Words of the Week
Baseball and Softball
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THE BAT
When we hold a baseball bat our weak hand goes next to the knob. We place our strong hand on above our weak hand. We want our hand together, not far apart like when we held a hockey stick.
When we hit a ball we want to hit the ball off of the BARREL, this is the thickest part of the bat.
When we hold a baseball bat our weak hand goes next to the knob. We place our strong hand on above our weak hand. We want our hand together, not far apart like when we held a hockey stick.
When we hit a ball we want to hit the ball off of the BARREL, this is the thickest part of the bat.
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THE FIELD
A baseball field is also called a DIAMOND. In class we worked with the part of the field called the infield. The infield is where the bases are and is usually covered in dirt, clay or sand. The outfield is the part of the field beyond the infield and is usually covered in grass.
A baseball field is also called a DIAMOND. In class we worked with the part of the field called the infield. The infield is where the bases are and is usually covered in dirt, clay or sand. The outfield is the part of the field beyond the infield and is usually covered in grass.
THROWING A BALL
When we throw a ball we want to do the following things:
We do not want to:
Remember that your glove will go on your weak hand and you will throw with your strong hand.
When we throw a ball we want to do the following things:
- Turn our glove hand side towards the target.
- Step towards the target at the same time as you
- Rotate your body and hips towards the target while you
- Bring your throwing arm over your shoulder and release the ball in front of your body.
We do not want to:
- Shot put the ball (pushing the ball from your head)
- Keep our feet together facing the target.
- Throw the ball too high or roll the ball on the ground.
Remember that your glove will go on your weak hand and you will throw with your strong hand.
CATCHING A BALL
When we catch a ball we want to use two hands. If we are wearing a glove we should use our throwing hand to help support our glove hand.
For a ground ball (a ball that is rolling on the ground) we want to:
For a fly ball (a ball that is hit in the air):
Remember that your glove will go on your weak hand and you will throw with your strong hand.
When we catch a ball we want to use two hands. If we are wearing a glove we should use our throwing hand to help support our glove hand.
For a ground ball (a ball that is rolling on the ground) we want to:
- Get in front of the ball.
- Bend at the knees and bring your body down towards the ground.
- Place your glove on the ground with your throwing hand above it to help keep the ball from bouncing up.
For a fly ball (a ball that is hit in the air):
- Try to get under the ball.
- Try to catch the ball in front of your body, not out to the side.
- Keep your glove hand up and use your throwing hand to support it.
Remember that your glove will go on your weak hand and you will throw with your strong hand.
BATTING (HITTING A BALL)
When we hold a baseball bat
Getting ready to hit
The swing
When we hold a baseball bat
- our weak hand goes next to the knob.
- We place our strong hand on above our weak hand.
- We want our hand together, not far apart like when we held a hockey stick.
Getting ready to hit
- We stand on the side of the plate opposite our strong hand. If we are right handed we stand on the left side of the plate. If we are left handed we stand on the right side of the plate. We want our weak side facing the pitcher.
- As you are facing home plate bring the bat back to the strong side.
- Keep your back elbow up and the bat out from your body.
- bend your knees and watch the pitch.
The swing
- Your eyes should always be on the ball. Watch it all the way from the pitchers hand to your bat.
- Step towards (into) the pitch as you swing the bat.
- Try to swing with an even level swing. Don't swing down like in golf or up trying to hit a fly ball.
- Watch the ball hit the bat.
BASERUNNING
We played two games in class to help us with baserunning:
Mat Tag - Runners must run the bases in the correct order while the fielders try to hit them with a foam dodge ball.
Throw and Run - One team will throw a bean bag out into the field and try to run the bases before the fielders can collect all of the bean bags and put them into a hula hoop that matches the bean bags color.
When we run the bases we must remembert to:
We played two games in class to help us with baserunning:
Mat Tag - Runners must run the bases in the correct order while the fielders try to hit them with a foam dodge ball.
