game exist in many regions, however,
fast-pitch and slow-pitch softball are the two dominate the games in North America.
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
HISTORY OF THE GAME
The game of softball began in Chicago, Illinois on Thanksgiving Day in 1887. Several
young men at the Farragut Boat Club were waiting for a telegraph to see who won a
Yale-Harvard football game. While waiting, one man threw an old boxing glove at a
friend. He in turn hit it with a broom handle. Another friend, George Hancock, grabbed
the glove, tied it into a sphere and said, “let’s play ball!” The friends chose up sides, and
the first game of softball began.
After the game, Hancock created a crude ball that was larger than a baseball. He then
drew up a list of rules and decided that the game could be played in a field much smaller
than a regular baseball field. He thought an area like a school gym would be just right for
this new game of softball.
In 1887 several softball teams were formed in Chicago. It was not long before the game
spread to other parts of the country. Hancock wrote the first set of rules in 1889. As new
teams formed, they adopted new rules. One of the obvious differences between the teams
was the lack of a standard bat or ball size.
Eventually, a committee of the Amateur Softball Association was formed and met in
1933 to set standard rules. Today the game of softball is played worldwide with standard
sets of rules. There are still three sizes of balls in use: 12-inch, 14-inch, and 16-inch. The
12-inch ball is the most popular.
The first softball fast-pitch national tournament for both men and women was held in
1933 in Chicago. More than 350,000 people attended the three days of playoffs. In later
years the national tournament was held in a variety of large cities. Today the Amateur
Softball Association crowns national champions in both fast-pitch and slow-pitch, with
fast-pitch dominating international competition.
HOW THE GAME IS PLAYED
The game starts as the batter steps into one of the
batter boxes on either side of the home plate. The
pitcher then tries to throw the ball through the batter’s
strike zone using an underhand motion. For slow
pitch, the strike zone is between the shoulders and
the knees. For fast pitch it is between the armpits
and the knees.
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
If the batter doesn’t swing and the ball passes through the strike zone, the umpire will
call a “strike.” But if the ball pitched is outside the strike zone and the batter doesn’t
swing, the umpire calls the pitch a “ball.” The batter can get a strike if he swings at a
pitch and misses. He can also get a strike if the ball is hit into foul territory. A batter
remains at the plate until she hits a ball into fair territory, takes four balls for a walk to
first base, or gets three strikes for an out. If the count is already at two strikes, a foul ball
will not be called a strike unless it’s a “three fouls and you’re out” league.
If the batter hits a fair ball, the defense can make a force-out by throwing the ball to first
base before the runner gets there. The umpire will call the runner out as long as the first
base player has control of the ball and a foot on the bag. If another runner is already on
base, the defense will often choose to pick off
the lead runner. It’s important to remember that
if the lead runner doesn’t have to run, a fielder
must tag the runner to get an out. For example,
a runner on second base doesn’t have to go to
third if first base is empty. If the runner heads
to third, the person playing third will place the
ball in his glove and touch the runner with it to
get the runner out. The defense can tag an offensive player who overruns second or third
base.
The defense can also get the batter out by catching a fair or foul ball on a fly. After a fly
ball for an out, all runners on base must tag up (they must be touching their original base
until the ball is caught). When a fly ball is hit deep into the outfield, a runner may tag up
and then run to the next base. Since the runner doesn’t have to run, he or she must be
tagged out.
The offense scores a run when a person makes it all the way around the bases without
being tagged or forced out. Each team bats until there are three outs. An inning is completed when both teams have batted. The visiting team bats first. This is called the top of
the inning. The home team bats second, or in the bottom of the inning. Softball games
last seven innings unless there is a tie or the game is rained out. The team with the most
runs wins.
THE PLAYING FIELD
Softball is played on a diamond-shaped field with bases located at each corner of the
diamond. The field is divided into an infield and an outfield.
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
The dimensions of the field vary with the type of softball being played and
the age and sex of the players. These differences ensure that the field is
appropriate for the strength and skill level of the players using it. For
example, in a ten-year-old boys’ game the pitcher stands 35 feet
from the batter. In order to hit a home run the batter must hit the
ball over a fence 175 feet away.
In a men’s slow pitch league, on the other hand, the pitcher
throws from 65 feet away and the outfield fence is 300 feet away.
Most field dimensions, including distance from the pitching rubber to home plate, length between the bases, and distance to the outfield fence, will be slightly smaller for a fast pitch game than for a game
of slow pitch.
THE VARIOUS FORMS OF SOFTBALL
Although the many games of softball have similarities, they also have some basic differences. Each type has a number of rules that regulate the style and speed of pitching.
For example, modified pitch eliminates two of the fastest and
most difficult-to-hit pitches (the “windmill” and the “slingshot”)
that are used in straight fast-pitch softball. Slow-pitch rules require, among other things, that the ball travel within minimum
and maximum limits of arc when pitched. One form of slow pitch
is played with a ball that is 16 inches in diameter, which is much
larger than the standard 12-inch ball.
Since slow pitch has a larger field, it uses more players than fast
pitch. Fast pitch is played with nine people while slow pitch adds
an extra player to the outfield to make ten. Slow pitch, unlike
baseball or fast pitch, sets limits on the number of out-of-thepark home runs allowed per inning. Depending on the league’s
classification, this number can range from zero to 12. The batter
will be called out for any home runs hit in excess of the limit.
THE PITCHER
Rules for the pitcher differ for each type of softball. An obvious reason for pitching rules
is to make certain that a certain speed of pitch is thrown to the batter. Another reason is
to ensure that the pitcher doesn’t confuse the batter and base runners with “fake” pitches.
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
Failure to follow the pitching rules will result in an “illegal pitch.” In fast pitch, the
penalty for an illegal pitch is a ball called for the batter and an extra base for any base
runners. In slow pitch, a ball is called for the batter but the runners do not advance
automatically.
Men’s and women’s fast pitch softball have rule variations that
determine the stance of the pitcher. Both games require the
pitcher and the catcher to be in position before the pitcher is
considered ready to pitch. The catcher must stay inside the
catcher’s box until the ball has left the pitcher’s hand. When
stepping up to the pitcher’s rubber, the pitcher should approach
with both hands separated. The ball may be held in either the
glove or the throwing hand. For men, one foot must be placed
on the pitching rubber and the other may be on or behind the
pitching rubber. Women must have both feet on the pitching
rubber. In either case, the shoulders should be squarely facing
the batter. Only at this time may the pitcher receive signals from
the catcher.
When the pitcher is ready, both hands must be brought together holding the ball still in
front of the body, for from one to ten seconds. The moment the pitcher takes one hand
off the ball, the pitch proper has begun.
The pitcher may use any windup, but it is illegal to reverse the forward motion of the
windup before the pitch is released. This will prevent the pitcher from throwing “fakes.”
In men’s play, the ball must be thrown with an underhanded motion with the hand below the hip. The wrist
may not be further from the body than the elbow. When
the pitcher takes a step forward, it must be taken at the
same time as the delivery of the ball. The pitcher’s other
foot must remain on the pitching rubber until the forward
stepping foot has touched the ground. Women start with
a different ready-to-pitch stance; the pitcher may allow
her pivot foot to drag forward, off the pitching rubber,
before her other foot touches the ground. She must make
sure that her pivot foot, in leaving the pitching rubber,
remains in contact with the ground.
Unless there are base runners that may be stealing the
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
next base, the catcher should return the ball only to the pitcher. This eliminates wasting
time and the danger that a ball could actually be called for this infraction.
The pitching in modified pitch softball is very similar to fast pitch, but the ball is released a little lower, since the pitchers begin with both feet on the pitching rubber. In
modified ball, the pitcher may not use the windmill or sling-shot pitches.
Slow pitching regulations are a simplified version of the
fast pitch regulations. To start, a pitcher must simply pause
with the ball held in front of his body, keeping a foot on the
pitching rubber. When pitching, the pivot foot must be kept
in contact with the rubber but the other foot may step either
forward, or backward during the pitch. In slow pitch softball the ball must not be delivered at excessive speed: two
such offenses could result in the removal of the pitcher from
the pitching position. After leaving the pitcher’s hand, the
ball must arc at least six feet from the ground before crossing home plate. A pitch’s maximum height off the ground in
slow pitch is 12 feet.
EQUIPMENT
Bats come in a variety of lengths, weights and shapes. Usually a player has a good
chance of finding a bat that meets her needs. The bat used should be an official softball
bat that is clearly marked “Official Softball” by the manufacturer.
An official bat must be round and can be made from wood, metal, bamboo, plastic or
laminated wood. It must not exceed 38 ounces in weight. Metal bats must be free of
burrs and any rough or sharp corners. Wooden bats must be made either from one piece
of hard wood or from a block of laminated wood.
An official softball bat must not be longer than 34 inches or have a diameter greater than
29/32 inches. All bats must have some type of safety grip of cork, tape, or composition
material. A batter can be called out for using an illegal bat and ejected for using an
altered bat.
The official softball measures between 11 and 7/8 and 12 and 1/8 inches in circumference,
weighs between 6 and 1/2 and 7 ounces. It has a center made of fiber kapok or of a corkrubber mixture. The ball is covered in chrome-tanned horsehide or cowhide sewed in a
seamless stitch with waxed thread. Cement applied to the underside of the covering
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
holds it to the ball.
Each player normally would furnish his own shoes and glove. Metal shoe spikes may be
used if the spikes are no longer than three-fourths of an inch. Rounded metal spikes,
such as track or golf spikes, are not allowed.
A ball player’s glove or mitt is her most important personal
furnishing. A good player keeps her glove or mitt in fine condition, keeping it free from dirt. Only the catcher and the first
baseman are allowed to wear a mitt. The other players wear
gloves.
The rules require a catcher to wear a mask in fast pitch and recommend
one for slow pitch. Other catching equipment includes a chest protector and shin
guards. In most cases the team sponsor will furnish the catcher’s equipment as well as
the batting helmets. Batting helmets must be worn in fast-pitch games, not only by the
batter but also by the base runners and the on-deck batter as she warms up.
Uniforms for all players must be identical in color, trim and fit. Undershirts that are
exposed to view and worn by more than one team player should be of the same color.
Ragged or torn sleeves on uniform shirts or undershirts are not permitted. Caps are also
part of the official uniform.
SOFTBALL NOTES AND NEWS
The Amateur Softball Association registers over 260,000 softball teams annually. Today
there are also more than 73,500 Junior Olympic Youth Softball Teams.
One of the greatest victories for softball enthusiasts occurred in 1991 with the addition of
women’s fast pitch softball to the program of
the 1996 Olympic Games in Atlanta, Georgia.
