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Exercise Science and Biomechanics presentation

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For Elementary School, approving Physical Education Classes. In this presentation I will address some points of which should be taken into consideration. Let me explain to you about science and …

For Elementary School, approving Physical Education Classes. In this presentation I will address some points of which should be taken into consideration. Let me explain to you about science and bio-mechanics.

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  • Welcome and good afternoon to Mrs. Jill Windes, and our District. I want to thank you, for approving of our Physical Education Classes. In this presentation I will address some points of which should be taken into consideration. Let me explain to you about science and bio-mechanics.
    Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
  • Children and youth will only learn skills through continued participation in physical activity. As future teachers we will be prepared for careers in exercise/wellness settings. It is essential the student body and teachers are able to accommodate and interact with students, who have unique physical challenges. As mentioned in the first paragraph, the classes are designed, to provide an effective blend of classroom instruction and practical experience.
    Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
  • Fundamental Movement Skills are movement patterns that involve different body parts such as the legs, arms, trunk and head, and include such skills as running, hopping, catching, throwing, striking and balancing.
    In this presentation we will go over the 3 main types of fundamental movement skills and they are locomotors skills, non-locomotor skills, and manipulative skills. Motor-skills are being developed from pre-school, kindergarten, elementary, and High School. Locomotor skills are used to move the body from one place to another or to project the body upward. All this is shown by grouping classes appropriately together Non-locomotors are performed in place, without appreciable spatial movement. Manipulatives are developed through handling some type of object with a variety of body parts. The emphasis is on how students move in their environment.  Students will learn fundamental locomotor (running, hopping, skipping, jumping, leading, sliding, galloping), non-locomotor (bending, twisting, turning, rocking, swaying, balancing, stretching, pushing, and pulling), and manipulative (rolling, throwing, catching, bouncing, kicking) skills.  Students will participate in a wide variety of activities that involve locomotor, non-locomotor and manipulative skills, fitness concepts and fitness development exercises.
    Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
  • Here, I tried to give you an example of the differences between completion of the 2nd grade, and then the 5th grade.
    Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
    California Standards for Second Grade(2014). Retrieved from http://www.cde.ca.gov/ci/cr/cf/documents/glc2ndgradecurriculum.pdf
  • Standard1
    Students demonstrate the motor skills and movement patterns needed to perform a variety of physical activities.
    Standard 2
    Students demonstrate knowledge of movement concepts, principles, and strategies that apply to the learning and performance of physical activities.
    Standard 3
    Students assess and maintain a level of physical fitness to improve health and performance.
    Standard 4
    Students demonstrate knowledge of physical fitness concepts, principles, and strategies to improve health and performance
    Standard 5
    Students demonstrate and utilize knowledge of psychological and sociological concepts, principles, and strategies that apply to the learning and performance of physical activity.
    The movement framework, (i.e., body, space, effort, and relationship) is also a part of the core content and is the basis for developing, expanding, and refining children’s range of motor skills and awareness. We know that in order to develop physical skills children must spend time practicing those skills.
    Locomotion Movement-Moving from one location to another- Everything around us in the city, humans, cars, airplanes, bicycles, motorbikes, baby-carriage being pushed, animals etc….
    running, hopping, skipping, jumping, leading, sliding, galloping), Running, rhythmic dancing.
    Non-Locomotion Sills-bending, twisting, turning, rocking, swaying, balancing, stretching, pushing, and pulling-Sometimes they are described as stability skills. Stretching exercises
    Object Manipulation-Dexterity with the fingers and hands-throwing, catching, striking, kicking, bouncing, and rolling, twirling, Knitting a sweater.
     
