2008 ArkAHPERD Journal

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April 2008 – Arkansas Journal – Volume 43 – Number 1
CCOONNTTEENNTTSS
News and Information
Award Qualifications . . . . . . . 3
Message from the President. . . . . . . 4
2007 ArkAHPERD Award Winners. . . . . . 15
2007 ArkAHPERD State Convention Highlights. . . . 16
2007 ArkAHPERD SuperStars Competition . . . . 20
ArkAHPERD Board of Directors. . . . . . 26
Calendar . . . . . . . . . 32
Articles
Managing Diabetes: Use of the Transtheoretical Model
Laura Hill, Lori W. Turner, Sharon B. Hunt & Mike Perko. . 5
Considerations for Broadening the Physical Education Curriculum
Tom Adam & Harriette Adams . . . . . 11
Integrated Activities for Young Children
Blair Dean & Jim Stillwell . . . . . . 21
Static Stretching and Its Effects on Muscular Power
Brian Church & Marina Englebrecht. . . . . 27
On the Cover: Shown with Alfred Arrington, ArkAHPERD Scholarship Chair are the 2006 recipients: From left to right are Sarah Evans, Jamie Clevenger, & James Lundberg.

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AWARD QUALIFICATIONS
HONOR
Candidate must meet the following qualifications:
A. Be at least 30 years of age and have earned a Master’s degree or its equivalent.
B. Have served the profession for at least five years prior to the nomination.
C. Be a current member of ArkAHPERD. Former members who have retired from professional work may be exempt.
D. Be of high moral character and personal integrity who by their leadership and industry have made outstanding and noteworthy contributions to the advancement of our profession in the state of Arkansas.
To indicate leadership or meritorious contributions, the nominator shall present evidence of the nominee’s successful experiences in any two of the following categories of service:
1. Service to the association.
2. Advancement of the profession through leadership of outstanding programs.
3. Advancement of the profession through presentation, writings, or research.
Any ArkAHPERD member may submit nominations by sending six (6) copies of the candidate’s qualifications to Janet Forbess.
HIGHER EDUCATOR OF THE YEAR
A. Have served the profession for at least three years prior to the nomination.
B. Be a member of ArkAHPERD
C. Be of high moral character and personal integrity who by their leadership and industry have made outstanding and noteworthy contributions to the advancement of teaching , research, or service in the state of Arkansas.
D. Be employed by an institution of higher education in the state of Arkansas.
Any ArkAHPERD member may submit nominations by sending a copy of the candidate’s qualifications to Larry Thye, thyel@hsu.edu
TEACHER OF THE YEAR
Teacher awards are presented in the areas of elementary physical education, middle school physical education, secondary physical education, dance, and health.
A. Have served the profession for at least three years prior to the nomination.
B. Be a member of AAHPERD & ArkAHPERD.
C. Be of high moral character and personal integrity who by their leadership and industry have made outstanding and noteworthy contributions to the advancement of teaching in the state of Arkansas.
D. Be employed by a public school system in the state of Arkansas.
E. Have a full time teaching contract, and have a minimum of 60% of their total teaching responsibility in the nominated area.
F. Have a minimum of five years teaching experience in the nominated area.
G. Conduct a quality program.
They must submit three letters of recommendation and agree to make complete NASPE application if selected.
Any ArkAHPERD member may submit nominations by contacting Angie Smith-Nix, HPER 308, Fayetteville, AR 72701.
STUDENT
Scholarships
ArkAHPERD awards four scholarships annually for students majoring in HPERD. They include the Newman McGee, Past President’s, Jeff Farris Jr., and John Hosinski scholarships. Students must possess a minimum 2.5 GPA. [See your academic advisor for special details.]
Research Award
Research awards of $100, $50, and $25 are awarded to undergraduate and graduate students who are members of ArkAHPERD. Students must submit an abstract and a complete paper Bennie Prince, bfprince@ualr.edu by October 1, 2005. Papers selected for the research awards must be presented by the student in an oral or poster format at the November convention.
ArkAHPERD Web Site: http://www.arkahperd.org/

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In my initial address to the membership at our 2006 convention, I outlined my theme of R.E.P.S. The aim of my presidency is to help this association become more Responsive, Efficient, Proactive and Significant as the “go to” organization for Health, Physical Education, Recreation and Dance in the state of Arkansas. So, how do I intend to accomplish that goal?
The initial step took place last fall when the members approved the new Strategic Plan for ArkAHPERD. This new plan accomplishes two key factors: it aligns our state organizational focus with that of the national & district alliances and it establishes the direction for our association as we move into the future. Within that Strategic Plan is a requirement to address the ArkAHPERD Constitution for revisions to make the operation of the association more effective and efficient. A committee was established and has been working to analyze the strengths and weaknesses of the current constitution and they will present their initial report to the ArkAHPERD Board of Directors at the spring ArkAHPERD Board Meeting.
While these actions are underway to advance this organization, we need YOUR help as members to truly be able to make the improvements to ArkAHPERD that are needed. What do you, the membership, think are the changes necessary to make this association a better, more effective representative for YOU and your concerns? What services, options, opportunities, etc. would you like to see ArkAHPERD offer to its members?
Please feel free to contact me at mcafeeh@hsu.edu or at (870) 230 – 5189 with any suggestions you may have for improvements within our association. My theme – R.E.P.S. – can only be accomplished with your help as members of ArkAHPERD. Let me know what you want from this organization and I promise to do my best to help this association become what you, the membership, envision.
Sincerely,
Hal McAfee
Hal McAfee
2007 ArkAHPERD President
Message from the President

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A Peer Reviewed Article
Managing Diabetes: Use of the Transtheoretical Model
Laura Hill, Lori Turner, Sharon B. Hunt & Mike Perko
Abstract
Managing diabetes requires a motivated client and skilled health care provider. Helping clients adhere to diabetes management recommendations is challenging; the transtheoretical model may be valuable in achieving success in diabetes management. Health care providers who are informed about the behavior change process and stage specific interventions may be well equipped to facilitate positive and lasting behavior changes. The purpose of this paper is to describe the transtheoretical model and to discuss strategies for applying it to diabetes management. Utilizing stage-matched strategies may be beneficial in motivating clients with diabetes to adhere to recommendations.
Introduction
Incidences of diabetes are growing in the United States. Cowie, Rust, Byrd-Holt, Eberhardt, Flegal and Englegau (2006) report that from 1980 to 2005, the number of Americans with diabetes increased from 5.6 million to 15.8 million and the number of children with type 2 diabetes rose at an alarming rate. Inten- sive control of blood glucose levels can significantly reduce the onset of diabetes and delay the onset of its complications. Health-care practitioners are interested in assisting patients to reach optimal levels of blood glucose control.
Enhancing patient adherence to the recommend- dations of their healthcare providers is crucial. Diabetes self-management involves patients’ selec- tion of behaviors to manage their disease. Rubin and Napora (2003) report that patient empowerment for self-care skills is necessary in the diabetes education process.
Managing diabetes requires adopting a myriad of health care behaviors. Patients must learn and use many self-care behaviors. Common recommendations for optimization of blood glucose control are: regular self- monitoring of blood glucose, taking medications app- ropriately, eating nutritiously and on schedule, maintaining and achieving a healthy body weight, engaging in regular physical activity, recognizing and managing hypoglycemia and hyperglycemia, practicing appropriate foot care, quitting smoking and dealing with illnesses that arise (Rubin & Napora, 2003).
Health care providers may not have the time or training to address the emotional or psychological issues of patients with diabetes. Often, limited time is available for consultation and education, as well as the added pressure of seeing many patients. Healthcare profess- sionals often express frustration that patients do not follow their recommendations. Therefore, it is becoming more important to employ various constructs of health behavior research to encourage patient involvement and facilitate change in diabetes-related behaviors.
The value of including behavioral strategies in education sessions with patients with diabetes is widely recognized. Health behavior models can aid the practitioner in understanding the self-management struggles that people with diabetes face. Education sessions can then be tailored to the particular patient’s level of readiness to change behavior. The purpose of this paper is to describe the transtheoretical model and to discuss strategies for applying it to diabetes management.
The Transtheoretical Model
The Transtheoretical Model was developed by Prochaska, DiClemente and Norcross (1992) and was first applied to diabetes management in 1993. The basic tenets of the theory state that people are in a continuum (over time) of readiness to change behavior and can move along the continuum in a spiral fashion throughout the cycle. Potential and probable movement forward and backward throughout this cycle occurs. The stages of change include precontemplation, contemplation, preparation, action and maintenance.
Precontemplation is the stage where people have no intention to change a specific, unhealthy behavior. Some people in this stage are uninformed precontemplators (those that are unaware that behavior change is needed or those that are aware of the diagnosis, but have not been informed of the significance of the disease), resistant precontemplators (those that are conscious of the disease and know that they should change behavior but are actively resisting this change) and defeated precontemplators (those that have been discouraged by previous failures to change). The next stage is contemplation. Patients in the contemplation stage do not plan to change a behavior in the near future but will probably change the behavior in the next 6 months.