Throw and Run - One team will throw a bean bag out into the field and try to run the bases before the fielders can collect all of the bean bags and put them into a hula hoop that matches the bean bags color.
When we run the bases we must remembert to:
- Always run in the same direction.
- 1st base, 2nd base, 3rd base, home.
- First base is always to right of home plate.
- To score a run for our team we must make it around all 3 bases and back to home plate.
- We must remember to touch every base as we run past them.
Hockey:
For more information please visit the Floor Hockey page on the Sport Information page linked below.
Gymnastics and Hula Hoop:
LogRoll
Lay down flat across the mat. Roll to the end of the mat.
Lay down flat across the mat. Roll to the end of the mat.
Forward Roll
Begin with the arms up, and body stretched tall. Pike the body forward, then tuck the knees, while placing the hands on the ground. Duck the head, and round the back, then shift the body’s weight onto the back of the head, neck, and upper back. Maintaining the round position, allow the body to roll forward, until the feet arrive back on the floor, and immediately straighten the legs and body to arrive at a standing position once again. The hands should NOT touch the floor a second time, but rather raise overhead as soon as possible to complete the forward roll correctly.
Begin with the arms up, and body stretched tall. Pike the body forward, then tuck the knees, while placing the hands on the ground. Duck the head, and round the back, then shift the body’s weight onto the back of the head, neck, and upper back. Maintaining the round position, allow the body to roll forward, until the feet arrive back on the floor, and immediately straighten the legs and body to arrive at a standing position once again. The hands should NOT touch the floor a second time, but rather raise overhead as soon as possible to complete the forward roll correctly.
Cartwheel
The Cartwheel is one of the most widely known gymnastics skills. It involves a half turn of the body, and a transfer of weight from feet to hands, to feet again. The gymnast should start in a lunge position, lean forward, and place each hand on the ground, while turning ¼ turn. The legs remain in a straddle, a second ¼ turn is executed, and the gymnast brings the legs down, to arrive in a lunge, with the opposite leg in front.
The Cartwheel is one of the most widely known gymnastics skills. It involves a half turn of the body, and a transfer of weight from feet to hands, to feet again. The gymnast should start in a lunge position, lean forward, and place each hand on the ground, while turning ¼ turn. The legs remain in a straddle, a second ¼ turn is executed, and the gymnast brings the legs down, to arrive in a lunge, with the opposite leg in front.
Round Off
This skill is one of the most common skills used in gymnastics. It starts as aCartwheel, but the feet join together while the gymnast is upside down, and the skill ends facing in the direction it came from. The Round Off is an effective way to transfer all of the power from a gymnast’s forward run into backward tumbling. The Back Handspring is very commonly used after a Round Off.
This skill is one of the most common skills used in gymnastics. It starts as aCartwheel, but the feet join together while the gymnast is upside down, and the skill ends facing in the direction it came from. The Round Off is an effective way to transfer all of the power from a gymnast’s forward run into backward tumbling. The Back Handspring is very commonly used after a Round Off.
Golf:
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This week First Tee of Louisville is coming out to work with the kids. If you would like more information about their program please visit them at:
First Tee of Louisville
Parts of the golf club:
First Tee of Louisville
Parts of the golf club:
- Head - The head is the entire bottom part of the golf club.
- Face - The face is the part of the club that strikes the ball.
- Grip - The grip is the part of the club that you hold on to.
2 Types of Golf Club We Use in Class
Parts of a Golf Course:
- Tee - A small peg (wooden or plastic) on which the ball is placed for the first shot of each hole.
- Fairway - Part of the golf course between the tee and the green which is kept free of rough grass.
- Rough - Area on the golf course where the grass is longer and thicker than on the fairway.
- Bunker - A sand trap or hazard.
- Green - Part of the golf course, with grass cut very short, surrounding a hole.
- Hole - The hole, which can also be called the cup, is where players try to "putt" their ball.
Scoring in Golf:
In golf your goal is to get the lowest score possible.