     
    Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
  • Emphasis in middle-school is placed on students learning personal fitness, including health-related fitness and wellness concepts, self assessments, and activities. The Instructions include lessons on: Fitness and Wellness for All; Learning Self-Management Skills; Lifestyle Physical Activity and Positive Attitudes; Components of Health Related Fitness; Choosing Nutritious Foods; Making Consumer Choices; Stress Management; and Personal Program Planning.
    Physical Education Model Content Standards for California Public Schools Kindergarten Through Grade Twelve. (2014). Retrieved from http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf
  • This slide, is based on the Escondido High School sports schedule. Truly, I was amazed how much they offer. Students are empowered to make choices, meet challenges and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Emphasis is placed on students developing a personalized fitness program for a healthy life-style. The Instruction of lessons include: Introduction to kinesiology and physical education with personal fitness emphasis, personal fitness concepts and techniques, cardio-respiratory endurance training, nutrition, team activities, combative, tumbling/gymnastics, and aquatics. High-School student also have many electives they may choose from to train in the specific fields that they are excelling in. They are able to continue with these skills in College.
  • A state of optimal well-being that is oriented toward maximizing an individual’s potential. This is a life-long process of moving towards enhancing your physical, intellectual, emotional, social, spiritual, and environmental well-being.
    Merriam-Webster. (2014). Retrieved from http://www.merriam-webster.com/dictionary/
    Powers, S. K. (2014). Todays Health (10th ed.). Total Fitness and Wellness (6th ed.).
  • Health Education will provide students with an essential knowledge base that includes physical, social and mental awareness.  Our health program hopes to develop lifelong benefits by demonstrating how daily choices effect students' present and future health. As you can see our health and wellness classes will provide our children with the opportunity, to make wise choices in the future. You know understand the importance, of having a professionally prepared educator to provide this content. I will have a Lesson Analysis, and Evaluation ready for you to look at, in a couple of weeks. I am sorry for the delay, it takes time to prepare for this and to do it properly.
    Anspaugh, D. (2013). Teaching Todays Health, 10e Chapter 3: Teaching Todays Health (10th ed.).
    Powers, S. K. (2014). Todays Health (10th ed.). Total Fitness and Wellness (6th ed.).
    http://www.who.int/whr/2002/overview/en/
  • This diagram only refers to the main components of fitness which require physical activity, and which bring about physiological changes in the body. Fitness may be described as a set of attributes that an individual has acquired which increases their ability to perform physical activities. Health education provides students with knowledge, attitudes, and skills to help them avoid or modify behaviors related to the leading causes of death, illness, and injury during youth and adulthood. Physical education provides students with knowledge, motor and behavioral skills, and confidence to adopt, and maintain physically active lifestyles.
    Anspaugh, D. (2013). Teaching Today’s Health, 10e Chapter 3: Teaching Today’s Health (10th ed.).
    http://www.who.int/whr/2002/overview/en/
  • I always want to include special needs children, because this subject, is close to my heart. I truly enjoy how our student body embraces our special needs children. They actively help each other out, and this a very refreshing scene to witness. Having them in our physical education class has been a positive outcome for all. Successful participation in physical activities by students with special needs depends on the teacher’s skill and training in providing instruction and support to all students. When systematically planned differentiation strategies are used, students with special needs can benefit from appropriately challenging curriculum and instruction. The strategies for differentiating instruction include pacing, complexity, depth, and novelty. The focus is to always help students meet the physical education model content standards to the best of their ability . Again, you can se the need for a professional person for this job.
    “Parents must be given opportunities to participate in any decision-making meeting regarding their child’s special education program. Parents have the right to participate in individualized education program (IEP) meetings about the special education eligibility, assessment, educational placement of their child and other matters relating to their child’s free appropriate public education (FAPE). When a parent cannot be identified or located, a district may appoint a surrogate parent to represent a child with a disability.” http://www.cde.ca.gov/sp/se/qa/pssummary.asp
    http://www.cde.ca.gov/sp/se/qa/pssummary.asp
  • Among children with severe disabilities, simple functional motor abilities that most of us take for granted are often lacking. In typically developing children these motor skills emerge without specific training, although many of these skills may indeed be learned through practice. Motor learning is a powerful tool with which we can help children with severe disabilities gain functional motor skills.
    “Parents must be given opportunities to participate in any decision-making meeting regarding their child’s special education program. Parents have the right to participate in individualized education program (IEP) meetings about the special education eligibility, assessment, educational placement of their child and other matters relating to their child’s free appropriate public education (FAPE). When a parent cannot be identified or located, a district may appoint a surrogate parent to represent a child with a disability.”
    http://www.cde.ca.gov/sp/se/qa/pssummary.asp
    California Department of Education1430 N StreetSacramento, CA 95814
  • http://weighttraining.about.com/od/fatlossweighttraining/qt/fatlossfacts.htm
  • http://weighttraining.about.com/od/fatlossweighttraining/qt/fatlossfacts.htm
  • Unfortunately bullying happens when participating in sports and has to be dealt with at once. We need to educate our student body in how to protect themselves from bullies. Until we as a society have done this, our main duty to our students, our children, will remain unfulfilled. Safety and academic success of our students, including in sports education, is one of the first necessary steps in that uphill battle. http://www.cde.ca.gov/sp/se/qa/pssummary.asp
    Impact of Bullying on youth Sports participants; Short term issues; Reduced enjoyment of sport or quit sport; Low team morale for all athletes; Low self-esteem; Health issues; Substance abuse;
    Depression; Suicidal thoughts/acts; Long term implications; Victims become bullies; Higher chance of criminal activity (bully); Often experience loneliness as adults…. Do I need to say more?
    https://greatactivitiesonline.com/journey-to-the-center-of-the-earth/
  • Advise the teachers that they need to be very aware of the potential bullying occurring in their class. We need to ensure, that the PE classes will have a lesson on a no tolerance approach by the school. Post Positive communication about the non bullying rules and enforce them this will help in having a positive, and competitive good time in sports.
    http://www.stopbullying.gov/
  • Bullying in sports happens often. Stronger youths will think they are superior due to their athletic capabilities. Deal with bulling at an early age and it can hopefully prevent and outbreak of this behavior, at a later stage.
    http://www.stopbullying.gov/
  • Thank you for your time, I hope you enjoyed this presentation. If you should have any other questions, please feel free to contact me personally. Have a good night.
  • Transcript