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The next stage, preparation involves making plans to change in the immediate future. The most outwardly obvious stage is action. People in the action stage have changed a behavior within the past 6 months. Finally, the maintenance stage involves practicing the behavior for at least 6 months.
Use of Transtheoretical Model for Management of Diabetes
To apply the model to diabetes management, researchers recommend categorizing patients into each of the stages of change for each diabetes management behavior. In addition to assessing the stage of change, readiness to change can also be assessed at the beginning and end of an intervention for improvement of a specific behavior. The ideal reason for determination of a person’s stage of readiness to change a behavior is for the intervention to facilitate a move from the current stage to a healthier stage. Kirk, Mutrie, MacIntyre and Fisher (2004) maintain that the goal is to design the intervention or education to match the current stage for optimal benefit. Jones, Edwards, Vallis, Ruggiero, Rossi, and Rossi (2003) and Vallis, Ruggiero, Greene, Jones, Zinman and Rossi (2003) found that stage-based care improved diabetes-related behaviors and the associated outcomes such as favorable glucose and A1C blood levels.
Prochaska, DiClemente and Norcross (1992) teach that an important aspect of stage-based interventions is the use of decisional balance. Decisional balance involves assessing the pros and cons of changing a behavior. The provider can guide the patient to examine the many benefits associated with diabetes management. Once the decision is made to make a positive change, situational self-efficacy, may be assessed and developed. Situational self-efficacy is the confidence that a patient can encounter various tempting situations and continue the healthy behavior.
An important aspect of behavior change that should be addressed is recycling, the probable movement forward and backward in a spiral and not linear fashion. Recycling is to be expected and is a normal part of behavior change. It may be described as a temporary slip and an integral part of learning new behaviors. Providers may counsel clients to expect this and make plans for coping with lapses when it does occur.
Mau, Glanz, Severino, Grove, Johnson and Curb (2001) discovered that social support was an important aspect of diabetes management. Patients in the intervention group who received social support in addition to standard care improved fat and fiber intake behaviors. Those who received family support were more likely to move to the action and maintenance stages for diet and exercise behaviors. Providers may provide tips for enriching a positive support system to their clients.
To enhance physical activity compliance, providing individual consultation that includes coping with barriers, developing goals, and preventing relapse may be beneficial. One stage-based study of inactive people with type 2 diabetes were given individual exercise consul- tations (Kirk, Higgins, Hughes, Fisher, Mutrie & Hillis, 2001). Of those in the intervention group, 82% progressed to the next stage
of change as compared to 33% in the control group.
Conclusion
Diabetes is a serious and prevalent disease. Managing diabetes requires a motivated client and skilled health care provider. Being informed about the behavior change cycle and stage specific interventions may be helpful. Utilizing stage-matched strategies may be beneficial in motivating clients with diabetes to adhere to recommendations.
REFERENCES
Cowie C.C., Rust K.F., Byrd-Holt D.D., Eberhardt M.S., Flegal K.M., Engelgau M.M., et al. (2006). Prevalence of diabetes and impaired fasting glucose in adults in the U.S. population: National Health and Nutrition Examination Survey 1999–2002. Diabetes Care, 29, 1263–1268.
Jones H., Edwards L., Vallis T.M., Ruggiero L., Rossi S.R., Rossi J.S. (2003). Changes in diabetes self-care behaviors make a difference in glycemic control. The Diabetes Stages of Change (DiSC) Study. Diabetes Care, 26, 732-737.
Kirk A.F., Higgins L.A., Hughes A.R., Fisher B.M., Mutrie N., Hillis S. (2001). A randomized, controlled trial to study the effect of exercise consultation on the promotion of physical activity in people with type 2 diabetes: a pilot study. Diabetic Medicine, 18, 877-882.
Kirk A.F., Mutrie N., MacIntyre P.D., Fisher M.B. (2004). Promoting and maintaining physical activity in people with type 2 diabetes. American Journal of Preventive Medicine, 27(4), 289-296.
Mau M.K., Glanz K., Severino R., Grove J.S., Johnson B., Curb J.D. (2001). Mediators of lifestyle behavior change in Native Hawaiians. Initial findings from the Native Hawaiian Diabetes Intervention Program. Diabetes Care, 24, 1770-1775.
Prochaska J.O., DiClemente C.C., Norcross J.C. (1992). In search of how people change. Applications for addictive behaviors. American Psychologist, 7, 1102- 1114.
Rubin R.R., Napora J.P. Behavior change. (2003). In M. J. Franz (Ed.), A Core Curriculum for Diabetes Education. Diabetes Education and Program Management (pp.65-96). Chicago, IL: American Association of Diabetes Educators.
Vallis M., Ruggiero L., Greene G., Jones H., Zinman B., Rossi S. (2003). Stages of change for healthy eating in diabetes. Relation to demographic, eating-related, health care utilization and psychosocial factors. Diabetes Care, 26, 1468-1474.
Laura Hill is ???, Lori Turner is a professor, Sharon Hunt is a professor & Mike Perko University of Arkansas and at the University of Alabama.

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contain sunscreen can make it easier for people to apply sunscreen on a daily basis.
If the desire for tanned skin is the reason for sunbathing, health professionals should recommend the use of sunless bronzers and self-tanners for a tan- looking skin tone to avoid the dangerous exposure to UV radiation. By recommending minor, intuitive ways for people to incorporate skin protection into their lives, health professionals can make a substantial difference in skin-protective behaviors and intentions.
A third application is that social influence is one of the major barriers to skin protection behaviors and research studies and educational intervention should address this issue. Positive attitudes toward sunbathing and obtaining a tanned skin play a major role in sunbathing habits and perceptions (Pagoto, McChargue, Schneider, & Cook, 2004). Eradicating the attractiveness associated with tanned skin can help decrease excessive sunbathing and the use of artificial tanning devices. In the past, the media helped to negate the positive attitudes associated with unhealthy behaviors, such as smoking, high-fat diets, and drug use. By utilizing the media to promote skin protection behaviors, the notion that tanned skin is attractive and healthy will decrease. Actors, models, professional athletes, and celebrities who publicly shun tanning and practice healthy skin behaviors may reinforce a transformation of norms to alter the reward of obtaining tanned skin.
Understanding the beliefs and behaviors of individuals is critical in making progress in the improvement and promotion of skin protection behaviors to prevent skin cancer. Making use of health belief variables, especially those that constitute the Health Belief Model, has helped researchers and health professionals assess the education needs of target groups. These assessments have led to programs and interventions to deal with the health problems of inadequate skin protection and positive attitudes toward sunbathing. Unfortunately, planning educational inter- venetions and programs to influence such large groups of people for an extended period is going to be a long, arduous process. In order for permanent changes in skin protection behaviors to occur, health professionals must continue to develop the HBM and properly apply the model to health behaviors. Once this is accomplished, effective experimental interventions that modify skin protection beliefs and behaviors more permanently can be designed according to the research.
REFERENCES
Mahler, H.M., Kulik, J.A., & Gibbons, F.X. (2003). Effects of appearance-based intervention on sun protection intentions and self-reported behaviors. Health Psychology, 22, 199-209.
Marks, R., & Hill, D. (1998). Behavioral change in adole- scence: A major challenge for skin-cancer control in Australia. Medical Journal for Australia, 9, 161.
Miller, A.G., Ashton, W.A., McHoskey, J.W., & Gimbel, J. (1990). What price attractiveness? Stereotype and risk factors in suntanning behavior. Journal of Applied Social Psychology, 10, 1272-1300.
Monfrecola, G., Fabbrocini, G., Posteraro, G., & Pini, D. (2000). What do young people think about the dangers of sunbathing, skin cancer and sunbeds? A questionnaire survey among Italians. Photodermatology, Photoimmunology, & Photomedicine, 16, 15-18.
National Cancer Institute. (2002). What you need to know about melanoma [Booklet] (NIH Publication No. 02-1563). Bethesda, MD: U.S. Government Printing Office.
Oliphant, J.A., Forster, J.L., & McBride, C.M. (1994). The use of commercial tanning facilities by suburban Minnesota adolescents. American Journal of Public Health, 84(3), 476-478.
Pagoto, S.L., McChargue, D.E., Schneider, K., & Cook, J.W. (2004). Sun protection motivational stages and behavior: Skin cancer risk profiles. American Journal of Health Behavior, 28, 531-541.
Robinson, J.K. (1990). Behavior modification obtained by sun protection education coupled with removal of skin cancer. Archives of Dermatology, 126(4), 477-481.
Rosenstock, I.M. (1974). Historical origins of the health belief model. Health Education Mongraphs, 2, 328-335.
Skolnick, A.A. (1991). Sunscreen protection controversy heats up. Journal of the American Medical Assoc-iation, 265(24), 3218-3220.
Stern, R.S., Weinstein, M.C., & Baker, S.G. (1986). Risk reduction for nonmelanoma skin cancer with childhood sunscreen use. Archives of Dermatology, 122(6), 537-545.
Turrisi, R., Hillhouse, J.J., Gebert, C. (1998). Examination of cognitive variables relevant to sunbathing. Journal of Behavioral Medicine, 21, 79-93.
United States Department of Health and Human Services. (2000). Healthy people 2010: National Health Promotion and Disease Prevention Objectives. 2nd ed. Washington, D.C.: Government Printing Office.
Vail-Smith, K., & Felts, W.M. (1993) Sunbathing: College students’ knowledge, Attitudes, and perceptions of risks. Journal of American College Health, 42(1), 21-26.
Young, J.C., & Walker, R. (1998). Understanding students’ indoor tanning practices and beliefs to reduce skin cancer risks. American Journal of Health Studies, 14(3), 120-127.
Megan Hass is a graduate student & Sharon Hunt is a professor both in the Department of HKRD, University of Arkansas and Lori Turner is a professor at the University of Alabama.