- Par - The standard score (or number of strokes) given to each hole on the golf course. Your goal for each hole.
- Ace - A hole in One.
- Birdie - One stroke under par
- Eagle - Two strokes under par
- Bogie - One stroke over par
MyPlate and the 5 Food Groups:
The Fruit Group:
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Any fruit or 100% fruit juice counts as part of the Fruit Group. Fruits may be fresh, canned, frozen, or dried, and may be whole, cut-up, or pureed.
Make half your plate fruits and vegetables.
Make half your plate fruits and vegetables.
The Vegetable Group:
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Any vegetable or 100% vegetable juice is a member of the Vegetable Group. Vegetables may be raw or cooked; fresh, frozen, canned, or dried/dehydrated; and may be whole, cut-up, or mashed.
Based on their nutrient content, vegetables are organized into 5 subgroups:
Based on their nutrient content, vegetables are organized into 5 subgroups:
- dark green vegetables
- starchy vegetables
- red and orange vegetables
- beans and peas
- other vegetables.
The Protein Group:
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All foods made from meat, poultry, seafood, beans, eggs, processed soy products, nuts, and seeds (Chia , Flaxseed, Hemp , Poppy seed, Pumpkin , Sesame, Safflower, Sunflower) are considered part of the Protein Group.
Select a variety of protein foods to improve nutrient intake and health benefits, including at least 8 ounces of cooked seafood per week. Young children need less, depending on their age and calorie needs. The advice to consume seafood does not apply to vegetarians. Vegetarian options in the Protein Foods Group include beans, processed soy products, and nuts and seeds. Meat and poultry choices should be lean or low-fat.
Select a variety of protein foods to improve nutrient intake and health benefits, including at least 8 ounces of cooked seafood per week. Young children need less, depending on their age and calorie needs. The advice to consume seafood does not apply to vegetarians. Vegetarian options in the Protein Foods Group include beans, processed soy products, and nuts and seeds. Meat and poultry choices should be lean or low-fat.
The Grain Group:
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Any food made from wheat, rice, oats, cornmeal, barley or another cereal grain is a grain product. Bread, pasta, oatmeal, breakfast cereals, tortillas, and grits are examples of grain products.
Grains are divided into 2 subgroups
Some food products are made from mixtures of whole grains and refined grains.
Make at least half your grains whole grains.
Grains are divided into 2 subgroups
- Whole Grains - contain the entire grain kernel ― the bran, germ, and endosperm.
- Refined Grains - have been milled, a process that removes the bran and germ. This is done to give grains a finer texture and improve their shelf life, but it also removes dietary fiber, iron, and many B vitamins.
Some food products are made from mixtures of whole grains and refined grains.
Make at least half your grains whole grains.
Whole Grains:
Some food products are made from mixtures of whole grains and refined grains. |
Refined Grains:
Most refined grains are enriched. This means certain B vitamins (thiamin, riboflavin, niacin, folic acid) and iron are added back after processing. Fiber is not added back to enriched grains. Check the ingredient list on refined grain products to make sure that the word "enriched" is included in the grain name. |
The Dairy Group:
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All fluid milk products and many foods made from milk are considered part of this food group. Most Dairy Group choices should be fat-free or low-fat. Foods made from milk that retain their calcium content are part of the group. Foods made from milk that have little to no calcium, such as cream cheese, cream, and butter, are not. Calcium-fortified soymilk (soy beverage) is also part of the Dairy Group.
What is Chocolate?
Chocolate comes from the Cacao Bean. The Cacao Bean is the seed from the fruit of the Cacao tree. Raw, unrefined cacao beans are in the fruit group and have a lot of healthy benefits.
The Old My Pyramid Chart
Bowling:
- Lane: The area that the ball is rolled on.
- Strike: Knocking all 10 pins down on the first roll.
- Spare: Knocking all 10 pins down using 2 rolls.
- Turkey: Rolling 3 strikes in a row.