In fact, the USA defeated China 3-1 to capture
softball’s first Olympic Gold Medal. On that July
30, day a capacity crowd of over 8,700 witnessed
the USA win behind the pitching of Michele
Granger of Anchorage, Alaska and Lisa
Fernandez of Long Beach, California.
Dot Richardson played shortstop for the 1996 U.S. Gold Medal Team. Dot was fully
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
committed to this team since she was willing to put her medical training on hold for a
year. By profession Dot is an orthopedic surgeon. She is no stranger to international
competition after playing on three Pan Am Games teams and in three International Federation world championships.
Fifteen women represented the United States in the 2000 Olympic Games in Sydney,
Australia. The U.S. rebounded from a three-game losing streak to repeat as softball gold
medalists, beating Japan 2-1. At age 39, Dot Richardson saw Olympic action again. She
was the oldest team member.
The American women once again raised the
bar for excellence in softball by claiming their
third straight gold medal with a 5-1 win over
the Aussies in the 2004 Olympics at Athens.
If not for the Aussies scoring a run in the sixth
inning of the final game, the U.S. team would
have thrown up nine zeros in nine games--a
perfect Olympics. The U.S. team broke virtually every team record and set individual
marks in offensive, defensive and pitching categories. “This team got it done,” said pitcher
Lisa Fernandez, who now has three gold medals.
The Arizona Wildcats won the 2006 Women’s College World Series on June
6, taking Game 2 of the championship series against Northwestern 5-0 for
the 2-game sweep.The win marks the seventh national title for Arizona
softball, and its first since 2001
There are softball leagues and organizations all over the world, including many excellent high school and college softball programs. There are, however, still many people
who play the sport informally just to have some fun and get a little exercise.
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
SOFTBALL
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of softball. Write your answers in the spaces below the questions. If there is not enough
room, write on the backs of these sheets. Be neat, spell correctly, and write in complete
sentences.
1. How is softball different than baseball?
2. How did the game of softball get started?
3. Describe the strike zones in softball.
4. What are the official regulations for a bat?
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
5. What are the official regulations for an official ball?
6. In fast-pitch games which players must wear helmets?
7. What is considered to be one of the greatest victories for softball enthusiasts?
8. When were standard rules for softball developed and by whom?
9. What are the three sizes of balls that are used in softball?
10. What are the ways a batter can get a strike called on her?
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
1
2
3
4
Across:
5
4.
6.
7.
10.
11.
12.
14.
18.
19.
The city where softball
began
Where “Over the Line”
softball was developed
Each team bats until there
are this many outs
This team bats first in a
game
Number of called “balls”
before a player walks to first
base
The team with the most
number of these wins the
game
The player who wears a
mask
The shape of a playing field
The person who wrote the
first set of rules for softball
6
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Physical Education 19 Crossword
Name: ___________________ Date: __________
19
Down:
1.
2.
3.
5.
8.
9.
13.
15.
16.
17.
18.
In 1993 this softball association set standard rules
The fundamentals of softball are the same as this game
The boat club where softball is said to have started
The most popular size softball in inches
A 1996 gold medal winner in softball
How a softball is pitched
The zone where the pitcher tries to throw her pitches
These are considered part of the official uniform
These come in a variety of shapes, lengths and weights
This team bats in the botton of an inning
The team that is fielding is playing _______
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
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Physical Education 19 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1. The player who wears a mask
2. The zone where the pitcher tries to throw her pitches
3. The shape of a playing field
4. The city where softball began
5. The most popular size softball in inches
6. How a softball is pitched
7. This team bats in the botton of an inning
8. These come in a variety of shapes, lengths and weights
9. The fundamentals of softball are the same as this game
10. Each team bats until there are this many outs
11. A 1996 gold medal winner in softball
12. The team that is fielding is playing _______
13. The boat club where softball is said to have started
14. This team bats first in a game
15. The team with the most number of these wins the game
16. These are considered part of the official uniform
17. Number of called “balls” before a player walks to first base
18. In 1993 this softball association set standard rules
19. Where “Over the Line” softball was developed
20. The person who wrote the first set of rules for softball
Physical Education Learning Packets
#19 Softball
Text © 2006 The Advantage Press, Inc.
PACKET # 20
HANDBALL
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Handball is one of the simplest of the sports, both to understand as a spectator and to
learn as an active participant. It’s also an excellent way to stay in shape, since it combines many of the benefits of both calisthenics and jogging.
HISTORY OF THE GAME
Handball was first played in ancient Rome. In
fifteenth century Spain and France, it was
played as “pelota.” It was called “fives” in
England in the sixteenth century. The current
version of the game was developed in Ireland
in the mid eighteenth century. Phil Casey built
the first U. S. handball court in 1886.
Handball enjoyed a huge increase in popularity in the U. S. during the “fitness movement”
that swept the country in the 1970s and 1980s.
Handball fans saw the sport as a body conditioner which, unlike running or riding stationary bicycles, provided a social context for a
demanding form of aerobic exercise.
Team handball, which incorporates many elePhysical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
ments of handball as described below under “Basic Concepts,” was invented around
1890 by Danish track and field athletes as a conditioning sport. It was team handball that
developed into the Olympic version of what is called “handball” in Europe and “team
handball” in the United States.
Rules were standardized in 1924 by the International Handball Federation (IHP). Eleven
nations met at the Olympic Games in 1928 to form the International Amateur Handball
Federation and write the international handball rules. Handball was removed from the
Olympic program in 1948. The U. S. Team Handball Federation (USTHF) was formed
in 1959, and team handball was reinstated in the Olympics in 1972.
HOW THE GAME IS PLAYED
BASIC CONCEPTS
The crux of the game of handball is to keep
returning the ball to the front wall. If the
receiver does not return the ball, the server
scores a point. If servers fail to return the
ball, they lose the serve. A player can score
only when he/she is serving. The first player
to reach 21 points is the winner. The rules
of the game can be summed up as follows:
1.
The server bounces the ball,
then hits it against the front
wall. The serve must bounce
back beyond the short line
into the court. A fault occurs
if the ball hits the ceiling or
any of the other walls.
2.
If two faults are committed, the server loses the serve.
3.
The receiver must return the serve to the front wall. The ball is allowed to
hit a side wall, for example, before hitting the front wall. The ball cannot
touch the floor before it reaches the front wall.
4.
The receiver cannot cross the short line until the ball has crossed the short
Physical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
line first after a serve.
5.
During the rally, either the server or receiver can return the ball before it
touches the floor. The ball must be returned before it bounces on the floor
twice.
The game of handball is organized so that two, three or four players can play. In Olympic team handball, each side has seven players. If only two people play, one is the server
and one the receiver. When four persons play, it is called a doubles game. The server and
his/her partner are the serving team and the other two players are the receiving team.
“Cut-throat handball,” or a three-person game, pits one person against the other two.
One player is the server while the other two are receivers. This structure continues on a
rotating basis until the first player with 21 points wins.
GAME STRATEGY
The game of handball is comprised of
much more than running back and forth
inside the court and hitting the ball. The
game requires careful planning and
strategizing in order to handle the various types of shots in the best way. Key
skills for the handball player include
learning to anticipate, concentrate and
control.
It is often difficult for a more experienced
player to anticipate shots when playing
with a beginning player. New players often do things that seem illogical, and
sometimes perform the various strokes
poorly. It is helpful for the beginner to practice observing how more experienced players
play and also simply to watch the flight of the ball around the court. With practice, it
becomes easier to anticipate an opponent’s next move.
Concentration is a second major ingredient for success on the handball court. A handball
player’s top priority during the game is to think about what the ball is doing or what it is
going to do. Losing focus and concentration nearly always results in losing points, and
perhaps, losing the game!
Physical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
Maintaining control over the game at all times also can help a beginning player develop
into a winning player. Control means remaining calm, collected, focused and confident.
Being out of control means not thinking about strategy, not watching the ball, and/or
losing one’s temper if a shot is missed.
PLAYING TECHNIQUES
FOOTWORK
A player’s hand work is not enough to win a game of
handball. Footwork is equally essential to the skilled
player.
If a player is right-handed, he or she will shift the body
weight from the right back foot to the left front foot as
the ball shifts. The legs should remain slightly flexed so
that when the ball comes, the player can step into the
ball.
BASIC STROKES
There are three basic strokes used in handball: the overhand, the sidearm and the underhand. While all three strokes are considered crucial to the game, the sidearm is thought
to be the most important.
The overhand stroke in handball closely resembles a tennis overhand. But
instead of a racquet hitting a tennis ball, the handball player’s palm and
cupped fingers strike the handball. The ball is then stroked upward toward
the ceiling and the arm follows through on the shot. This stroke requires
great control and a “feather touch.”
The sidearm stroke is most frequently used because it
is the serving stroke. The sidearm also allows the player
to return the ball before it falls into the back court and
therefore, is harder to return. The ball is returned as it
crosses the mid-line of the player’s body. The player’s
weight shifts from the back foot to the front foot, with
the body kept low. The swing is parallel to the floor.
The contact point with the ball is at the knee.
Physical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
The underhand stroke is similar to a digging
motion. This stroke is used mainly for “digging out” low balls and returning them to the
front wall. Professionals advise against using
this stroke for rallying, or exchanging shots
with the opponent. Players often look like they
are bowling when performing the underhand
stroke.
BASIC SHOTS
There are also three basic types of shots in handball: the passing shot, the kill shot and
the ceiling shot. All three shots are used in conjunction with all three types of strokes.
1.
The passing shot does just that—it passes by the opponent. When an opponent is in front of a player, the player with the ball hits the ball to the front
wall so that the ball rebounds out of the opponent’s reach. This shot typically scores more points than any other type of shot.
2.
The kill shot, properly executed, is usually unreturnable. The ball is close
to the floor, aimed at the bottom of the front wall. The player is in a crouching position as the ball is hit. The ball should be hit low so that it comes off
the front wall with such a low bounce that there is no chance for the opponent to return it.
3.
The ceiling shot is hit off the ceiling, close to the front wall. This is a
defensive shot used to move an opponent out of the front court. The ceiling
is considered the fifth wall in handball, as this shot proves. A good ceiling
shot will often fluster and confuse an opponent who cannot handle a high
overhand stroke.
EQUIPMENT AND CLOTHING
Handball is played on various types of courts, including those with one, three and four walls. The
most common type of court is the four-wall court,
although such a court actually has five hitting surfaces if one counts the ceiling.
The regulation handball court is 20 feet wide and
Physical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
40 feet long. The front wall is 20 feet high while the back wall is at least 12 feet high.