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Call for Presentations
For anyone wanting to present at the 2008 State Convention, the proposal form is on the ArkAHPERD web page: http://www.arkahperd.org/
Call for Papers
The Research Section of ArkAHPERD invites members to present their research at the 2008 State Convention in Little Rock. Submit a one page abstract with title and author(s) to Bennie Prince, bfprince@ualr.edu
Call for Presentations
For anyone wanting to present at the 2009 National Convention in Ft. Worth, Texas, April 8 – 12 the new deadline is June 15. Information may be obtained from the following website: http://www.aahperd.org/index.cfm

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Considerations for Broadening the Physical Education Curriculum
Thomas M. Adams, II & Harriette J. Adams
In 1987, the Center for Disease Control (CDC, 1987) stated that a sedentary lifestyle is higher than any other coronary artery disease risk factor. Similarly in 1992, the American Heart Association added sedentary living as a fourth major risk factor for heart disease. It joined the previously established factors of high blood pressure, high serum cholesterol, smoking and the most recent factor, obesity. Sedentary living remains a major public health concern. Unfortunately many children have lear- ned and adopted this style of living (Sallis and McKen- zie, 1991; Grissom, Ward, Martin, & Leenders, 2005).
As a result, sedentary lifestyle and poor dietary be- haveior have contributed to an increase in the number of overweight and obese individuals in the United States. Reported findings (Kuczmarski, Flegal, Camp- bell, & Johnson, 1994; Flegal, Carroll, Ogden, & John- son, 2002) indicate as many as 65 percent of Americans are overweight and 31 percent are obese. Similar findings have been reported in children and adolescents. Hedley, Ogden, Johnson, Carroll, Curtin, & Flegal, (2004), reported 17 percent of children between the ages of 12 and 19 years are overweight. They also reported increases in overweight from 7.2% to 13.9% and 11 to 19% among 2-5 year olds and 6-11 year olds respectively, between years 1988-94 and 2003-2004. These findings reflect the prevalence rate of obesity has doubled in children and tripled in adolescents over the last two decades. Relative to inactivity levels, a recent report from the U.S. Department of Health and Human Services (1996), indicated 60 percent of Americans are not regularly active and 25% lead completely sedentary lifestyles.
The risk of obesity and inactive lifestyles has been clearly established. Chronic diseases such as diabetes mellitus, hypertension, hypercholesterolemia, hyper- insulinemia, hypertriglyceridemia, and coronary heart disease, as well as, reduced life expectancy and early mortality have been linked to obesity (Hill, Wyatt, Reed, & Peters, 2003; Pi-Sunyer, F. 1991; Pi-Sunyer, 2002). Additionally, it is related to the development of renal disease, pulmonary disease, gall bladder disease, some cancers, psychological challenges and certain forms of arthritis (Everhart, Brown, Harshaw & Roderick, 1999). This association between disease risk and obesity and sedentary lifestyles has established a need for Americans to (1) achieve and maintain a healthy body weight, (2) become physically active, and (3) lower their disease risk. The challenge becomes how to help the 90 million
Americans already affected by chronic diseases and/or help the rest of the population to make the changes in their lifestyles necessary to prevent or reverse this negative trend.
Proper education is often argued as one of the primary measures of intervention. While it is true public school physical education curricula offer possibilities to positively impact nearly all youth in the United States, the public school environment must be structured to allow for positive intervention. The Center for Disease Control and Prevention School Health Policies and Programs Study (2000) cites facts that would suggest current physical education requirements may present challenges in addressing these concerns. They cite less that 10% of schools at any level offer daily physical education or its equivalent (150 minutes per week for elementary; 225 minutes per week for middle/junior and senior high schools) for the entire school year for k-12 students. Specifically, only 8% of elementary schools, 6.4% of middle/junior high schools and 5.8% of senior high schools offer daily physical education. Moreover, 16.7% of elementary schools, 25.3% of middle/junior high schools and 40% of senior high schools exempt students from required physical education courses for a variety of reasons. Lastly, the CDC study found among the schools that require physical education, only 41.9% have a maximum allowable student-to-teacher ratio.
These findings are consistent with previous research which showed American youth are not fit and do not typically participate in 30 minutes of physical activity three times per week, as is suggested for better health (Everhart & Everhart, 1998). Sallis and McKenzie (1991) have suggested approximately 97% of elementary school children participate in physical education. Earlier reports indicated only 36% of elementary school children receive daily physical education (United States Department of Health and Human Services (USDHH), 1985; USDHH, 1987). Similarly, at the middle school level while 91.7 percent require physical education, only 46.8 percent require what is recognized as a three year equivalent (Pate, Small, Ross, Young, Flint, & Warren, 1995).
Compounding the situation further, it has been established students are not necessarily benefiting from their participation in physical education programs. McKenzie, Sallis, Faucette, Roby, and Kolody (1993) state, “While nearly all children in the United States are enrolled in physical education in elementary schools, not

