"Next" Magazine Vol. 3 Fall 2016 - Page 31

10-year partnership benefits public schools, UK Kinesiology and Health Promotion A 10-year partnership has generated a vibrant give-and-take cycle that benefits students and physical education staff in Fayette County Public Schools and in the University of Kentucky College of Education’s Department of Kinesiology and Health Promotion. By exchanging ideas Beighle and practicing new approaches, both sides benefit from a perpetual stream of innovative classroom strategies. Last year, the UK team collaborated with the physical education/health teachers at Rosa Parks, Stonewall and Southern elementaries. They gathered data via accelerometers, Fitbits and pedometers. Dr. Aaron Beighle, an associate professor in UK’s College of Education, also videotaped physical education classes to study the children’s levels of physical activity and the teachers’ group-management efficiency. For instance, one goal is to streamline verbal instruction so the students spend more time in motion. “We hope to show that some of the behaviors we’re teaching are working and to take this information back and put it into the training we do,” Beighle said. In the community partnership, UK offers quarterly professional development sessions (PD) for the school district’s physical education/health instructors in grades K-12. The topics relate directly to the common curriculum’s upcoming series of lessons. “It’s the baseline we work off of. We’re on the same page, and we’re building the same types of skills. The idea is to make exercise fun for a lifetime,” said Rosa Parks’ Billy Noble, who also serves as the district-wide content leader for health and physical out words like resistance, architecture, lurk and selfabsorbed through Word Jam. They also jogged in place, danced, and sang along to a catchy video called “Pop See Koo.” “We chose this as our platform because it’s very interactive for kids,” Fedewa said of GoNoodle. Two schools are assigned to the free version, and two can access the Plus version, which UK pays for. The former is pure movement – unrelated to instruction. The plus version allows teachers to customize activities with their own class content. For example, Livingood’s students use their arms and motions to present spelling words. “We’re really curious if there’s any difference in those breaks,” Fedewa added. education. Noble finds helpful elements in the dynamic PD sessions and in the occasional breakouts on specific health issues. He also appreciates how the curriculum ensures continuity as a student progresses from elementary to middle to high school, and especially in cases of school transfers. “They’re not overlapping and doing the same content again,” he noted. Beighle stopped by Rosa Parks one day recently to monitor Noble’s classes and collect data for the UK study. During a 55-minute period with fifthgraders, Noble led the charge through a half-dozen exercises and games with little wasted motion or excess words. The students also arranged themselves quickly when he called out for pairs or teams of five, and they dashed to pick up equipment for the next activity with minimal transition time. Noble paused occasionally to ask about their teamwork efforts and praise their spirit of cooperation. He also reminded students how those factors lead to success as they lined up outside the gym for their next class. Then, with no break, Noble welcomed another group and repeated the circuit. “A big push is how much are the kids moving versus me talking. We see them so little (in a six-day rotation of special classes), we’re trying to increase that activity time,” Noble said. Beighle, co-author of “Dynamic Physical Education for Elementary School Children,” periodically revises his widely used curriculum b ͕ݡЁ)ɕ͕ɍѕ́ݽɭ́иq$Ёѥ)͍̰ӊé͕ѥݔѡи]eЁ)ݡЁݔݥѡЁѡ͔ѕ̳tͅq%Ё)́ɴ܁ݔɅѕ́́ݕ%ЁЁ)ѥѕȁѕȻt()1٥ͅȁՑ́݅ɐѼѡ)ѥq$ٔЁѡѥɹ̰)9́ɕЁ݅Ѽѡ)ѥمѕѡɽ՝Ёѡ䳊t͡ͅq%Ёɽѕ)ѡ䰁ոɽ٥ɽиI͕ɍ)ɽٕѡЁ́ЁЁٽٕѡ)ѡ䁱ɸѕȸ%Ёͼ́Ёѡݥ́и)eԁeЁٕٔѼٔѡɽeԁ)ձЁѡM5IP ɐѡԁ)ɕ͕Ѽѡͽt)݄́ѥѥЁѡ́ɽչՑ)є չAՉM̰ͅ她q]ɔ)ɕѥ͕ɥȁɕ͕ɍѡЁѡɔ)ٕЁѡɕٔݔݥ͕́)ٕЁѕȁ٥Ȼt()((0