The service zone runs the width of the court and the service line is 15 feet from the front
wall.
The rubber ball used during the game weighs only two ounces. Although it is small and
soft, the ball can sting the player’s hand each time it rebounds from the wall. As a result,
all serious handball players wear deerskin or goatskin handball gloves while playing.
HANDBALL NOTES AND NEWS
Although handball does not receive the publicity in the popular press enjoyed by football or basketball, over 3,000,000 players are registered worldwide with the International Handball Association. Add to this figure the number of unregistered people who
play handball regularly at health clubs and other facilities and you will begin to understand just how popular this sport really is.
Team handball is an Olympic sport. Once an 11-man-per-side sport, it evolved into a 7man-per-side sport between 1948 (when it was dropped from the Olympic roster) and
1972 (when it was reinstated). In 1976, women’s team handball was instituted. Team
Handball was a part of the program at the 2004 Summer Olympics in Athens, Greece.
Handball - Men’s Team Handball Medal Results, 2004 Olympics:
Medal
Gold
Silver
Bronze
Country
Croatia
Germany
Russia
Handball - Women’s Team Handball Medal Results, 2004 Olympics:
Medal
Gold
Silver
Bronze
Country
Denmark
South Korea
Ukraine
Handball is also a popluar sport in many colleges in North America. It is played both as
a team sport and an individual sport. It has become more popular recently as new health
clubs include handball courts to attract customers.
Handball is an exciting game that is enjoyed all over the world. Give it a try if you
haven’t already. Find out more details on the results of the 2004 Olympic competition on
the internet: http://www.abc.net.au/olympics/2004/.
Physical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
HANDBALL
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of handball. Write your answers in the spaces below the questions. If there is not enough
room, write on the backs of these sheets. Be neat, spell correctly, and write in complete
sentences.
1.
What are some of the physical benefits to be derived from handball?
2.
On what types of courts can handball be played? What is the most common type?
3.
What is the object of any game of handball?
4.
Summarize the five rules of the game of handball.
Physical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
5.
Who always wins a game of handball?
6.
True or False: Skilled hand work is enough to win any game of handball. Explain
your answer.
7.
Name and describe the three basic strokes used in handball. Which of the three is
considered most important?
8.
What are the three basic types of shots in handball? Name and briefly describe
each one.
9.
Why is learning to strategize such an important skill in handball?
10.
Why does a winning handball player need to develop both concentration and control?
Physical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
1
2
3
4
5
6
7
9
8
10
11
12
13
14
15
16
17
18
Across:
2. Number of basic strokes
4. It is often difficult for an experience player to play this type of
player
5. Only this player can score points
8. He built the first US handball court
in 1886
9. A three person game
12. This is the type of bounce with a
kill shot
14. Stroke that uses the palm and
cupped fingers
15. This shot is usually unreturnable
17. This shot goes by the opponent
18. Number of faults required for
server to lose the serve
Physical Education Learning Packets
#20 Handball
Physical Education 20 Crossword
Name: ___________________ Date: __________
Down:
1. What handball was called in Spain in
the 15th century
2. Times a ball can hit the floor before it
must be returned
3. Maximum number of players involved in a game
5. Most important stroke in handball
6. This shot is hit off the “fifth wall”
7. As important as the hands in handball
10. Width in feet of a handball court
11. This is where handball originated
13. When four people are involved in a
game it is called a _____ game
16. The ceiling is considered the ____
wall
Text © 2006 The Advantage Press, Inc.
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Physical Education 20 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1.
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This shot is usually unreturnable
This shot goes by the opponent
A three person game
Maximum number of players involved in a game
Width in feet of a handball court
This is where handball originated
Times a ball can hit the floor before it must be returned
The ceiling is considered the ____ wall
As important as the hands in handball
This is the type of bounce with a kill shot
Only this player can score points
When four people are involved in a game it is called a _____ game
Stroke that uses the palm and cupped fingers
He built the first US handball court in 1886
This shot is hit off the “fifth wall”
Number of basic strokes
It is often difficult for an experienced player to play this type of player
Number of faults required for server to lose the serve
What handball was called in Spain in the 15th century
Most important stroke in handball
Physical Education Learning Packets
#20 Handball
Text © 2006 The Advantage Press, Inc.
PACKET # 21
MARTIAL ARTS
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Karate is a system of unarmed defensive and offensive techniques. The word “Karate”
means “empty hands” in Japanese. Karate is one of many martial arts whose defensive
and offensive techniques are performed without knives, swords or other weapons. The
basic techniques of Karate are punching, blocking, striking and kicking. Each of these
basic techniques has many variations, depending on the situation and the persons involved.
HISTORY OF UNARMED FIGHTING SYSTEMS
Legend has it that early forms of unarmed defense
were developed by Buddhist monks in their journeys from India to China during the third century
B.C. Their beliefs prohibited them from using
weapons to defend themselves. But the roads and
trails were full of dangers from highwaymen and
other thieves and murderers.
As a consequence, the monks developed different
ways of defending themselves without using
weapons. By the time they reached China, they
had perfected secret and mysterious forms of unarmed defense, and were believed by many to be
masters of magical powers and utterly invincible.
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Text © 2006 The Advantage Press, Inc.
The Shaolin fighting techniques are thought to have been created by the first of these
wandering Buddhists. Even today, a popular syndicated television show continues the
legends of the Shaolin priests and their mysterious powers.
As word of these unarmed defense techniques spread to other countries, each locale
developed its own version, with variations on the basic techniques. Thus in China, unarmed fighting became “Kung Fu,” while in Korea, it became Tae Kwon Do. In Okinawa,
it became Okinawa-do (The Way of Okinawa) and in Japan, it became Karate. In modern times, systems have been developed which use combinations of Karate, Kung Fu,
Tae Kwan Do, boxing and kick boxing. Notable among these systems is Jeet Kune Do,
which was developed by the late Chinese television and movie star, Bruce Lee.
Unarmed fighting techniques were adopted by many as a means of attacking and defeating an enemy when weapons were either not available or were forbidden. Thus what started as a holy man’s means of
peaceful self-defense became a “martial art” among other fighting
techniques, such as kendo (swordfighting)
and was incorporated into Ninjitsu, the art of
stealth. During World War II, what American
news commentators called “Jiu Jitsu” was a
combination of various fighting skills, including Karate and Judo.
Karate became a sport in 1927 through the efforts of Okinawan Karate Master Gichin Funakoshi, the
developer of the Shotokan style of Karate. Funakoshi
worked out a system of scoring points which enabled
Karatekas to compete without injuring each other. The
Shotokan style is demanding, and requires great concentration and hard work to master.
Today, for many, Karate is primarily a sport, although some people learn Karate neither
for the sport nor for self-control. Especially with the growing popularity of gang membership, and with the fantasyland Karate techniques shown in movies, many people
mistake Karate for something that it is not.
In the words of Hidetaka Nishiyama, onetime head of the All America Karate Federation, “Karate is not fighting. Fighting is for animals. Karate is a way to stop fighting.”
Nishiyama’s words echo those of the legendary Chinese General Sun Tzu, who said that
the greatest general is the one who wins the battle without loss of blood or life. The
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
greatest Karateka, then, is the one who always wins an encounter, but is never drawn
into a fight.
So what is the purpose of modern Karate? Does it teach you to
beat up the members of your gang? No. The purpose of Karate
is to teach you self-discipline and a new way of looking at conflict. This is not a mysterious concept. If you are so skilled that
no one can touch you no matter how hard he or she tries, what is
the need to fight such a person?
As it is with many sports, Karate has taken many forms in the
United States. If you were to confine your knowledge of Karate
to what you learn in popular magazines such as Black Belt,
movies such as “Enter the Dragon,” “The Karate Kid,” “teenage
Mutant Ninja Turtles,” or any of Jan Claude Van Damme’s movies, you might get the idea that Karate is about mysterious martial arts masters who live as gardeners, or psychotic sociopaths
who spend their spare time beating people up, or rough, bloody
fighters who claw their way to the top smeared with blood, or
lovable fantasy characters who kick and chop their way into your
imagination.
This, fortunately, is only Hollywood’s version of Karate. True
Karate is something else altogether, as expressed by the great
Shotokan master and founder of the Japan Karate Association,
Master Funakoshi Gichin:
“The ultimate aim of Karate lies not in victory or defeat, but in the perfection of
the character of its participants.”
In short, Shotokan Karate is not so much a way of fighting as it is a way of life. More
attention is paid to strengthening one’s character than to strengthening one’s punch.
Many years ago, Mr. Takiyuki Mikami, an international champion and today a thoughtful, modest, brilliant instructor in the International Shotokan Karate Federation, shamed
a group of rowdy American black belts who were students in a club he visited each
month. He walked out onto the floor dressed in a sport shirt, a pair of slacks, and loafers.
With his hands in his pants pockets, he invited the four best black belts to attack him, all
at once. Mr. Mikami was 5 feet, 5 inches tall and weighed about 130 pounds.
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Text © 2006 The Advantage Press, Inc.
None of the black belts ever got close enough to land a punch, strike or kick. Mr. Mikami
blocked every technique, without even bothering to take his hands out of his pants pockets, smiling all the time. After about ten minutes, when the four black belts were worn
out and gasping for breath, Mr. Mikami walked toward them, still smiling, and told them
that it was time for them to earn the belts they wore. He did foot sweeps and sent all of
them to the floor. Then he walked away laughing. His hands had never left his pockets.
Mr. Mikami’s performance had taught all of us that sometimes, a real Karateka needs
only to injure an attacker’s pride in order to stop an attack.
As you learn Karate, you will participate in seven elements of training, each of equal
importance:
Centering or meditation exercises, done to help you control your emotions
and develop your powers of concentration
Body conditioning, including strength, power, endurance, stamina, and flexibility exercises.
Practicing the various stances (right forward, left forward, kibidachi, back
stance, etc.).
Practicing the basic techniques of punching, striking, blocking, hooking
and kicking by learning the precise bodily movements involved.
Punching, striking, hooking, blocking and kicking a “makawara” board (a
tapered 4x4, covered with burlap) and other devices to toughen your knuckles
and feet and to develop power in the
basic techniques.
Kumite (sparring), to develop the
ability to combine techniques spontaneously, according to the needs of
the situation.
Learning and performing the “Kata” or
“Heian,” which is a choreographed, formalized fight sequence done with an imaginary
opponent. Katas are performed with great precision, and combine all the techniques of Karate into a system of flowing movements. In the
Japan Karate Association (which teaches
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
the Shotokan style) there is a different Kata for each rank promotion test.