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all receive instruction of sufficient quantity and quality to produce fitness and motor skill development. Numerous studies indicate that students in classes of physical education specialists spend large amounts of class time being inactive. This inactivity is related to both the curricular choices that teachers make and to their instructional behaviors.”
This position echoes the early finding of Siendentop (1983). He determined only 27% of physical education classes spent enough time in physical activity to produce fitness. Other researchers have continued to document the lack of activity time within physical education programs (Simons-Morton, Parcel, Baranowski, Forth- ofer, & O’Hara, 1991; Simons-Morton, Taylor, Snider, Huang, & Fulton, 1994; McKenzie, Feldman, Woods, Romero, Dahlstrom, Stone, Strikmiller, Williston, & Harsha, 1995).
Even when children are involved in 30 minute activity periods, it has been concluded that they failed to achieve recommended amounts of moderate to vigorous physical activity for at least 50% of the lesson time (Everhart, et.al., 1999). Physical education curricula should lead to maximum participation. Additionally, some elementary students have difficulty distinguishing between physical education and recess, while still others view physical education as waiting in lines and following the rules (James, Griffin, & France, 2005). Students also appeared to make a connection between exercising and not having fun. They expressed boredom and dislike during exercises (Mowling, Brock, Eller, & Rudisill, 2004).
On a more positive note, it has been documented that schools adopting a health-oriented physical education curricula increased time in physical activity (Simons-Morton, Parcels, & O’Hara, 1988). In cases where increased time in physical activity was incur- porated into the physical education curriculum, improvements in cardiovascular fitness have been reported (Duncan, Boyce, Itami, & Paffenbarger, 1983; Halk, Graves, Adams, II, Stillwell, & Church, 2006). These findings strongly support the role of positive physical education curriculum approaches.
Interestingly, a students’ attitudes toward physical education have been determined to be directly influenced by the curriculum they are involved in (Silverman & Subranamiam, 1999). Soloman and Carter (1995), found students who were exposed to a curriculum focused on a variety of challenging activities tended to view physical education positively. Experien- cing success in physical education and physical activity for low-skilled students is another critical determinant when establishing a positive attitude towards the subject (Silverman & Subranamiam, 1999). A greater enjoyment of lessons which included a fitness emphasis, concurrently with motor skill instruction, has been shown to positively influence students lacking in intrinsic motivation to perform well in elementary physical education (Everhart, et,al. 1999). Students need to experience success and become “turned on” to a lifetime of regular physical activity (Darst, Vander, Mars, & Cusimano, 1998)
Given the complexity of these findings, it is logical to ask what physical educators can do to address the needs of our children. Clearly, research findings suggest the answer is challenging and multi-faceted. As a result some of the smaller and most easily addressed issues are often overlooked. Consider for example, the role of the physical educator. Consider the following questions in evaluating physical educators in regards to positive professional and lifestyle behaviors. Do physical educators present as good role models? Do physical educators have an average level of fitness based on national fitness norms? Do physical educators keep their weight in the appropriate range for their age? Do physical educators present physical activity in a positive manner? Do physical educators exercise with the children when appropriate? Do physical educators disguise fitness activities so that children find them enjoyable? Do physical educators keep children moving during the majority of the class time? Do physical educators set an example for the community?
In addition, as physical education curricula are beginning to change the reformed curricula are emphasizing the development of a healthy, physically active lifestyle rather than the study of traditional team sports (Adams, 1995; Chen, 2004), In order to place an emphasis on health and fitness related activities, the physical educator must establish new goals, complete physical assessments, and address these new curriculum changes. Specific goals may vary from class to class, school to school and/or state to state. It is recommended however, the basic goals and objectives should incorporate the following concepts: Improve cardiovascular endurance, muscle strength and endurance, flexibility and body composition. Incorporate physical activities that are designed to enhance the physical, mental, and social or emotional development for each student. Provide opportunities to develop cooperative skills through physical activity participation. Track student progression. Acknowledge goals met. Encourage students to accept and encourage one another regardless of personal limitations. Encourage participation that places an emphasis on completion of activities rather than on winning. Encourage individual, team, and class success as related to physical activity. Provide realistic short-term goals for students that will allow for improved fitness. Provide realistic long-term goals for students that will allow for improved fitness. Encourage positive feelings towards physical activity. Encourage positive feelings towards all students during the physical activity class.

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Lastly, the curriculum design should incorporate some or all of the following concepts: Incorporate fundamental training principles that include: adaptation, overload, progressive overload, consistency, specificity, and individuality. Incorporate terminology that may be perceived by students as “negative” with new terms. Direct students to encourage each other and share in each others successes. Direct students to encourage those who are having difficulty with achieving success. Include activities and games designed to keep students moving throughout the class period. Eliminate physical activity as a “punishment” for being unsuccessful in any game, activity, or as a form of discipline. Encourage the concept of “being strong”. Reinforce students in a positive way regardless of their fitness level. Reward students daily with a participation sticker or other appropriate reward. Avoid negative foods such as candy as a reward for positive behaviors. Encourage and praise all students for their physical efforts. Create newsletters periodically pertaining to the physical activity class. Incorporate academic school work into the curriculum. Include three 30 minute activity periods per week (alternating days is recommended). Include a 3 to 4 minute warm-up comprised of low intensity aerobic activity, followed by stretching. Conclude each session with a 2 to 3 minute cool down comprised of low intensity aerobic activity followed by stretching. Identify specific goals which include, but are not limited to, muscular strength and endurance, as well as cardio-vascular endurance. Enhance the activity session with music. Make adaptations for the physically challenged. Incorporate appropriate and enjoyable themes.
Physical assessments for all students should include but are not limited to: Completion and review of a personal medical history questionnaire Blood pressure Age Gender Height Weight Body fat percentage and or body mass index
In summary, physical educators are charged with promoting good health and fitness among our youth. Research findings would suggest in the past we have not been as successful as we may have liked or intended. Embracing new ideas and concepts may be a step
towards reaching the goals of more healthy and fit students. This manuscript hoped to provide insight into our past and provide guidance as how to change for the future.
REFERENCES
Adams, II, T. M., (1995). What direction do we follow?
Teaching Elementary Physical Education, 6, 1, 6-7.
Center for Disease Control. (1987). Protective effect of
physical activity on coronary heart disease. Mortality
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Centers for Disease Control and Prevention. (2000).
Fact Sheet: Physical education and activity,
http://www.cdc.gov/shpps. Atlanta, GA: Author.
Chen, A. (2004). Goals, interests, and learning in
physical education. Journal of Educational Research,
97, 329-338.
Darst, P. W., Mars, V., & Cusimano B. E. (1998). Using
novel and challenging introductory activities and
fitness routines to emphasize regular activity and
fitness objectives in middle school physical education.
Physical Educator, 55, 199-210.
Everhart, B., Brown, D., Harshaw, C., & Broderick, J.
(1999). The effects of a curricular fitness integration
on the heart rates and skill improvement of
elementary physical education students. Physical
Educator, 56, 91-97.
Everhart, B. & Everhart, L. (1998). The effects of
combining a fitness emphasis during motor skill
practice on third grader’s enjoyment of physical
education lessons. Physical Educator, 55, 114-120.
Flegal, K., Carroll, M., Ogden, C., & Johnson, C.
(2002). Prevalence and trends in obesity among US
adults, 1999-2000, Journal of the American Medical
Association (JAMA), 288: 1723-1727.
Grissom, T., Ward P., Martin B., & Leenders, N. Y.
(2005). Physical activity in physical education: teacher
or technology effects. Family Community Health, 28,
125-129.
Halk, L., Graves, M., Adams, II, T. & Stillwell, J., &
Church, B. (2006) Effects of a Daily Walking
Program on 8-10 Year-Old Children. Paper presented
at the Arkansas Association for Health, Physical
Education, Recreation and Dance, Hot Springs,
Arkansas.
Hedley, A., Ogden, C., Johnson, C., Carroll, M., Curtin, L, & Flegal, K. (2004). Prevalence of overweight and obesity among U.S. children, adolescents, and adults, 1999-2002. Journal of the American Medical Assoc-iation (JAMA), 291, 2847-2850.
Hill, J., Wyatt, H., Reed, G., & Peters, J. (2003). Obesity and the environment: where do we go from here? Science, 299, 853-855.