- Open Frame: Failing to knock all 10 pins down in 2 rolls.
Pin Set Up: 10 pins are set up in a triangle pattern.
Tennis:
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- The Head of the racket is the entire top part of the racket.
- The racket Face is the string area that you hit a ball with.
- The Neck, or Throat, is the part of the racket that connects the head to the handle.
- The Grip, or Handle, is the part of the racket that you hold in your hands.
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Forehand -
This tennis hit is performed on the racket side of the body.
This tennis hit is performed on the racket side of the body.
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Backhand -
This tennis hit is performed on the side of the body opposite of the racket. The racket is moved across the body to strike the ball. A backhand may be performed with one or two hands on the racket.
This tennis hit is performed on the side of the body opposite of the racket. The racket is moved across the body to strike the ball. A backhand may be performed with one or two hands on the racket.
Volleyball:
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BUMP -
an underhand pass in volleyball. Strike the ball with your forearms.
an underhand pass in volleyball. Strike the ball with your forearms.
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SET -
an overhead pass in volleyball. Strike the ball off of the pads of your fingers.
an overhead pass in volleyball. Strike the ball off of the pads of your fingers.
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UNDERHAND SERVE -
One way to start the ball in play.
One way to start the ball in play.
Football:
Quarterback:
The Quarterback is the offensive leader of the football team. It is the quarterbacks job to guide the offense by calling plays, throwing passes to the receivers, handing the ball off to running backs, and directing the line players.
Receiver:
The receiver catches footballs thrown by the quarterback.
Laces:
Laces are sewn into the football to aid in gripping and holding the football.
Spiral:
A spiral is when a football is thrown and it has a tight, even spin.
The Quarterback is the offensive leader of the football team. It is the quarterbacks job to guide the offense by calling plays, throwing passes to the receivers, handing the ball off to running backs, and directing the line players.
Receiver:
The receiver catches footballs thrown by the quarterback.
Laces:
Laces are sewn into the football to aid in gripping and holding the football.
Spiral:
A spiral is when a football is thrown and it has a tight, even spin.
Soccer Striking and Trapping:
Striking:
Striking is another word for hitting.
Kicking a ball is striking the ball with your foot. When we kick a ball we want to use the top or inside of the foot. We do not want to use our toes because it can injure your toe and you have less control over the ball.
When you hit a baseball you are striking it with a bat.
Trapping:
Trapping is the act of stopping a ball in soccer. Two ways that we can trap a ball are to use the bottom of our foot, or to catch the ball on our foot to stop it.
Striking is another word for hitting.
Kicking a ball is striking the ball with your foot. When we kick a ball we want to use the top or inside of the foot. We do not want to use our toes because it can injure your toe and you have less control over the ball.
When you hit a baseball you are striking it with a bat.
Trapping:
Trapping is the act of stopping a ball in soccer. Two ways that we can trap a ball are to use the bottom of our foot, or to catch the ball on our foot to stop it.
Dribbling:
Dribbling:
Dribbling is the act of moving a ball around a playing field.
Dribbling is the act of moving a ball around a playing field.
- Basketball dribbling is done with the pads of the fingers (the part that you get pricked for a finger blood test, or the part that gets finger printed for an I.D. card).
- Soccer dribbling is done using different parts of the foot, and keeping the ball close to you and under control. You should not just kick the ball and chase it.
- Hockey dribbling is done by moving a ball or puck around the play area with a hockey stick.
The F.I.T.T. Principle
The F.I.T.T. Principle is one of the foundations of exercise, a set of guidelines that help you set up a workout routine to fit your goals and fitness level while helping you get the most out of your exercise program. F.I.T.T. stands for:
1. Frequency: How often you exercise.
3. Time: How long you exercise.
4. Type: The type of activity you're doing
The F.I.T.T. Principle is important because it outlines how to manipulate your program to get in shape and get better results. It also helps you figure out how to change your workouts to avoid boredom, overuse injuries and weight loss plateaus.