HOW TO TRAIN FOR KARATE
It is impossible to learn Karate without the help
of a trained instructor. As described by Mr.
Mikami, the Shotokan school, for example, has a
rigorous training program for instructors, which
includes (for Chief Instructor) three years at the
home dojo in Japan. A 4th degree black belt is
required in order to enter the Chief Instructor
school. After three years of study, work and intense instruction, a candidate is given one chance
to pass the Chief Instructor’s test. Only if you pass
this test will you be made a 5th degree black belt
and a Chief Instructor. For these people, Karate is
not a game. It is a way of life.
While there are many people who claim to be
experts in Karate (and there are many “storefront”
Karate studios all over the United States), one has
only to watch a real Master to understand the difference between the pros and the amateurs. Many black belts are gifted, but few are
Masters. As it is with any sport or physical skill, championship performance demands
unswerving dedication to the sport and superb natural physical skills in performing. It is
truly breathtaking to watch the real Karatekas perform their art.
KARATE TECHNIQUES
Below is a description of how to perform two of the many variations possible for each
basic technique. Be sure to warm up with stretching exercises for the neck, chest, shoulders, arms, upper back, lower back, hips and legs before beginning any full-speed technique.
STRAIGHT PUNCH
Straight punches are practiced as follows. Stand with your feet a comfortable distance
apart, knees slightly bent and leg muscles relaxed:
Assume a left forward stance:
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
1.
Stand with your left foot forward, with the left leg bent at the knee so that
your knee is over the second joint in the left big toe. Turn your left foot
slightly inward at the toe.
2.
At the same time, extend your right leg backwards at a shallow angle from
the direction of your opponent, with the right knee slightly bent and the leg
muscles tensed. Turn the right foot slightly outward at the toe. Turn the
pelvis slightly to the right. Feel the stance and become aware of its strength.
It provides you with the stable foundation you need to perform Karate techniques.
Now perform the punch:
1.
Make a fist by curling the tips of your four fingers so that you fold them
into the palm of the hand. Clamp the thumb across your finger.
2.
Extend your left arm straight out in front of you, hand open and pronated
(palm toward the floor). Bend your right arm at the elbow so that your right
fist rests on the side of your pelvic bone. The right hand should be supinated (palm toward the ceiling).
3.
Start the punch by rotating the hips in a counter-clockwise direction while
straightening the right leg. Do this in slow motion until you get a feel for
the movement.
4.
At the same time, extend the right arm slowly
to the front, while rotating the forearm
counter-clockwise. When your arm is fully
extended and level, your right hand
should be pronated (palm toward the
floor). Be careful not to hyperextend
the arm—you may injure your elbow joint if you do. Position your
arm so that an imaginary straight
line running the length of your
arm will go directly between
the first and second knuckles
of your closed fist.
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
5.
At the same time you are straightening the right arm, bring the left arm
back, make a fist with your left hand, rotate the forearm counter-clockwise
and bring your left fist to your left side the way your right fist was at the
beginning of the punch.
6.
Now bring your right arm slowly to its original position by your side while
extending the left arm to its original position. Repeat the motion slowly for
20 repetitions in order to get the feel of the technique. Performed correctly,
the motion should flow smoothly, with the arms rotating as the punch is
performed, and rotating again as the arms return to their starting positions.
When you have become accustomed to the movement, try punching with
the other arm. Then alternate arms.
7.
Now gradually increase the speed as you straighten your arms. Work for
precise form and smooth movements. Imagine that the entire force of your
body is concentrated into the first two knuckles of your fist.
8.
As you increase the speed of the punch, also concentrate on contracting
every muscle in your body at what would be the point of impact if you were
actually punching somebody. This is the physical component of what is
called “focussing.” If performed properly, it will focus all of your power at the point of impact.
9.
Slowly add speed to the punch without
sacrificing form. Alternate arms at top
speed for 20 repetitions.
10.
Do NOT run off and start breaking
boards or trying to break bricks. Such
activities are NOT Karate. They are
carnival stunts. They can also split the
cartilage in the knuckles, resulting in
loss of finger movement and considerable pain.
THE RISING BLOCK
This technique is used to block punches to your abdomen, chest and face. The top of
your forearm will collide with the bottom of the opponent’s forearm. Note that in this
technique, the bony ridge of your forearm will strike against the soft muscular tissue of
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
your opponent’s forearm. Several perfectly executed rising blocks and your opponent’s
forearm will be so sore that he or she will have trouble making a fist. Here’s how it’s
done:
1.
Assume a right forward stance, with legs and feet in the opposite positions
as described in the left forward stance above. Then perform the block as
follows. Start with your left arm extended toward your opponent and your
right fist at your right side as it was when you started the punch described
above. Hips should be almost facing the front.
2.
Start the block by rotating the hips to
the left.
3.
Slowly and simultaneously
bring the left arm back and
down so that the fist ends at your
left hip, while at the same time
bringing the right arm up, staying close to the body, elbow
bent, until it reaches a point
where the fist is still clenched
and the palm is turned toward
the front, slightly above and in
front of the forehead. The forearm should be at about a 45-degree angle to the floor.
3.
Return both arms to their original positions and repeat the motion slowly
until you get the feel of the technique.
4.
Slowly increase your speed. Imagine that an opponent is performing a
straight punch to your chest or face. The rising block is used to block such
a punch.
5.
Now try the technique with the left arm, slowly at first, then with increasing speed, focusing each time.
6.
Alternate both arms for 20 repetitions.
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
EQUIPMENT AND CLOTHING
Most Karate Associations recommend a plain white cotton Gi
(uniform). They come with a white belt, which you can dye different colors (green, purple, brown, black, etc.) as you go up
through the ranks. The Gi is a traditional Karate uniform, and
provides touch, durable, loose-fitting comfort and a full range of
motion for all limbs.
The Gi also “reports to you” when you have performed certain
techniques correctly. For example, when you do a straight punch
or a rising block, focussing the punch should bring a cracking
sound as the inside of the arm of the Gi pops against your forearm. Also, the fist that is brought to the side will make a cracking sound as it collides with the side of the Gi. When the real
pros do these basic techniques, every movement is accompanied
by a sharp crack of the Gi.
The belt must be tied in a certain way. Here’s how:
1.
Start by holding the belt vertically in front of you, with the two ends held
by the right hand. Then Wrap the belt around you, so that the two ends
come around from behind. This will put the belt across your abdomen, around
the sides, with the ends coming around to the front.
2.
Pull the two ends of the belt forward to make sure that you have an equal
amount of belt for each side. Otherwise, when it is tied, one end of the belt
will hang down lower than the other.
3.
Cross the right end over the left end, then tuck it under the belt next to your
body and then up. Change hands and pull tight.
4.
Pull the end that now hangs to the right under the end that hangs to the left.
At the same time, pull the end that hangs to the left over the other end,
under it, and up through the loop that has formed.
5.
Pull tight. If done correctly, you will see a laterally symmetrical knot with
the ends hanging loosely on both sides of the knot.
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
KARATE NOTES AND NEWS
The development of Shotokan Karate in the United States is directed by the International Shotokan Karate Federation, which is the American branch of the Japan Karate
Association (JKA). The ISKF is located in Philadelphia, Pennsylvania, and operates
under the leadership of Chief Instructor Teruyuki Okazaki.
The ISKF has local organizations in
many major U. S. cities. It has promoted true Karate in American colleges and universities for over 30
years. Intercollegiate tournaments
are held under strict supervision.
Contestants must reach a specified
level of competence before they are
allowed to compete. Competence is
not limited to technique. It also includes attitude and character development.
Another center for Shotokan Karate
is the Midwest Karate Association,
located in Minneapolis and operated under the direction of Robert Fusaro, the highest
ranking non-oriental in the Japan Karate Association. Mr. Fusaro, the son of an Italian
tailor, learned Karate while serving in the Army in the Pacific during the Korean War.
Don’t expect to see lurid headlines about ISKF or JKA champions. If you want lurid
headlines, buy a copy of Black Belt Magazine. Those who understand Karate know that
the true winners are the ones whose characters are strengthened through the discipline of
Karate. The real prize is inside.
In 2003 the Pan American Karate Federation sponsored the Junior Pan American Championships which were held in Richmond, British Columbia, Canada. There were both
male and female competions with ages ranging from 14 to 20. The style of Karate used
in this competion is Kumite. Kumite is a form of freestyle sparring or fighting.
In the 14 -15 year-old category, the female first place winner in the +50 Kg.weight
division was Keila Ortega of Venezuela and in the same category for boys, Angel Carillo
of Mexico took a first. In the 16 -17 year-old category, the first place female winner in
the +60 Kg. division was Marlene Gonzalez of Mexico and the male winner in the +75
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
Kg. division was Mathieu Miron of Canada. And in the 18 - 20 year-old bracket for
females, first place in the +60 Kg. division went to Carmen Gutierrez of Mexico and
Alex Rias of the United States won the top spot for 18-20 year old boys in the +80 Kg.
division. Team Kumite championships went to Venezuela for the girls and Canada for
the boys.
If you are interested in learning more about shotokan Karate, the following books will
be helpful:
Nishiyama, Hidetaka and Brown, Richard C. Karate, the art of “empty
hand” fighting. Charles Tuttle and company, Vermont and Tokyo: 1959.
Gichin, Funakoshi. The Master Text. Tsutomi Oshima, trans., Kodansha
International Publishers: 1973.
Okazaki, Teruyuki and Stricevic, Milorad, M. D. The Textbook of
Modern Karate. Kodansha International Publishers: 1984.
If you have access to the internet, you can keep up to date with what is happening in the
world of karate at these sites:
http//www.usankf.org
http://www.jkr.com
http://www.itkf.org/
http://www.shidokan.com/
http://www.ska.org
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
MARTIAL ARTS: KARATE
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of Karate. Write your answers in the spaces below the questions. If there is not enough
room, write on the backs of these sheets. Be neat, spell correctly, and write in complete
sentences.
1.
How did unarmed defense techniques develop? Why were they needed? Why not
just use a knife or a sword?
2.
Why is breaking boards called a carnival stunt by some Karate instructors?
3.
List the names of several Karate styles, and match them with the country of their
origin.
4.
What does it mean to focus a Karate technique?
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
5.
Describe the left forward stance in your own words.
6.
Describe the rising block in hour own words.
7.
Who is Takiyuki Mikami and what lesson did he teach to the overconfident black
belts?
8.
Describe how Karate became a sport.
9.
In your own words, describe the straight punch.
10.
What is the ultimate purpose of Karate? What is the mark of a great Karateka? If
you go into Karate training, what should be your ultimate goal?