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James, A. R., Griffin, L. L., & France T. (2005). Perceptions of assessment in elementary physical education: a case study. Physical Educator, 62(2), 85-95.
Johns, D. P., Ha, A. S., & MacFarlane, D. J. (2001). Raising activity levels: a multidimensional analysis of curriculum change. Sport, Education, and Society, 6, 199- 210.
Kolbe, L. J., Kann, L., & Brener N. D. (2001). Overview and summary of findings: school health policies and programs study 2000. Journal of School Health, 71, 253-259.
Kovar, S. K., Ermier K. L., Mehrhof J. H., & Napper- Owen, G. E. (2001). Choosing activity units to promote maximum participation: creative physical education curricula. Physical Educator, 58, 114-123.
McKenzie, T., Sallis, J., Faucette, N., Roby, J., & Kolody, B. (1993). Effects of a curriculum and in- service program on the quantity and quality of elementary physical education classes. Research Quarterly for Exercise and Sport, 64, 138-142.
McKenzie, T., Feldman, H., Woods, S., Romero, K., Dahlstrom, V., Stone, E., Strikmiller, P., Williston, J., & Harsha, D. (1995). Children’s activity levels and lesson context during third-grade physical education. Research Quarterly for Exercise and Sport, 66, 184-193.
Mowling, C. M., Brock S. J., Eller K. K., & Rudisill, M. E. (2004). Student motivation in physical education: breaking down barriers. Journal of Physical Education Recreation and Dance, 75, 40-46.
Pate, R., Small, M., Ross, J., Young, J., Flint, K., & Warren, C. (1995). School physical education. Jour- nal of School Health, 65, 312-318.
Pi-Sunyer, F. (1991). Health implications of obesity. American Journal of Clinical Nutrition, 53: 1595S.
Pi-Sunyer, F. (2002). The obesity epidemic: pathophy- siology and consequences of obesity. Obesity Research (suppl 2), 97S-104S.
Salis, J. & McKenzie (1991). Physical educator’s role in
public health. Research Quarterly for Exercise and
Sport, 62, 124-137.
Siedentop, D. (1983). Developing teaching skills in
physical education. Palo Alto, CA: Mayfield.
Silverman, S. & Subranamiam, P. R. (1999). Student
attitude toward physical education and physical
activity: a review of measurement issues and
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19, 97-125.
Silverman, S. & Subranamiam, P. R. (2000). Validation
of scores from an instrument assessing student
attitude toward physical education. Measurement in
Physical Education & Exercise Science, 4, 29-44.
Simons-Morton, B., Parcels, G., & O’Hara, N. (1988).
Implementing organizational changes to promote
healthful diet and physical activity at school. Health
Education Quarterly, 15, 115-130.
Simons-Morton, B., Parcel, G., Baranowski, T.,
Forthofer, R., & O’Hara, N. (1991). Promoting
physical activity and a healthful diet among children:
results of a school-based intervention study.
American Journal of Public Health, 81, 986-991.
Simons-Morton, B., Taylor, W., Snider, S., Huang, I., &
Fulton, J. (1994). Observed levels of elementary and
middle school children’s physical activity during
physical education classes. Preventive Medicine, 10,
487-506.
Solmon, M.A., & Carter, J.A. (1995). Kindergarten and
first-grade students’ perceptions of physical education
in one teacher’s classes. Elementary School Journal,
95, 355-365.
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Washington, D.C., U.S. Government Printing Office.
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Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion (1996). Physical Activity and Health: A Report of the Surgeon General. Atlanta, GA: Author.
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Wright, B. (1982). The instructional behaviors, class content, and class organization of movement educators: relationship to movement education theory and comparison to traditional practice. Paper presented at the Conference of the Ohio Associatoin for Health, Physical Education, Recreation and Dance. Columbus, OH.
Tom Adams is a professor and Harriette Adams is an Instructor both in the Department of HPESS, Arkansas State University
The article published in the 2006 Arkansas Journal entitled Using the Internet as a Supplemental Teaching Method for a University Concepts of Fitness Course should have included the following as authors: Andy Mooneyhan, Allen Mooneyhan, Jim Stillwell, Tom Adams & Harriette Adams due to work done by a thesis committee.

15
ArkAHPERD 2007 Award Winners
Honor Award
Jim Stillwell
Shown with Honor Chair, Janet Forbess
Dance Educator Higher Educator of the Year
Susan Mayes David LaVetter
Elementary School TOY Middle School TOY
Jennifer Straub Kathy Worrington
Student Research Student Research
Earl Beasley Kevin Hicks

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2007 SuperStars Competition

21
Integrated Activities for Young Children
Blair Dean & Jim Stillwell
Integrated activities are those that use movement for a medium for academic learning. Termed “academotion”, it is based on the belief that learning is an active process. Nearly 30 years ago Werner and Burton (1979) emphasized the need for integrated activities by stating that physical activity enhances a child’s ability to learn because (1) it allows for more self-directed learning; (2) it makes learning a multi-sensory experience; and (3) while active, students more readily attend to the learning task.
Writing 15 years later, Grant (1995) stressed that making movement a part of all subject areas not only improves a child’s academic performance, but also enhances independence, cooperation, and self-concept. Ten integrated activity ideas for use with young children are described below.
1. NAME OF ACTIVITY: Body Language
EQUIPMENT: None
STANDARDS: Language arts; physical education
a. Oral and visual communications
b. Writing
c. Motor skills and movement patterns
d. Personal and social behavior
FORMATION: Scattered in open space
DESCRIPTION:
a. Call out a shape/letter (e.g., S, T, or triangle), write the shape/letter on a card, whiteboard or project the image on a wall.
b. Have the students identify the shape or letter.
c. Ask the students to use only their bodies to make the various shapes or letters. This can be done with students standing or lying on the floor.
TRY THIS:
a. Ask the students to form the shape/letter shown with their bodies while using rope or dyna-band.
b. With a partner have students make the same shape/letter.
c. With a partner have students make one shape/letter together.
d. Repeat activity with new partner
NAME OF ACTIVITY: Math Moves
EQUIPMENT: None
STANDARDS: Math; physical education
a. Number sense
b. Properties of number operations
e.
2. NAME OF ACTIVITY: Body Language
EQUIPMENT: None
a. Oral and visual communications
b. Writing
FORMATION: Individual or groups in open space
DESCRIPTION:
a. Call out a number from one to nine, write the number on a whiteboard, or show it on an overhead projector.
b. With students using only their bodies have them make various numbers. If working with groups students must remain in physical contact with each other.
TRY THIS:
a. Increase the difficulty by placing two groups together and then allowing them to try two-digit numbers.
b. Ask the students to form the answer (a number) to a simple math problem or a number answer to a question (e.g., how many eggs make a dozen?).
c. Ask the students to form a sequence of numbers (e.g., the emergency number 911, or an important date in history).
3. NAME OF ACTIVITY: Active Adverbs
EQUIPMENT: None
a. Grammar and usage
b. Motor skills and movement patterns
c. Personal and social behavior
DESCRIPTION:
a. Review the rules of adverb usage, remind students that most adverbs end in –ly.
b. Ask students to do a locomotor movement (e.g., begin skipping)
c. Call out an adverb, write it on the board, that describes different ways of moving. For example, students could skip quickly, happily, carefully.
TRY THIS:
a. Alter the specified locomotor movements and adverbs.
b. Have students write a list of locomotor
movements, prepositions and adverbs. For example, run around gracefully.

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4. NAME OF ACTIVITY: Spelling B-all
EQUIPMENT: Yarn balls
a. Spelling
b. Grammatical conventions and mechanics
FORMATION: Group students in pairs sitting 5-10 feet apart with ball
DESCRIPTION:
a. Call out a spelling work. Students will toss the ball back and forth as they spell the word.
b. Each time the ball is tossed, both students say the letter of the spelling word. For example, for C-A-T, as the ball is first tossed both students say “C”; for the second toss, both say “A”, and for the final toss, both say “T”.
TRY THIS:
a. Change the movement tasks (e.g., “toss high”; “toss with your left hand”; “toss under your leg.”)
5. NAME OF ACTIVITY: Super Story
EQUIPMENT: Using manipulatives enhance the activity but are not required. A collection of poems, short stories, rhythms and songs.
a. Oral and visual communication to express ideas and present information
b. Verbal and nonverbal
DESCRIPTION:
a. While reading a poem, show selected pictures of words in the selected reading.
b. Ask the students to move freely as they both listen to the words and look at the pictures.
c. Encourage students to move as the words are spoken. A sample poem is provided below with selected picture words underlined:
On a cold and windy day,
The little puppy came out to play.
He jumped and he barked,
So happy was he.
Suddenly he stopped, to scratch a flee.
The flowers were blooming so bright and true.
In the distance I heard a cow say "Moo."
Things became so quiet, I even hear a “peep”.
So the puppy sat down and went soundly to sleep.
TRY THIS:
a. Give students a set of pictures and have them make up a possible story or mix up the pictures to develop another story.
b. Stop the reading at some point and ask students to guess what they think will happen next.
c. Give students a set time to discuss the selected reading.
6. NAME OF ACTIVITY: Planet Play
EQUIPMENT: Hula hoops, planet information,
“Star Wars” theme music
STANDARDS: Science; physical education
a. Earth and space science
b. Solar system and objects in the universe
DESCRIPTION:
a. Ask the students to stand inside their hoop, holding the hoops at waist level to make a “spaceship.”
b. Explain to the students that they will move their spaceship to different planets.
c. Have the students’ squat in their spaceship at the launching pad and jump up to blast off on the whistle.
d. Count backwards from 10 to 0 and then everyone say “blast off!”
e. Instruct students how to move (hop, skip, run, gallop, etc.) as they move their spaceships around the room.
f. Play the theme music from Star Wars as students move and stop it when it’s time to land on a planet.
g. Ask students to land by placing their spaceship on the floor and sitting inside the hoop. Once they are seated, use books, pictures, and trivia facts to share two or three facts about the planet they are visiting.
h. Prepare students to blast off, repeat the activity.
i. After visiting four or five planets, have students travel back to Earth.
TRY THIS:
a. Lead a discussion about how Earth is different from other planets.
7. NAME OF ACTIVITY: Sketch a State
EQUIPMENT: Jump ropes
STANDARDS: Social studies, physical education
a. Five themes of geography: location, place, human-environment, interaction, movement, and regions
b. Maps and their uses