For example, walking three times a week for 30 minutes at a moderate pace might be a great place for a beginner to start. After a few weeks, however, your body adapts to these workouts and several things may happen:
It's at this point you want to manipulate one or more of the F.I.T.T. Principles such as adding another day of walking (changing your exercise Frequency), walking faster or add some running (changing the Intensity), walking for a longer period of time (changing the Time) or trying something different like swimming or running (changing the Type).
1. Frequency: How often you exercise.
- For Cardio Exercise: Exercise Guidelines suggest moderate exercise five days a week or intense cardio three days a week to improve your health. For weight loss, you may need to do up to six or more days a week.
- For Strength Training: The recommended frequency here is 2-3 non-consecutive days a week (at least 1-2 days between sessions.
- For Cardio Exercise: The general rule is to work in your target heart rate zone and focus on a variety of intensities to stimulate different energy systems.
- For Strength Training: The exercises you do (at least 8-10 exercises), the amount of weight you lift and your reps and sets determine the intensity of your strength workouts. In general, you want to lift enough weight that you can only complete the desired number of reps (around 1-3 sets of 8-16 reps of each exercise).
3. Time: How long you exercise.
- For Cardio Exercise: The exercise guidelines suggest 30-60 minutes of cardio (or working your way up to that). How long you exercise will not just be dependent on your fitness level, but also your intensity. The harder you work, the shorter your workouts will be.
- For Strength Training: How long you lift weights depends on the type of workout you're doing and your schedule. For example, a total body workout could take up to an hour, whereas a split routine could take less time.
4. Type: The type of activity you're doing
- For Cardio Exercise: Any activity that gets your heart rate up counts as cardio - Running, walking, cycling, dancing, sports, etc.
- For Strength Training: This pretty much includes any exercise where you're using some type of resistance (bands, dumbbells, machines, etc.) to work your muscles. Bodyweight exercises can also be considered a form of strength training, as well, although building strength will likely require more resistance.
The F.I.T.T. Principle is important because it outlines how to manipulate your program to get in shape and get better results. It also helps you figure out how to change your workouts to avoid boredom, overuse injuries and weight loss plateaus.
For example, walking three times a week for 30 minutes at a moderate pace might be a great place for a beginner to start. After a few weeks, however, your body adapts to these workouts and several things may happen:
- Your body becomes more efficient at exercise - The more you workout, the easier it is to do the exercises, causing you to burn fewer calories than you did when you started.
- Weight loss - Your new workouts may cause weight loss which, of course, is a good thing. The downside? You expends fewer calories moving that new, smaller body around.
- Boredom - Doing the same workout for weeks or months on end can get old, eating into your motivation to exercise.
It's at this point you want to manipulate one or more of the F.I.T.T. Principles such as adding another day of walking (changing your exercise Frequency), walking faster or add some running (changing the Intensity), walking for a longer period of time (changing the Time) or trying something different like swimming or running (changing the Type).
Muscular Strength, Muscular Endurance, Flexibility:
Muscular Endurance:
The ability to use your muscles over and over again.
Example:
The Mile run and the sit up test are example of test to measure Muscular Endurance.
Muscular Strength:
The amount of force that your muscles can produce.
How hard your muscles can work to push, pull, or lift and object.
Example:
The Pull-Up and Push-Up tests measure Muscular Strength.
Flexibility:
The ability of your joints and muscles to bend and stretch.
Example:
The Sit-and-Reach test measures flexibility.
The ability to use your muscles over and over again.
Example:
The Mile run and the sit up test are example of test to measure Muscular Endurance.
Muscular Strength:
The amount of force that your muscles can produce.
How hard your muscles can work to push, pull, or lift and object.
Example:
The Pull-Up and Push-Up tests measure Muscular Strength.
Flexibility:
The ability of your joints and muscles to bend and stretch.
Example:
The Sit-and-Reach test measures flexibility.