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
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Physical Education 21 Crossword
Name: ___________________ Date: __________
18
Across:
4. The purpose of Karate is to teach
self ______
8. Created Jeet Kune Do style
9. One of several Karate styles developed in Japan
11. Name of board used in Karate practice
13. Destination of the monks who
created Karate
14. Formalized fight sequence with
imaginary opponent
16. Man who developed Karate into a
sport
17. Country in which Tae Kwan Do was
developed
18. Karate means ____ hands
Physical Education Learning Packets
Down:
1. Punch made directly at opponent
2. Name of the temple where Karate was
first taught in China
3. Sparring in Japanese Karate
5. Head of the All America Karate Federation
6. Number of basic stances
7. Buddhist monks who created Karate
came from here
10. Bone that strikes opponent’s arm in
rising block
12. He shamed a group of American black
belts
15. Name of Karate uniform
16. Number of basic techniques
17. An instructor must spend three years
here
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
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Physical Education 21 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
1.
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Buddhist monks who created Karate came from here
Destination of the monks who created Karate
The purpose of Karate is to teach self ______
Karate means ____ hands
Country in which Tae Kwan Do was developed
Formalized fight sequence with imaginary opponent
Head of the All America Karate Federation
One of several Karate styles developed in Japan
Punch made directly at opponent
Name of Karate uniform
He shamed a group of American black belts
Number of basic techniques
Name of the temple where Karate was first taught in China
Man who developed Karate into a sport
Created Jeet Kune Do style
An instructor must spend three years here
Bone that strikes opponent’s arm in rising block
Sparring in Japanese Karate
Name of board used in Karate practice
Number of basic stances
Physical Education Learning Packets
#21 Martial Arts
Text © 2006 The Advantage Press, Inc.
PACKET # 22
AEROBICS
INSTRUCTIONS
This Learning Packet has two parts: (1) text to read and (2) questions to answer.
The text describes a particular sport or physical activity, and relates its history, rules,
playing techniques, scoring, notes and news.
The Response Forms (questions and puzzles) check your understanding and appreciation of the sport or physical activity.
INTRODUCTION
Aerobic exercise conditions the cardiovascular system and improves performance in
sports that require endurance, such as running and jogging. By conditioning the cardiovascular system, aerobics contributes to overall health and enhances the ability to use
oxygen.
Perhaps the best way to describe how aerobics works
is to explain how exercise improves the body’s ability to perform. Depending on which exercises you
do, you may develop strength, endurance, stamina
or power. However, as all sports trainers know, exercise is “specific,” which means that specific exercises produce specific results.
For example, exercises designed strictly to improve
strength will not do much to improve your endurance. On the other hand, if you train for endurance
alone (for example, by doing only long-distance
running), you will not improve your strength significantly. This is why you often see runners who
couldn’t bench press 200 pounds if their lives depended on it, and champion powerlifters who get
out of breath just running across the street.
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
HISTORY OF AEROBICS
Aerobic activity has been around since warm-blooded animals first started running from
predators. But “aerobics” as a popular type of exercise activity came into international
popularity in the 1970s and 80s as part of the fitness movement in the United States.
People wanted to lose weight, slim down, be healthy, and improve the quality of their
lives. Aerobic training provided a means of accomplishing some of these goals.
At first jogging and running were the most popular forms of aerobic activity. Dr. Kenneth Cooper, James Fixx, and others wrote books on aerobics, running and the benefits
of cardiovascular conditioning. Later, as trainers became more experienced in the ways
in which aerobic benefits could be achieved and as more and more people were caught
up in the fitness movement and began to join health clubs, different forms of aerobic
training evolved.
One of the most popular forms of aerobic training is aerobic dance.
Aerobic dance involves stepping, jumping, spinning and twisting motions that follow the beat of music played on a sound
system. The intensity of this form of exercise can be increased
either by increasing the tempo of the music, or by increasing the number or difficulty of the dance movements.
Aerobic dance is usually done in large groups, but can
be done alone if desired. One can dance aerobically
regardless of the type of music. However, the most
popular aerobic dance music is rock, because of the
fast rhythms and heavy beat.
Another form of aerobic training is called “circuit training.” Exercise machines by Universal, Nautilus, Cybex,
Hydragym, Soloflex and other manufacturers enable a
person to move rapidly from one machine to another
with only a brief rest period between sets. Thus by
using light weights and high repetitions on all the movements, these resistance-exercise
machines can become aerobic-exercise machines.
HOW AEROBIC TRAINING WORKS
Depending on whether you are training for endurance and aerobic benefits or for strength,
you will work different types of muscle fibers. Muscles are made up chiefly of two types
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
of fibers: (1) slow-twitch red fibers and (2) fast-twitch white fibers. The red fibers contract more slowly than the white fibers, but demand a grater amount of oxygen to do
their work. White fibers contract faster than the reds, but demand less oxygen.
Aerobic exercise is a type of endurance training, and
chiefly works the red muscle fibers, thus increasing the
demand for oxygen. As the oxygen demand is increased,
the cardiovascular system (the heart and lungs) is forced
to work harder. In normal persons who have no cardiovascular disease, aerobic exercise increases muscular
endurance and improves the ability of the cardiovascular system to meet greater oxygen demands.
By contrast, strength training chiefly works the white
muscle fibers. The most effective method of strength
training is done with what is called “progressive resistance” exercises in which both the resistance and the
number of repetitions of the exercise movements are
increased over a specified period of time. In short, working the white muscle fibers with progressive resistance
exercises makes you stronger.
So if you want to improve your muscular strength (lifting heavier weights, etc.), you
must do progressive resistance exercises in which you do a small number of repetitions
with increasing resistance over a short period of time. If you want to improve the action
of your heart and lungs while developing muscular endurance (running, etc.), you must
do aerobic exercises with many repetitions with less resistance over a long period of
time.
But remember that the best training program is one that includes both aerobic and strength
training.
The “aerobic effect” of cardiovascular conditioning is achieved by reaching a target
pulse rate. Trainers disagree about which pulse rate is an appropriate target and how
long that pulse rate must be maintained. For example, Dr. Gabe Mirkin, who does the
radio mini-programs called “Dr. Gabe Mirkin on Fitness,” says that to achieve cardiovascular fitness, you must push your heartbeat to more than 60 per cent of its maximum
for at least 30 minutes three times a week.
On the other hand, Dr. Paul DeVore, in an article, “Cardiovascular Benefits of Strength
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
Training Exercises” (Iron Man Magazine, July, 1979) holds that the correct target pulse
rate is between 70 and 85 per cent of the maximum heart rate as figured according to
age-adjusted maximal heart rate charts. According to DeVore, these heart rates need be
sustained for only 10 to 12 minutes for aerobic conditioning.
Dr. Kenneth Cooper, in his book, Aerobics, claims that a target pulse rate of 60 to 85 per
cent of maximum should be maintained for between 12 to 30 minutes, and repeated at
least several times a week.
Opinions thus vary about the number of beats per minute, the length of the workout at
the target rate, and the number of workouts needed per week to achieve cardiovascular
fitness. So don’t be surprised if you find contradictory figures from the many people
who write about aerobics and cardiovascular conditioning.
SAMPLE AEROBIC EXERCISES
Aerobic exercises are sometimes categorized as “high impact” and “low impact.”
High-impact exercises involve movements that compress the ankle, knee and hip
joints. Examples would include jogging on pavement or fast aerobic dancing with
repeated jumps, done to a fast tempo on a hard gym floor.
Low-impact exercises are those which do not involve compressing the joints. An
example would be circuit training with exercise machines, in which movements
are done smoothly with no jumping or sudden pushing motions, or aerobic dancing that does not involve repeated jumping.
JOGGING
After a few minutes of stretching exercises, start to jog slowly,
gradually increasing your speed. Don’t run (don’t have both
feet off the ground at the same time) and don’t shuffle (don’t
slide your feet). After a few minutes, look at your watch or
pulse meter and increase or decrease your speed until you reach
your target pulse rate. Sustain that rate for the duration of the
session.
AEROBIC DANCE
Put a fairly fast number on your hi-fi, CD player or radio. Turn the volume up so you can
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
hear the beat. Warm up, then start slowly with dance movements or familiar floor exercises to the rhythm of the music. Make jumping jacks a dance movement by varying the
direction of the jumps. Make twisting movements an aerobic exercise by doing them to
fast music. Check your pulse, achieve the target rate, and sustain that rate for the duration of the session.
CIRCUIT TRAINING
Circuit training involves moving from one exercise machine to another with little or no rest between machines,
until you have completed a circuit through a specified
number of machines. Machines are better than free
weights for circuit training, since you can change the
amount of resistance quickly and easily by placing a pin
or turning a dial, instead of having to load or unload plates
and tighten barbell collars. If you belong to a health club
that has a complete line of exercise machines, do the following:
1.
Achieve your target pulse rate by varying the:
amount of weight or resistance
number of repetitions
speed with which the repetitions are done
duration of each set on a specific machine
duration of the rest period between machines
2.
Use the machines that accomplish the following exercises. Be sure to do the exercises in the order listed so that you can pace yourself. You will alternate between
large and small muscle mass exercises. Also, you need to learn two terms that are
used in all sports training: “extend” and “flex.” When you straighten your arm or
leg (as in a pushing movement), you EXTEND the arm or leg. When you bend
your arm at the elbow or your leg at the knee, you FLEX the arm at the elbow and
flex the leg at the knee. These handy terms will help you understand the exercises.
Don’t forget to warm up before starting the circuit.
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
Here are the exercises by their common names, with the movements described in
terms of extending or flexing the limb at the joint. Find a machine that will enable
you to do these movements:
EXERCISE
MOVEMENT
Leg press
Extend the legs at the knees.
Arm curl
Flex the arms at the elbows.
Leg extension
Extend the legs at the knees, swinging the feet in an arc
while keeping the upper legs in the same position.
Bench press
Lie on your back and vertically extend your arms at the
elbows.
Leg curl
Flex the legs at the knees, keeping the upper leg stationary.
Shoulder shrug
Raise the shoulders vertically while holding a weight or
bottom-pulley machine bar in front of you, starting with
the shoulders down and the arms straight down
Cal raise
Lift your heels and rise up on the balls of your feet.
Then slowly let your heel come back down.
Wide-grip pull-downs
Using a wide grip, grasp a top-pulley machine bar and
slowly pull it down to the top of your chest. Then slowly
let the bar return to the starting position.
Spinal hyperextensions Lie face down on the floor. Place your hands together at
the small of your back. Contract the back muscles and
arch your body by lifting the chest and the feet off the
floor. Keep the knees straight.