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FORMATION: Groups of four in open space DESCRIPTION:
a. Display the map of the United States for reference.
b. Call out a state. Students will work together using their jump ropes to make the outline of the state that you have called out, and then practice balancing by walking along the outline of the rope.
c. Students are finished when they are standing around the capital of the called out state.
d. Repeat the activity calling out other states.
TRY THIS:
a. Increase the difficulty level of movement by asking students to walk on the rope backward, with both hands on the floor, or while balancing something on their head.
8. NAME OF ACTIVITY: Paint the Alphabet
EQUIPMENT: Music Linus and Lucy by Vince
Guaraldi Trio
a. Writing process
b. Oral and visual communications
DESCRIPTION:
a. Students use different body parts (e.g., arms, legs, head, etc.) to paint the alphabet on an imaginary canvas.
b. Call out a body part (right leg) and letter (“S”). Students pretend to paint the letter “S” using their right leg.
c. Repeat activity by calling out different body parts and letters until the music stops.
TRY THIS:
a. Have students paint numbers, shapes, first and last name, and vocabulary words.
9. NAME OF ACTIVITY: Pyramid Mixer
EQUIPMENT: Carpet squares or poly spots, food
flash cards
STANDARDS: Health; physical education
a. Nutrition
b. Healthy food choices
FORMATION: Circle
DESCRIPTION:
a. Students are standing on a carpet square or poly spot holding three food flash cards.
b. On the signal the student turns over and looks at one flash food card.
c. Call out a food group (e.g., fruit, vegetable, grains, etc.). If student is holding the food card that belongs in the called out group exchange places, using the designated locomotor movement. For example, if “vegetable” is the food group that is called out, students who are holding a food card with a carrot, pea, broccoli, cauliflower etc. will exchange places.
d. When Pyramid Mixer is called, everyone must exchange places.
e. After students go through three food cards exchange cards with the person on the right and repeat the activity.
TRY THIS:
a. Ask students to name other foods in the called out group.
b. Ask students how many daily servings are recommended for that food group.
10. NAME OF ACTIVITY: Habitat Hustle
EQUIPMENT: Habitat posters
STANDARDS: Science; physical education
a. Populations and ecosystems
b. Characteristics of various habitats
FORMATION: Scatter formation in open space
DESCRIPTION:
a. Before class begins, hang habitat posters (e.g., meadow, pond, forest, ocean, etc.) around the designated area.
b. Call out a locomotor skill (e.g., hop, skip, jump, etc.,) and an animal (e.g., snake, rabbit, squirrel, etc.) Students will determine which habitat the animal lives and perform the designated locomotor movement to the correct habitat.
c. Repeat activity by calling out different movements and animals.
d. Note that many animals can live in multiple habitats.
TRY THIS:
a. Ask students why they chose the particular habitat.
b. Have the students move from one habitat to the next in the way the animal would move, (snake-slithering, rabbit-jumping, owl-flying, etc).
c. Add different pathways, level or directions to the skill area.
If children love to move, why keep it outside the classroom? Movement, regardless of where it happens is the vehicle through which children obtain experiences, express feelings, receive inspiration and develop concepts. Integrating movement into the classroom or gym can propel learning and enhance academic performance.

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For more information
Integrated activities are those that use movement as a medium for academic learning. This active approach to academic learning has been termed “acade-motion” by the authors. Academics + Motion = Academotion. It is based on the belief that learning is an active process.
Movement can become part of instructional strategies in all subject areas, demonstrating concepts to students in a tangible way. For example, movement learning-experiences enable students to compare weight, size, shape and spatial relationships in mathematics. They can also promote learning about words, phrases, sentences, and poetry in language arts; rhythm, tempo, pitch and phrases in music; elements of design in visual
arts; and levers, structures, magnets, and solutions, related with science.
Students will be able to apply the ideas in this article as alternative learning strategies to support classroom learning. Students will find that common concerns, such as how to introduce, control, monitor and develop movement in classroom activities, are addressed. All integrated movement activities have been tested thoroughly, working with students from kindergarten to grade 6; students may also see a broader application.
Blair Dean is an associate professor & Jim Stillwell is a professor both in the Department of HPESS, Arkansas State University
A Special Thanks to Our 2007 Exhibitors

25
ArkAHPERD Board of Directors
McAfee, Hal President mcafeeh@hsu.edu
Forbess, Janet Program Coordinator jforbess@uark.edu
Stillwell, Jim Executive Director jstillwel@astate.edu
Gist, Tracie JRFH Coordinator tracie.gist@atu.edu
Strickland, Natalie HRH Coordinator nstrick@rams.nesd.k12.ar.us
Andy Mooneyhan Journal/Newsletter Editor amooneyh@astate.edu
Stillwell, Jim Journal/Newsletter Editor jstillwel@astate.edu
Division Vice Presidents / VP-elects
Ralph, Christy Athletics & Sports cralph@bentonville.k12.ar.us
Scott Burkett Athletics & Sports-elect burket@uamont.edu
Paul Finnicum Health pfinnicu@astate.edu
- Health-elect -
King, Kathy Recreation king@uamont.edu
- Recreation-elect -
Strasner, Jeanie General jeaniestrasner@atu.edu
Hilson, Valarie General-elect vhilson@astate.edu
Mayes, Susan Dance smayes@uark.edu
- Dance-elect -
Mooneyhan, Allen Physical Education amooneyhan@asun.edu
Mathis, Mitch Physical Education-elect mmathis@astate.edu
Section Chairs / Chair-elects
Berry, Traci Exercise Science tberry@mayflower.k12.ar.us
Church, Brian Exercise Science-elect bchurch@astate.edu
Perkey, Dennis Athletic Training dperkey@astate.edu
- Athletic Training-elect -
Taylor, Mary Elementary Phys Ed taylorm@apsd.k12.ar.us
Straub, Jennifer Elementary Phys Ed-elect jstraub@sdale.org
Breedlove, Brittany Student [UA] bbreedlo@uark.edu
Hoffman, Heidi Student [UA] hhoffma@uark.edu
Cunningham, Wade Student [UA] dcunnin@uark.edu
Thye, Larry Higher Education thyel@has.edu
Leggett, Lynn Higher Education-elect leggett1@hsu.edu
Wempe, Patrick Research wempep@hsa.edu
Prince, Bennie Research-elect bfprince@ualr.edu
Pusey, David Secondary Phys Ed dpusey@ozarks.edu
Elmore, Bruce Secondary Phys Ed-elect belmore@ozarks.edu
Mooneyhan, Allen WEB Master amooneyhan@asun.edu
Standing Committee Chairs
Arrington, Alfred Scholarships carruth_y@uapb.edu
Thye, Larry Higher Educator of Year thyel@hsu.edu - District Organization -
Forbess, Janet Honor Award jforbess@uark.edu
Smith-Nix, Angela Necrology ansmith@uark.edu
Smith-Nix, Angela Teacher Awards ansmith@uark.edu
Stillwell, Jim Constitution jstillwel@astate.edu
Stillwell, Jim Membership jstillwel@astate.edu