Pace and Cardio-Endurance
Pace:
Rate of movement; especially : an established rate of locomotion.
Pace is how fast we are doing something.
Example: When we run our mile we want to us a pace, speed, that will allow us to complete the run with as little walking as possible.
Example: When the student ran his mile he used a fast pace to try to beat his previous time.
Cardio Endurance:
The ability to stay active without getting tired. Your heart and lungs ability to work over an extended period of time.
Example:
The mile run is a test of both cardio and muscular endurance.
Rate of movement; especially : an established rate of locomotion.
Pace is how fast we are doing something.
Example: When we run our mile we want to us a pace, speed, that will allow us to complete the run with as little walking as possible.
Example: When the student ran his mile he used a fast pace to try to beat his previous time.
Cardio Endurance:
The ability to stay active without getting tired. Your heart and lungs ability to work over an extended period of time.
Example:
The mile run is a test of both cardio and muscular endurance.
Body Mass Index (BMI)
Body Mass Index (BMI):
is the method that we use during our fitness testing in gym when we take everyones height and weight. The system was devised in Belgium between 1830 and 1850.
Body Mass Index (BMI) is a number calculated from a person's weight and height. BMI provides an indicator of body fatness for most people and is used to screen for weight categories that may lead to health problems.
is the method that we use during our fitness testing in gym when we take everyones height and weight. The system was devised in Belgium between 1830 and 1850.
Body Mass Index (BMI) is a number calculated from a person's weight and height. BMI provides an indicator of body fatness for most people and is used to screen for weight categories that may lead to health problems.
- BMI is used differently for children. The test is taken the same way as adults, But instead of using the straight number, the test result is compared to children of the same age and gender to calculate their healthy range.
- BMI should not be used as an accurate assessor of health but as a general measure. There are several factors that can give an inaccurate scores.
- BMI is particularly inaccurate for people who are very fit or athletic, as their high muscle mass can classify them in the overweight category by BMI. A 6 foot tall man who is an athlete can have the same BMI as a 6 foot man who carries a high percentage of body fat.
- BMI also does not account for body frame size (bone mass); a person may have a small frame and carry more fat than optimal, but their BMI reflects that they are normal. A large framed individual may be quite healthy with a fairly low body fat percentage, but be classified as overweight by BMI.
Loco-Motor, Non Loco-Motor, Manipulative Movements:
Loco Motor:
An exercise or movement that travels from one place to another. Examples are running, walking, skipping, and galloping. If I ask what one word best describes loco motor movement you should respond "traveling".
Non-Loco Motor:
An exercise or movement that is done in one place. Examples are jumping jacks, arm circles, push-ups, sit-ups, and toe touches. If I ask what one word best describes non-loco motor you should respond "stationary".
Manipulative:
A manipulative is a skill or movement in which we use equipment, and move that equipment as part of our skill, game, or activity.
An example are the games we are doing this week using playground balls, cones and bowling pins as part of the play.
An exercise or movement that travels from one place to another. Examples are running, walking, skipping, and galloping. If I ask what one word best describes loco motor movement you should respond "traveling".
Non-Loco Motor:
An exercise or movement that is done in one place. Examples are jumping jacks, arm circles, push-ups, sit-ups, and toe touches. If I ask what one word best describes non-loco motor you should respond "stationary".
Manipulative:
A manipulative is a skill or movement in which we use equipment, and move that equipment as part of our skill, game, or activity.
An example are the games we are doing this week using playground balls, cones and bowling pins as part of the play.
Rules and Expectations:
Rules:
Keep people safe. Keep the activities fair. Ensures everyone has fun. Ensures that games and sports are played correctly.
Procedures:
How we “do things” in PE. (i.e. warm-ups, restrooms, drinks of water, transitions with equipment )
Keep people safe. Keep the activities fair. Ensures everyone has fun. Ensures that games and sports are played correctly.
Procedures:
How we “do things” in PE. (i.e. warm-ups, restrooms, drinks of water, transitions with equipment )