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
Abdominal crunches
Put your hands across your chest, bend your knees, and
flex the abdominal muscles without raising the small
of your back off the floor. Hold at peak contraction for a
count of 5 before lowering your back to the floor.
These and many other machine exercises can be incorporated into an aerobics training
program. Just remember that the goal is not to lift heavy weights, but to reach your target
pulse rate and sustain that pulse rate until you have completed the circuit of machines.
Pace yourself. This can be an extremely exhausting exercise routine, especially if you
are not in good shape and try to do too much.
EQUIPMENT AND CLOTHING
FOR JOGGING OR RUNNING
Wear light clothing that is suitable to the temperature, and which gives you a full range
of movement. For example, wear shorts and a tank top indoors or during the summer;
wear a jogging suit or sweats during the winter. Don’t allow yourself to get either too hot
or too cold for comfort. Overheating can bring on heat stroke. Overcooling can result in
pulled muscles and cramps. Be sure to wear good running or jogging shoes.
FOR AEROBIC DANCE
Wear a jogging suit or a leotard, and a good pair of gym
shoes. Be sure you have a complete range of motion so
you can do all the moves. Don’t skimp on footwear. Aerobic dance should NOT be done in ballet slippers.
FOR CIRCUIT TRAINING
Most gyms require workout suits that cover the arms and
legs. This is to save the machines’ cushions and pads from
deteriorating because of perspiration. Also, there is nothing more disgusting than having to do an exercise while
sliding on someone else’s sweat. Wear a workout suit that
fits the environment. If your gym is hot, wear something
light. If it’s cold, wear a sweatsuit. Make sure that you have
a good pair of gym shoes. You will be moving rapidly from
machine to machine, and you will need a firm foundation
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
for exercises such as leg presses and heel-raises.
NOTES AND NEWS
Aerobics is primarily a form of exercise: namely, an exercise that conditions the cardiovascular system by increasing the ability to use oxygen. But human beings have never
been satisfied with merely exercising. Hence, the invention of aerobic dance: a way to
do aerobics and have fun at the same time.
The intensity of this form of exercise can be increased either by increasing the tempo of
the music, or by increasing the number and difficulty of the dance movements. Aerobic
dance is usually done in large groups, but can be done alone if desired. Watch out for the
group you join: the fitter the group, the more intense the exercise. If you are a beginner,
you may want to start out on your own and get in shape; or better yet, find a beginners
group made up of other people who are just starting out.
Most health club aerobic classes involve some form of aerobic dancing. it may not be
called dancing, but it involves all the bodily movements of dancing, except that it is
faster and more vigorous.
Here’s a typical aerobic dance
routine:
1.
Put a fairly fast number on your stereo, CD
player or radio. Turn
the volume up so you
can hear the beat.
2.
Warm up, then start slowly with dance movements or familiar floor exercises to
the rhythm of the music.
3.
Make jumping jacks a dance movement by varying the direction of the jumps.
4.
Make twisting movements an aerobic movement by doing them to fast music.
Check your pulse, achieve the target rate, and sustain that rate for the duration of the
dance session.
If you are interested in learning more about Aerobics, you might take a look on the
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
internet at these websites:
http://www.fitnesszone.co.za/aerobics.htm
http://www.turnstep.com
http://www.aerobics.com
Here you will not only learn about the latest formats and steps in aerobics but also get an
up-date on competitions.
Aerobics is an excellent form of exercise and can be done almost anywhere. Give this
conditioning technique a try if you haven’t already tried it.
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
STUDENT RESPONSE PACKET
AEROBICS
NAME _____________________________
DATE ______________________________
WHAT TO DO
The following questions will help you to have a greater appreciation and understanding
of aerobics. Write your answers in the spaces below the questions. If there is not enough
room, write on the backs of these sheets. Be neat, spell correctly, and write in complete
sentences.
1.
What are some of the physical benefits to be derived from aerobics?
2.
What type of muscle fibers does aerobic training chiefly work?
3.
What does it mean to say that exercise is “specific”?
4.
What is a target pulse rate? Explain.
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
5.
Describe how dancing can be done as an aerobic exercise.
6.
Explain the difference between extending and flexing your arm at the elbow.
7.
Why is running or jogging a good aerobic exercise? Explain.
8.
What is the difference between high-impact and low-impact aerobics?
9.
What is circuit training and how can it be aerobic?
10.
Explain why a good exercise program should include both aerobic and resistance
training.
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
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Physical Education 22 Crossword
Name: ___________________ Date: __________
18
Across:
5. The term used for describing the
bending of an arm or a leg
6. They are made of two types of fibers
9. You can achieve your target pulse rate
by varying the number of these
10. The arm _______ flexes the arms at
the elbows
11. These muscle fibers do not require as
much oxygen
13. He wrote a book on aerobics
14. This type of training works primarily
with the white muscle fibers
15. The leg ______ extends the legs at the
knees
16. Aerobic exercises help the body’s
ability to use this element
18. The term used to describe the straightening of your arm or leg
Physical Education Learning Packets
#22 Aerobics
Down:
1. This is one popular brand of exercise
machine
2. This was the most popular form of aerobic
exercise in the early years of aerobics
3. This organ is one part of the cardiovascular system
4. This exercise conditions the cardiovascular system
5. Aerobic exercise became part of this
movement in the 1970s
6. This accompanies aerobic dance
7. A specific exercise produces this type of
result
8. This type of training involves moving
from one exercise machine to another with
little rest
12. If you just train for strength, you will not
improve this
17. These muscle fibers contract more slowly
Text © 2006 The Advantage Press, Inc.
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Physical Education 22 Word Search
Name: ___________________ Date: __________
Use the clues below to discover words in the above puzzle. Circle the words.
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He wrote a book on aerobics
The leg ______ extends the legs at the knees
Aerobic exercises help the body’s ability to use this element
These muscle fibers contract more slowly
If you just train for strength, you will not improve this
A specific exercise produces this type of result
They are made of two types of fibers
You can achieve your target pulse rate by varying the number of these
Aerobic exercise became part of this movement in the 1970s
The term used for describing the bending of an arm or a leg
This type of training involves moving from one exercise machine to another with little rest
This organ is one part of the cardiovascular system
This exercise conditions the cardiovascular system
The arm _______ flexes the arms at the elbows
The term used to describe the straightening of your arm or leg
These muscle fibers do not require as much oxygen
This type of training works primarily with the white muscle fibers
This accompanies aerobic dance
This is one popular brand of exercise machine
This was the most popular form of aerobic exercise in the early years of aerobics
Physical Education Learning Packets
#22 Aerobics
Text © 2006 The Advantage Press, Inc.
Physical Education 12 Answers
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1. Why is gymnastics often considered to be the “purest” of all sports or athletic activities?
The sport can be visually exciting. Spectators can watch body movements that are exquisite.
2. What are some of the physical benefits to be derived from participating in gymnastics?
Participating in the sport helps to exercise almost all body parts. This sport also builds strength and endurance.
3. What are the two types of gymnastics most commonly seen in competition and what is the difference between them?
Artistic gymnastics and rhythmic gymnastics. In artistic gymnastics one performs on equipment and on floor
mats. Rhythmic gymnastics is a mix of acrobatics, juggling and ballet.
4. Which countries now dominate the international gymnastics scene and why?
Currently Eastern European countries like Romania and Russia dominate international gymnastics.
5. What is an “axis?” a “felge?” an “Arab spring?”
An axis is an imaginary line around which the body rotates.
A felge takes place on the parallel bars. The gymnast hangs upside down as he turns backward and lets go, regrasping the bars in the front position.
An Arab spring is a move in which the legs come together as the body makes a one-quarter turn.
6. How would you execute a Hecht jump in a gymnastics competition?
A Hecht jump is executed from the highest of two asymmetrical bars in which the body is folded around the
lower bar and continues to circle until the legs point down at a 45-degree angle.
7. Describe the vault exercise in women’s Olympic competitions. What do the terms “first flight” and “second flight”
have to do with this exercise?
The first flight is the first half of a movement. It is the point at which judges careful watch the take-off. In the
second flight, the gymnast moves from the vault to the dismount.
8. What are the criteria for judging the men’s floor exercises in men’s competitions?
Judges base their opinions on how well a gymnast combines motions in a rhythmic way.
9. What is the balance beam exercise test and how is it performed?
The balance beam is a length of wood about 4 inches wide along which the gymnast jumps, leaps, turns, and
performs a routine.
10. Why must most gymnasts begin to train at a very early age?
Gymnasts start their training early both because of the intense competition involved. Often young gymnasts
perform better than older competitors because of the range of movement in a younger person's body.
Physical Education Learning Packets
Answers
© 2005 The Advantage Press, Inc.
Physical Education 13 Answers
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1. What are some of the benefits to be derived from playing football?
This is a good sport for learning teamwork. Participants also develop lower body strength. Depending
on the position played, football players focus on tackling, blocking, passing, catching or kicking.
2. Why is American-style football often called “the gridiron sport?”
One rule introduced to the sport in the 1880s divided the field into areas marked off by horizontal
lines, five yards apart. This gave the field a “gridiron” appearance.
3. What is the composition of a typical football field and where is the “end zone?”
The football field is 100 yards long from one goal line to the other and 160 feet wide. The field has
two end zones, an extension of the field ten yards beyond each goal line.
4. What is a kick-off in football?
The ball is placed on a “tee” and kicked to the players on the other team. There is a kick off to start
the game and to start the second half. The ball is also kicked off after a team has scored.
5. How is a first down made and what advantage does it give the team that makes it?
A first down is made when a team advances the ball at least ten yards. Once a first down is made, the
team gets four more attempts to move the ball down field to gain another ten yards.
6. What options does a team have if it has not gained 10 yards by the fourth down?
The team can either punt the ball, attempt a field goal, or attempt a first down by another play.
7. For what four reasons may the clock be stopped?
The clock is stopped when there is an incomplete pass, a runner goes out of bounds, a penalty has
occurred, or a team has scored.
8. Fifteen-yard penalties are given for what kinds of offenses?
These penalties are given for the most serious offense like blocking from behind, using one’s helmet
as a weapon, grabbing a face mask or running into the passer after the ball has been thrown.
9. What kinds of protective gear and clothing does a football player need to wear?
Players wear helmets, shoulder pads, and special pads for hips, thighs, knees, and forearms. Some
players also wear pads to protect their neck.
10. Name at least one way in which television coverage has affected the game of football?
Television has changed the game to allow for commercials. It has also made superstars out of many
players. Television has put much money into the game which has resulted in very high player salaries.