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Static Stretching and Its Effects on Muscular Power
J. Brian Church and Marina M. Englebrecht
Abstract
The differences in muscular power performance following warm-up with and without static stretching was investigated. Fifteen physically active female participants performed a static jump, a countermovement jump, and 10 second Wingate cycle test for power, following two different types of warm-up. One warm-up included 5 minutes of cycling only followed by the tests of muscular power. The other warm-up included both 5 minutes of cycling followed by static stretching, 2 sets of 30 seconds per stretch, of the lower- body muscles. The results, as indicated by a repeated measures multiple analysis of variance, showed there were no significant differences in muscular power following the two treatment conditions (p ≤ 0.05). These results demonstrate that a moderate amount of static stretching have no significant effects on tests of muscular power.
Introduction
Static stretching of skeletal muscle is a nearly ubiquitous component of warm-up activities prior to physical activity. It is generally believed that stretching is an important component of fitness for the purpose of improving flexibility and therefore range of motion (ROM) of joints, thus preventing injuries in subsequent physical activity (ACSM, 1998; Safran, Garrett, Seaber, Glisson, & Ribbeck, 1988). Evidence for increased ROM following static stretching is consistent (Alter, 2004; Knudson, Magnusson, & McHugh, 2000; Wiemann, & Hahn, 1997). Despite its prevalence, there is little evidence to support the use of static stretching as an aid to performance or as a method to prevent injuries during physical activity (Knudson, 1999; Pope, Herbert, Kirwan, & Graham, 2000; Shrier, 1999).
Recently, evidence has appeared that indicates static stretching may cause acute decrements in activities requiring maximal muscular strength (Behm, Button, & Butt, 2001; Fowles, Sale, & MacDougal, 2000, Kokkonen, Nelson, & Cornwell, 1998; Nelson, Allen, Cornwell, & Kokkonen, 2001; Nelson, Guillory, Cornwell, & Kokkonen, 2001) and power (Bradley, Olsen, & Portas, 2007; Cornwell, Nelson, Heise, & Sidaway, 2001; Cornwell, Nelson, Sidaway, 2002; Young, & Behm, 2003; Young, & Elliott, 2001). Evaluation of the research is difficult because of the inconsistent methods used such as different types of stretches, length of total time stretching, and different measures of strength and power. These findings have prompted some researchers to recommend not stretching before
strength and power activities (Cornwell, Nelson, Heise, & Sidaway, 2001).
Although there is much evidence in support of the negative effects of static stretching on muscle performance, there is also evidence to the contrary. Laur, Anderson, Geddes, Crandall, & Pincivero (2003) showed no differences in leg curl strength following partner- assisted passive static stretching. In addition, Behm, Bambury, Cahill, and Power (2004) found no differences in maximum voluntary isometric contraction force when comparing stretching and no stretching warm-up treatments.
The American College of Sports Medicine (1998) recommends holding static stretches for 10 – 30 seconds per stretch. Some of the investigations demonstrating decreases in muscle performance following static stretching used protocols that were longer or more intense than the ACSM’s recommendation (Behm, Button, & Butt, 2001; Fowles, Sale, & MacDougall, 2000; Kokkonen, Nelson, Cornwell, 1998). This greater intensity may account for some of the disparity in the research. Therefore the purpose of this investigation was to investigate the effects of a moderate amount of static stretching on tests of muscular power.
Method
Participants
The present study used 15 college-aged (age = 20.5 ± 1.2 yr) physically active female participants in order to determine the effects of static stretching on muscular power. Height and mass of the participants were as follows: height = 155.4 ± 6.5 cm and mass = 60 ± 12.3 kg. All participants volunteered and were verbally informed of the protocol and read and signed a consent form that was approved by the Arkansas State University Institutional Review Board for the Protection of Human Subjects.
Procedure
Participants were required to appear in the laboratory on two occasions for testing. Both sessions included a general warm-up which consisted of low intensity cycling for five minutes at a self-selected intensity and cadence. One session included static stretching of the lower body following the general warm-up while the other session did not include static stretching. The sessions were performed in a counterbalanced fashion in order to reduce any learning effects. Four different stretches were performed which targeted the hamstring, quadricep, groin, and calf muscle groups. The participants were instructed to move the limb into an

27
extended position and hold for 30 seconds, rest and repeat for another 30 seconds. These treatment conditions will be referred to as the no-stretch (NS) and stretch (S) treatments.
Immediately following the warm-up in both treatments, the participants were asked to complete three maximum static jumps for height using a switch mat that converted time in the air to vertical jump height (Just Jump, Probotics, Inc., Huntsville, AL). To perform the jump the participants kept their hands on their hips to eliminate any influences from the arms on jump height. Participants bent their legs to a self- selected depth, paused for a two count and then jumped for a maximum height. Participants were allowed three trials and the mean of the trials was recorded. The next test was a countermovement jump (CMJ). It was performed in a similar fashion to the static jump, but without the pause. This type of jump allowed the benefit of the stretch-shortening cycle. The last variable measured was maximum power generated during a 10 second Wingate cycling test. In this test, a resistance of 9% of the participants’ body mass was added to the flywheel of the cycle ergometer (Monark 834E, Vansbro, Sweden). At the beginning of the test the resistance was removed and a verbal countdown of 10 seconds was used so that the participant could advance to maximum speed. At the appropriate time the resistance was added and the participants cycled a maximum intensity for 10 seconds. The ergometer was interfaced with a computer with software (SMI Power, version 5.2.20) that calculated the power based on the mass of the participant, the mass on the flywheel, and the angular velocity of the flywheel. The three tests were performed in the same order for every participant on both testing days because it was believed the difficulty of the cycling test prohibited a subsequent jumping test.
In addition to the main tests of power, a secondary test of muscle flexibility was performed on each day. The participants performed a modified sit-and-reach test of hamstring flexibility prior to any activity and just prior to the static jump. This was conducted in order to examine flexibility differences following general warm- up alone and general warm up combined with static stretching.
Statistical analyses
Descriptive statistics were calculated for the dependent variables and were reported as mean ± standard deviation. Statistical analysis of the results of the tests of power was performed with a repeated measures multiple analysis of variance using Statistical Package for the Social Sciences for Windows (version 11.5; SPSS, Inc., Chicago, IL). Wilks’ lambda was used as the test statistic. For the flexibility test, a value for difference in flexibility was calculated by subtracting pretest flexibility with pretest flexibility for each day of testing. A repeated measures analysis of variance was used to analyze the flexibility results. An alpha level of p ≤ 0.05 was used as the criterion for significance.
Results
No significant differences (p = .687) were found between the stretch and the no stretch treatments on any of the tests of muscular power (Table 1). In addition, a repeated measures analysis of variance revealed there was no statistical difference (p = 0.525) in flexibility as measured by the sit and reach between the NS and S conditions (Table 2).
Discussion
The results of this study indicate that neither the maximum static jump, maximum countermovement jump, nor the maximum power during a 10 second Wingate test were influenced by the type of warm-up used. These results indicate that the addition of static stretching to general warm-up had no detrimental effects on the tests of muscular power compared to the general warm-up alone. In addition, there was no difference in flexibility improvements when comparing the stretch and no stretch conditions. These data show that the addition of static stretching did not improve acute flexibility as measured by the sit-and-reach test.
These data support previous studies that provide evidence that moderate amounts of static stretching do not negatively affect tests of muscular power (Laur, Anderson, Geddes, Crandall, & Pincivero, 2003; Behm, Bambury, Cahill, and Power, 2004). As previously stated, some of the investigations that demonstrated decreased performance used stretches of long duration that may have affected the results of the tests of muscular power (Behm, Button, & Butt, 2001; Fowles, Sale, & MacDougall, 2000; Kokkonen, Nelson, Cornwell, 1998). In addition, inconsistent procedures for testing, as well as, the actual tests used may explain the disparate evidence.
Potential mechanisms to explain the impairment of muscle performance following stretching have included an increase in muscle-tendon unit compliance (Corn-well, Nelson, Heise, & Sidaway, 2001; Kokkonen, Nelson, & Cornwell, 1998). It was hypothesized that a more compliant muscle-tendon unit will delay the transmission of force from the contracting muscle to the skeletal system. This is analogous to having to “take up the slack” in a relaxed rubber band before the elastic nature of the rubber band can be used as work. Other researchers report that a more compliant muscle-tendon unit actually allows a more effective storage and release of elastic energy (Witvrouw, Mahieu, Danneels, & McNair, 2004). Wilson, Murphy, & Pryor (1994) have reported that compliance may affect the muscle- tendon unit in different ways depending on the type of activity. They state that participants with a stiffer, less compliant, muscle-tendon unit perform better on activities that do not use the stretch shortening cycle, such as actions requiring concentric-only contractions. Other activities, using the stretch shortening cycle, benefit from a less stiff, more compliant muscle-