Physical Education Learning Packets
Answers
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Physical Education 14 Answers
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What are some of the physical benefits to be derived from
weightlifting?
Participants can work at their own pace and focus on their own strengths
and weaknesses. Weightlifting permits one to do a variety of exercises to
either rehabilitate muscles after an accident or illness or to strengthen
muscles for a particular activity.
Name at least two erroneous ideas about weightlifting that persist to the present day and explain why they are in
error.
Some believe that lifting weights is bad for the heart but many doctors think it can help the heart muscles.
Others thought that lifting weights develops huge and out-of-proportion muscles but if done properly,
weightlifting tones the muscles for a better proportioned body.
Distinguish among the terms “strength,” “power” and “endurance” as they are used in weightlifting.
Strength is measured in terms of how much weight can be lifted no matter how much time is taken. Power is
measured in terms of how much weight can be lifted in a specific time period.
What is the difference between weightlifting and body building?
Weightlifting is a sport that involves lifting barbells or dumbbells and focuses on how much weight can be
lifted. Body building is an activity that focuses on developing the muscles of the body to create a certain look.
Why is it important to warm up before doing weight training?
A warm up increases the body temperature to prepare it for more activity. It also helps the muscles contract and
relax so they can protect the joints.
Why should you never do an exercise such as the bench press without a spotter?
To help in case the weights are too heavy for you or in case you drop the weights on your body.
Describe how the exercise known as “the thigh curl” is done? What muscle groups does it work?
The person lies face down on the bench with heels under roller pads. Knees are pressed against the bench and
bent. The heels are brought back toward the head and then straightened. This exercise works the muscles in the
backs of the thighs and calves.
How is the bench press done? What muscle groups does this exercise work?
This exercise works chest muscles, the back of the upper arm and the front of the shoulder. The person lies flat
on a bench, holds a bar at arms’ length and lowers the bar to the chest and then pushes it up again.
How should you “cool down” after a weight training session?
Stretching, riding a stationary bike or doing some warm-up exercises are excellent ways to cool down.
What kind of clothing is best for doing weight training?
Participant should wear loose-fitting clothing that stretches. Dressing in layers is a good idea.
Physical Education Learning Packets
1.
Answers
© 2005 The Advantage Press, Inc.
Physical Education 15 Answers
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1. How is dance used in primitive cultures?
Primitive cultures used dance to commemorate births, marriages, religious occasions, deaths, political
victories, wars and other events.
2. Name at least four types of dance practiced today.
Modern dance, Jazz dance, Aerobic dance, and Theatrical dance.
3. What physical benefits can be derived from dance as a physical activity?
Balance, rhythm and cardivascular benefits.
4. What is “aerobic dance” and how did it develop?
Aerobic dance started as a form of exercise to increase the heart rate. Dancers move to the beat of a
variety of music forms.
5. Why is dance such a demanding and difficult career for many young dancers?
Dance is a difficult career because it requires a good deal of physical and mental training. Generally
there are more dancers than jobs available, so finding good dance jobs can be difficult.
6. What are the five positions of classical ballet?
First position - legs side by side with feet touching. Second position - legs slightly apart with feet
turned outward. Third position - front leg is partially in from of the other leg with heel of front foot in
front of the left arch. Fourth position - right leg and foot placed in front of left leg. Fifth position same as fourth position with legs and feet together.
7. Describe the posture that must be maintained in each of the five positions.
The dancer must remain erect with stomach muscles pulled tight, head up and knees straight.
8. Who developed modern dance and why?
Modern dance was developed by Isadora Duncan. She wanted to expand upon ballet movement.
9. What is “theatrical dance” and how did it originate?
Agnes deMille choreographed dance sequences for the production of “Oklahoma!” and started the
movement toward dance sequences. Theatrical dance then became part of the story on the stage.
10. What was the musical inspiration for modern jazz dancing?
The African-American slave music was the musical inspiration for modern jazz dancing.
Physical Education Learning Packets
Answers
© 2005 The Advantage Press, Inc.
Physical Education 16 Answers
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O E T V O
U N E N E
V T E E H
A U N N N
U M F I U
L M R C E
T N T Y E
Y L E O A
N N A I P
F G O O D
L S Y O P
N M Y U H
N P R V N
S L A N D I N G L O T G E I I I H
T L N L N C I O O E S F U A O I G
R A O T O A T H L E T I C S E O T
A G P T H I R T E E N N N E L M I
D F F A E O R M C C E O P L P S R
D P L S E D A G P O R I R R Y E A
L L S P I L T A K E O F F S N G O
E H N U P Y H G E L C P U E U N E
A T L M V N J D I J A V E L I N I
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N D V S N P P F C
S C I S S O R S M
N I A N C L H R R
O R N S E V E N T
L N M X R L N W E
J M F I O O F E F
H O O C L N V N T
U U U S D G I U S
O W R U A I L C H
A I O R T A E S T
T T S N R E X P L
L T I L L O O
E A E G A A E
L I P M D V N
E E N P N T J
G A C H R J Y
L P L E I O O
S R E I H N A
C N T E L R S
O L L O W T N
E U I N F N O
O S I V E M L
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What physical benefits can be derived from participating in field
events?
Either lower body or upper body strength can be built
depending on the event in which one competes.
2.
Name the seven typical field events in competition.
The long jump, high jump, javelin throw, discuss throw, shot
put, hammer throw and pole vault.
3. What are the chief physical requirements for success in the long jump?
One must have an agile body and springy legs.
4. What are the four basic parts to the long jump?
The approach, the takeoff, the airborne position and the landing.
5. What is the goal of the high jump?
The goal of the high jump is to go over a 13 foot long bar without knocking it down.
6. What is the scissors kick? the Fosbury flop? the straddle roll?
The scissors kick it taught to beginners. The foot and leg are the first parts of the body to clear the bar.
The Fosbury flop was created in the 1968 Olympics. The jumper turns his back to the bar and goes
over head and shoulders first. In the straddle roll, the jumper’s stomach faces the ground as it goes
over the bar.
7. Describe the six steps by which the javelin throw is executed.
Sprint forward with the javelin, drop the arm holding the javelin to waist level, hold javelin away
from body, twist body and plant leg, lean backward, push off with back foot, and release the javelin.
8. What are the “hammers” used in the hammer throw?
The hammers in the event are metal balls attached to a wire by a handle.
9. What are the physical requirements for pole vaulting?
Pole vaulters need good upper body strength, balance, control, agility and great courage.
10. How is the pole vault executed?
Hold the pole with both hands, run to the crossbar, drop the tip of the pole to the ground, kick with
legs, push the pole away from the body, tuck head and clear the bar.
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Physical Education 17 Answers
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L F T A E A O W A C A D W E P F L W H C E T O F T F A E C
S T E E P L E CHAS E
I O K E Y S A L O T O A E D C U E E O O E O V E A I C N O
K
A R P R N F P A F V G S E I Y I N C O A K F E I A L H O C
A T P C F S N R R O B H E R T K W B A D D A W V W L T F I
F Y A O I N S T I T R E T R T C F A A A O L O A W Y D A E
O T D U E C T A E N F V L O N P L E A D O F F D B E A C D
U W B I S A E A I O T I F O C D A R S T I U B N O A O E E
1. What are the physical benefits to
U O Y T E A E S G A T E C A N G D R F A N N U O D P B F O
O E D N T L P N H R S S F A C O T E Y T C C R N A F S F V
be derived from participating in
A D N E D P L E P A E H K O A R O A Y E O O R R C N A E E
track as a sport?
B A T N U R E A A T T E O A U A A E R T R I I E L A N A R
One can exercise a variety of
N A F W A E C F H F R W C A F R A A S E I O U F F L C I T
B L R C S F H A A F S F S E A E E I C D A R U F E R H N I
muscle groups primarily in the
A O A S R U A C W T K E D E N A A E Y A A D Y E C F O S C
lower body. Cardiovascular
T S U U A A S C A C W R S T A E C O E Y F N Y R F D R A A
benefits both short and long
O I R A Y B E F E R I E V O O W A D T S C D A S E N T E L
run participants.
N C B L O C K T A H H A S A A E F I S T V I S U A L T O T
A A S E V E N D C H G E I R S T V F O R W A R D D W U T A
2. What are the five traditional track
events?
The dash, the steeplechase, the hurdle, the relay race and the distance run.
3. Describe why the starting position is so crucial to the dash or short run.
One must develop maximum speed in the minimum time. A good start can win or lose a race.
4. It is often said that both psychological and physical considerations enter into a successful dash. What are
these factors and why are they important?
One must accurately assess the opponents in the race as well as be a skilled and an aggressive runner
if one is to win the race.
5. What is hurdle competition and what are the two types of hurdle races?
Hurdle competition consists of making running leaps over hurdles. The two types of races are the 120
yard high hurdles and the 440 yard intermediate hurdles.
6. Why is it sometimes recommended that the left leg be used as the lead leg in hurdles?
The left leg should lead because it helps the runner maintain better balance upon landing.
7. Why does relay racing depend as much on teamwork as on the speed of the individual runners?
Relay races can be won or lost during the transfer of the baton.
8. What is a “visual pass?”
During a visual pass both runners can see the baton being handed off.
9. What is a “blind pass?”
During the blind pass the lead runner does not look back at his teammate as the baton is transferred.
10. Describe how the receiver should be positioned to receive the baton in the visual pass.
The receiver of the baton should be running at the same speed as his teammate, with his arm back and
his palm up.
3
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Physical Education 18 Answers
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C Q W O W F B E S H O R T F C A T T S N R O O F R O N T H
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O H R R H F E O A L U B A E N V E T O L F T X E C T O O B
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N R T O H R H E R L F E A O U A I N F R U W K E S Z B B D
R R L N V A R W O T O U T S E V B C O Z L O E C S E L L F
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B O E D R R N O U O Y E O E F F O F E N R O L U C L T O R
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1. From which other sport was racquetball derived?
R E
T S
Racquetball is an offshoot of the game of tennis.
Y
2. What physical benefits can be gained from playing racquetball?
Racquetball provides exercise for both the upper and lower body.
3. Who wins a game in racquetball and how? Who wins a match and how?
The first player to score 21 points (or to score 11 points if the opponent remains scoreless) wins the
game. The match is won by the player who first wins two games.
4. Describe the typical racquetball court.
Most courts are four-walled rooms with a ceiling and 20 feet wide, 40 feet long and 20 feet high.
5. What are “service zones?” “service boxes?”
The service zone is the area between the short line and the service line. The service box is formed by
lines that run 18 inches from and parallel to the two side walls.
6. Describe three basic types of strokes in racquetball.
Backhand - the body is twisted slightly with arm raised so that the racquet head is above the left (for
right-handed players) ear. The racquet hits the ball perpendicular to the floor.
Forehand - this stroke is similar to the back hand, but the racquet head is held above the right ear.
Overhand - the least-used stoke. The motion of this stoke is as if you were trying to toss a ball in the air.
7. It’s often said that “the serve is where the game of racquetball begins.” Why is this true?
The player who serves is the only one who can earn points.
8. What three kinds of errors can result in losing a serve?
Foot fault - when the server’s foot extends over the foot boundary.
Bad serve - when the ball hits the ceiling.
Handout - when two successive faults are committed.
9. What are the three basic types of serves in racquetball?
Power serve - The ball is hit on a low bounce with full strength to a point on the front wall.
Lob - The ball is hit softly to the top of the front wall
Zee - The ball is hit so that if follows a twisted path that resembles the letter Z.
10. If a ball is below the knee, what should the player do? What should he/she do for a ball above the knee?
The player should run toward it and return it if the ball is below the knee. He should wait for the ball to
rebound off a wall if it is above the knee.
2
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Physical Education 19 Answers
1
UNDERHANDA A F FA
R C R O T R H T D I E I O S
SAR N I H T R V IF S US
F T G O O V D S N S A R R D
A C U H F R L L E G A M R I
C H U A A R I O N S K O O H
EFENSEE EU NC B R CH F D T A N
CALIFORNIAN RR CE E N CHT E N A C
O L S A T O E T T A N E I O C E E S A I A E I R
I C E O G C B G E B A A A C O R K T H P C A H S
E E D B U C F U O I R A B K A T B C C O S A E N
O H D H N S E A A V R R L S C T H F B C C R G D
N S E O A T A H S A K U S E E E A O V A B N E O
N E R T U L A I S R S A H A A T N R M L S T R D
A G K A C C R L E E H L U P N N D U D E E E N V
A H E S U V I S I T I N G R T R N A C M C R B E
A A O N T S H E O R I H N C I T E A C E C N V A
A S W H
L A N F
N V U A
RA N C
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NB M M
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1. How is softball different than baseball?
Softball is played on a smaller field and the game is seven
innings instead of nine. In softball the ball is pitched underhand and in baseball it is pitched overhand or sidearm.
If a runner is stealing a base in softball he must keep contact with the base until the pitcher throws a pitch.
2. How did the game of softball get started?
The game started in Chicago in 1887 as several young men were waiting for a telegraph to find out who won a Yale
and Harvard football game. While waiting, one man threw an old boxing glove to another. He in turn hit it with a
broom handle. Another friend (Hancock) grabbed the glove and tied it in into a sphere and said, “let’s play ball!”
Later Hancock created a crude ball and drew up a list of rules.
3. Describe the strike zones in softball.
For slow pitch the strike zone is between the shoulders and the knees and for fast pitch it is between the armpits
and the knees.
4. What are the official regulations for a bat?
An official bat must be round and can be made from wood, metal, bamboo, plastic or laminated wood. It must not
exceed 38 ounces in weight. Bats must not be longer than 34 inches or have a diameter greater than 29/32 inches
and must have some type of safety grip.
5. What are the official regulations for an official ball?
The official softball measures between 11 and 7/8 and 12 and 1/8 inches in circumference, weighs between 6 and
1/2 and 7 ounces, and has a center made of fiber kapok or of a cork-rubber mixture. The ball is covered in chrometanned horsehide or cowhide, sewed in a seamless stitch with waxed thread.
6. In fast-pitch games which players must wear helmets?
Batting helmets must be worn in fast-pitch games, not only by the batter but also by the base runners and the ondeck batter as she warms up.
7. What is considered to be one of the greatest victories for softball enthusiasts?
One of the greatest victories for softball enthusiasts occurred in 1991 with the addition of women’s fast pitch
softball to the program of the 1996 Olympic Games.
8. When were standard rules for softball developed and by whom?
A committee of the Amateur Softball Association met in 1933 to set standard rules.
9. What are the three sizes of balls that are used in softball?
The three ball sizes in softball are: 12-inch, 14-inch, and 16-inch.
10. What are the ways a batter can get a strike called on her?
The batter can get a strike if he swings at a pitch and misses. He can also get a strike if the ball is hit into foul
territory. A foul ball can be called as a third strike if a player already has two strikes and he’s playing in a league
where it is “three fouls and you’re out.”
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Physical Education 20 Answers
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O L O E
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15
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K I L L 16
D S I T
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P O O R
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18
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2
E A E I S O R T
P T M O E E H L
A V C O L C A P
S I E E N O V I
S F I F T H T W
I T L L R D U C
N T I E T E R G
G E N I S O C U
S Y G W E L L U
E R T E R C S O
N U R W V O R T
O L O W E I R S
H F A N R L O H
O W T T O W F D
D F O U R S O L
P O N L H E O H
V O I I O D O R
I L T S W I E O
L S W I W L T T
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1. What are some of the physical benefits to be derived from handball?
Handball is an excellent sport for people who want to stay in shape. It combines many of the benefits
of both calisthenics and jogging.
2. On what types of courts can handball be played? What is the most common type?
Handball can be played on courts with one, three and four walls. The most common has four walls.
3. What is the object of any game of handball?
A player can win only after he or she has reached 21 points.
4. Summarize the five rules of the game of handball.
The server bounces the ball and hits it against the wall. If the server hits two faults, he loses the serve.
The receiver returns the serve to the front wall. The receiver cannot cross the short line until after the
ball. The ball must be returned before it bounces on the floor twice.
5. Who always wins a game of handball?
The last person serving wins.
6. True or false: Skilled hand work is enough to win any game of handball. Explain your answer.
False, footwork is very important in the success of the game.
7. Name and describe the three basic strokes used in handball. Which of the three is most important?
The overhand stroke is like a tennis overhand with the ball being stroked upward toward the ceiling.
The sidearm stroke is most frequently used with the arm parallel to the floor. The underhand stroke is
like a digging motion.
8. What are the three basic types of shots in handball? Name and briefly describe each one.
The passing shot pushes the ball past the opponent. The kill shot is hit very low with such a low
bounce that it cannot be returned. The ceiling shot is hit off the ceiling.
9. Why is learning to strategize such an important skill in handball?
Success in handball requires more than just running and hitting the ball. Players must successfully
anticipate opponent’s shots and be able to concentrate completely on what is happening on the court.
10. Why does a winning handball player need to develop both concentration and control?
In order to handle the various handball shots successfully, the player must concentrate on the ball and
be under total control as the shot is executed.
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Physical Education 21 Answers
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M A K A WA R A
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CHI NA
KAT A
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F UNAKOS HI
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KORE A
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E MP T Y
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Y A A K U M I T E
N M A K A W A R A
R I F A I K A E Y
E E A I G I E K C
A M H A V F U N A
M I E N I E H R I
F K U F R A I R N
Y A I O I A L E K
A M I A N A Y I D
I I L I M I V P R
FOREARMG A
T F O D A A N R I
A F A I O R E K S
O U N P S U K I O
T Y L E H N I N O
S K G N I M A L E
Y O G A V M V W E
H I A I K H A M A
L L
F E
A E
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Y M I H E
R F S T R
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N A T I L
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F G A G S
G F G M N
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V E I K I
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F M H A E
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1. How did unarmed defense techniques develop? Why were they needed?
Unarmed defense techniques developed by Buddhist monks in their journeys from India to China
during the third century BC. They needed to use the techniques to defend themselves from thieves.
They did not want to use weapons.
2. Why is breaking boards called a carnival stunt by some Karate instructors?
Force should only be used if necessary.
3. List the names of several Karate styles, and match them with the country of their origin.
Kung Fu - China. Tae Kwan Do - Korea. Okinawa-do - Okinawa. Karate - Japan.
4. What does it mean to focus on a Karate technique?
To focus on a Karate technique means to teach self-discipline and a new way of looking at conflict.
5. Describe the left forward stance in your own words.
Stand with left foot forward and left leg bent at the knee. Extend your right leg backwards at a
shallow angle with the right foot turned outward. Turn the pelvis slightly to the right.
6. Describe the rising block in your own words.
The top of your forearm will collide with the bottom of the opponent’s forearm. You bring the left
arm back and down and the right arm up until it is in front of your forehead.
7. Who is Mr. Takiyuki Mikami and what did he do?
Mr. Mikami was a slight man who humbled four black belts without taking his hands out of his
pockets.
8. Describe how Karate became a sport.
Katate became a sport in 1927 through the efforts of Funakoshi. He worked out a system of scoring
points which enabled participants to compete without injuring each other.
9. Describe the straight punch in your own words.
Make a fist with one hand - place it on the side of your hip. Extend the other hand out in front of your
body. Rotate your hips while your outstretched hand falls to your hip and your fisted hand extends out
in front of your body.
10. What is the ultimate purpose of Karate? What is the mark of a great Katateka? If you go into Karate
training, what should your ultimate goal be?
The ultimate purpose of Karate is self control. The mark of a great Katateka is to not get into a fight
while winning an encounter. And this should be your ultimate goal if you go into Karate training.
Physical Education Learning Packets
Answers
© 2005 The Advantage Press, Inc.
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1. What are some of the physical benefits to be derived from aerobics?
The cardiovascular system is conditioned which contributes to one’s overall health - especially the ability to use oxygen.
2. What type of muscle fibers does aerobic training chiefly work?
Aerobics chiefly works the red muscle fibers.
3. What does it mean to say that exercise is “specific”?
Specific exercises produce specific results.
4. What is a target pulse rate? Explain.
The rate at which your heart should beat for a desired period of time during exercise.
5. Describe how dancing can be done as an aerobic exercise.
This can be done by doing dance movements (twisting, jumping jacks, etc.) to the beat of
music.
6. Explain the difference between extending and flexing your arm at the elbow.
When you straighten an arm or leg you extend them. When they are bent, they are flexed.
7. Why is running or jogging a good aerobic exercise? Explain.
Running and jogging increase your heart rate and condition your muscles.
8. What is the difference between high-impact and low-impact aerobics?
High-impact exercises compress body parts, like jogging on pavement. Low-impact exercises
do not compress joints, like training on exercise machines.
9. What is circuit training and how can it be aerobic?
This involves moving from one exercise machine to another with little or no rest between
machines - this increases your heart rate.
10. Explain why a good exercise program should include both aerobic and resistance training.
Resistance training improves muscular strength and toning while aerobic exercises have their
greatest effect on the heart and lungs. Therefore, a person should do both types of training.
Physical Education Learning Packets
Answers
© 2005 The Advantage Press, Inc.