28
tendon unit due to the more effective return of elastic energy (Wilson, Elliott, & Wood, 1992).
In the present investigation the CMJ height was generally greater then the static jumps as one would expect with the benefit of the stretch shortening cycle. Comparison of the CMJ height in the NS and S conditions revealed no significant changes. Despite the fact that static stretching should make the muscle- tendon unit more compliant. This may be due to the fact that, once again, moderate amounts of stretching may not increase the compliance to the degree that the CMJ is affected.
Other researchers have speculated that the decreases in muscle performance following stretching may be due to neural inhibition (Behm, Button, & Butt, 2001; Fowles, Sale, & MacDougall, 2000). Fowles, Sale, and MacDougall (2000) conducted a study that investigated strength after passive stretching of the plantarflexors. Motor unit activation and electromyogram were significantly depressed after 30 minutes of passive stretching but had recovered by 15 min. The authors speculated that several neuromuscular feedback responses could contribute to activation failure after stretching, such as, the Golgi tendon reflex, mechanoreceptor and nociceptor pain feedback, and/or fatigue responses.
The data from this study showed that static stretching did not improve acute flexibility over the general warm-up alone. It is thought that increasing the temperature of the muscle-tendon unit has a positive effect on flexibility (Noonan, Best, Seaber, & Garrett, 1993). Therefore a physical warm-up, such as cycling, should result in an actual warm-up, increase in temperature, of the muscle-tendon unit. This is supported by the data presented here where there was no difference in acute flexibility changes in the NS and S conditions. The performance and or injury prevention benefits as a result of a pre-performance warm-up routine may be produced without static stretching. It should be noted that the participants in this study were female and are generally more flexible than males.
In conclusion, the data presented here support the previously conducted investigations that indicate that moderate amounts of static stretching do not have a negative impact on tests of muscular power. Although the relationship between stretching and muscle performance including injury prevention is inconclusive, the present investigation demonstrates that a moderate amount of static stretching can be performed prior to activity. The potential benefits in muscle performance and injury prevention following a moderate amount of static stretching appear to outweigh the possible negative effects of stretching. It may be that only excessive amounts of static stretching produce the negative side effects that some investigations report. The fitness professional should caution performers about excessive amounts of stretching.
REFERENCES
Alter, M. J., (2004). Science of Flexibility. Champaign, IL: Human Kinetics.
American College of Sports Medicine. (1998). The recommended quantity and quality of exercise for developing and maintaining cardiorespiratory and muscular fitness, and flexibility in healthy adults. Medicine and Science in Sports and Exercise, 30(6), 975- 991.
Behm, D.G. Bambury, A., Cahill, F., Power, K. (2004). Effect of acute static stretching on force, balance, reaction time, and movement time. Medicine and Science in Sports and Exercise, 36(8), 1397-1402.
Behm, D.G., Button, D.C., & Butt, J.C. (2001). Factor affecting force loss with prolonged stretching. Canadian Journal of Applied Physiology, 26(3), 262-272.
Bradley, P.S., Olsen, P.D., & Portas, M.D. (2007). The effect of static, ballistic, and proprioceptive neuromuscular facilitation stretching on vertical jump performance. Journal of Strength and Conditioning Research, 21(1), 223-226.
Cornwell, A., Nelson, A.G., Heise, G.D., & Sidaway, B. (2001). Acute effects of passive muscle stretching on vertical jump performance. Journal of Human Movement Studies, 40, 307-324,
Cornwell, A., Nelson, A.G., & Sidaway, B. (2002). Acute effects of stretching on the neuromechanical properties of the triceps surae muscle complex. European Journal of Applied Physiology, 86, 428-434.
Fowles, J.R., Sale, D.G., MacDougall, J.D. (2000). Reduced strength after passive stretch of the human plantarflexors. Journal of Applied Physiology 89, 1179- 1188.
Knudson, D. (1999). Stretching during warm-up: Do we have enough evidence? Journal of Physical Education recreation and Dance, 70(7), 24-27.
Knudson, D.V., Magnusson, P., & McHugh, M. (2000). Current issues in flexibility fitness. Presidents Council on Physical Fitness and Sports, 3(10), 1-8.
Kokkonen, J., Nelson, A.G., & Cornwell, A. (1998). Acute muscle stretching inhibits maximal strength performance. Research Quarterly for Exercise and Sport, 69(4), 411-415.
Laur, D.J., Anderson, T., Geddes, G., Crandall, A., & Pincivero, D.M. (2003). The effects of acute stretching on hamstring muscle fatigue and perceived exertion. Journal of Sport Sciences, 21, 163-170.
Nelson, A.G., Allen, J.D., Cornwell, A. & Kokkonen, J. (2001). Inhibition of maximal voluntary isometric torque production by acute stretching is joint-angle specific. Research Quarterly for Exercise and Sport, 72(1), 68-70.

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The ArkAHPERD 2008 State Convention
will be November 6-7 at the
????????? in
Little Rock
Nelson, A.G., Allen, J.D., Cornwell, A. & Kokkonen, J. (2001). Inhibition of maximal voluntary isometric torque production by acute stretching is joint-angle specific. Research Quarterly for Exercise and Sport, 72(1), 68-70.
Nelson, A.G., Guillory, I.K., Cornwell, A., & Kokkonen, J. (2001). Inhibition of maximal voluntary isokinetic torque production following stretching is velocity specific. Journal of Strength and Conditioning Research, 15(2), 241-246.
Noonan, T.J., Best, T.M., Seaber, A.V., & Garrett, W.E. (1993). Thermal effects on skeletal muscle tensile behavior. American Journal of Sports Medicine, 21(4), 517- 522.
Pope, R.P., Herbert, R.D., Kirwan, J.D., & Graham, B.J. (2000). A randomized trial of preexercise stretching for prevention of lower-limb injury. Medicine and Science in Sports and Exercise, 32(2), 271-277.
Safran, M.R., Garrett, W.E.., Seaber, A.V., Glisson, R.R., & Ribbeck,B.M. (1988). The role of warmup in muscular injury prevention. American Journal of Sports Medicine, 16(2), 123-128.
Shrier, I. (1999). Stretching before exercise does not reduce the risk of local muscle injury: A critical review of the clinical and basic science literature. Clinical Journal of Sports Medicine, 9, 221-227.
Weimann, K., & Hahn, K. (1997). Influences of strength, stretching and circulatory exercises on flexibility parameters of the human hamstrings. International Journal of Sports Medicine 18, 340-346.
Wilson, G.J., Elliott, B.C., & Wood, G.A., (1992). Stretch-shortening cycle performance enhancement through flexibility training. Medicine and Science in Sports and Exercise, 24, 116-123.
Wilson, G.J., Murphy, A.J., & Pryor, J.F. (1994). Musculotendinous stiffness: its relationship to eccentric, isometric and concentric performance. Journal of Applied Physiology, 76(6), 2714-2719.
Witvrouw, E., Mahieu, N, Danneels, L, & McNair, P. (2004). Stretching and injury prevention: An obscure relationship. Sports Medicine, 34(7), 443-449.
Young, W.B., & Behm, D.G. (2003). Effects of running, static stretching and practice jumps on explosive force production and jumping performance. Journal of Sports medicine and Physical Fitness, 43(1), 21-27.
Young, W.B., & Elliott, S. (2001). Acute effects of static stretching, proprioceptive neuromuscular facilitation stretching, and maximum voluntary contractions on explosive force production and jumping performance. Research Quarterly for Exercise and Sport, 72(3), 273-279.
Brian Church is an assistant professor & Marina Englebrecht is a graduate assistant both in the Department of HPESS, Arkansas State University
Consider Serving on the ArkAHPERD Board
Elections in November!!!

30
Jump Rope & Hoops for Heart promote the value of physical activity to school children while showing them they can contribute to their community's welfare.
GUIDELINES FOR AUTHORS
Material for publication and editorial correspondence should be address to Andy Mooneyhan, PO Box 240, State Univ. AR 72467 [amooneyh@astate.edu]. Deadline for the publication is March 1. Guidelines for materials submitted are those of the Publication Manual of the American Psychological Association. For manuscripts, submit 3 copies. The title should be included on a separate page with the author/s name, position, address, phone number and email address. The title of the manuscript, without the author/s name, should appear on the first page of the manuscript. If accepted, a final copy of the manuscript must be submitted on disk, saved in Microsoft Word or Text format.
The Arkansas Journal is indexed in the Physical Education Index.
The Arkansas Journal is published annually in April with a subscription cost of $10.00. The journal can be obtained by contacting Jim Stillwell at jstillwel@astate.edu.
The opinions of the contributors are their own and do not necessarily reflect those of ArkAHPERD or the journal editors. ArkAHPERD does not discriminate in this or any of its programs on the basis of race, religion, sex, national origin, or disabling condition.
Editorial Board
Andy Mooneyhan Jim Stillwell Brian Church Bennie Prince
PE4Life
The PE4Life Academy will open in Rogers and begin trainings in January! There will be some scholarships available for Arkansas schools! If you are interested...go to www.PE4Life.org or contact
cgibson@pe4life.org This is a two day training that is geared toward a community TEAM--PE teacher, administrator, school board member, local business folks, local media, medical personnel, etc. Round up the stake-holders in your community and see how you can create the PE4Life Way in your school! Generate support, find funding, learn advocacy techniques, share best practices, incorporate technology, learn to individually and authentically assess each student, learn to motivate and educate your students... aligning instruction with state PE and Health standards. Making a difference: one student body at a time!!

2008 ArkAHPERD Journal

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