    • 1. CML
    • 2. • Exercise science is a study of movement, and functional responses. Exercise science consists of overlapping disciplines, including biomechanics, exercise physiology and biochemistry, growth and development, exercise nutrition, measurement and evaluation, and exercise psychology. • Kinesiology and Physical Education is the study of human movement from both a theoretical and applied perspective. • Developing motor skills: Each day we accomplish a variety of tasks by calling on a vast repertoire of motor skills. To gain a complete understanding of human movement, in kinesiology and physical education approach the topic from a physiological, biomechanical, psychological, and sociological perspective. • http://youtu.be/hnBWA3GRcug
    • 3.  Pre-school children in physical education program develop body and spatial awareness and practice and refine their emerging motor skills, which contributes to the possibility that they’ll become lifelong movers 1-2 year old children * One-year-olds are just discovering their creative abilities. Their interest in art is focused on the sensory exploration of art materials, such as paint and clay. With music, they can respond with their whole bodies to rhythm, beat and melody. Children this age make an important developmental leap by beginning to pretend during play, often by imitating adult movements. * Two-year-olds roll, crawl, creep, walk jump, run, and climb. Don’t forget, they are in their terrible 2’s. They climbs low steps, push boxes. Open cabinets and pulls toys. Likes to toss a ball in any direction. Falls frequently when running. Begins to understand leading with one foot in order to gallop. Have to be observed always. Recommend a teacher and two assistants. Age 3-4  Teaching the refinement of fundamental motor patterns during play time. Physical activity from working on motor skills (e.g., kicking balls) and playing on the playground. • Under supervision, they participate actively in games, outdoor play and other forms of exercise that enhance physical fitness. • Typically young children will show genuine excitement about physical activity. • They are able to coordinate balance with the movements of legs and arms to ride a tricycle • Yet, they have to be observed when jumping, because they are still having difficulty landing on two feet at the same time. • They are able to demonstrate increased ability in throwing, catching, kicking and bouncing balls. • They are able to catch a large ball with two hands and body.
    • 4.  On completion of the 2nd grade he/she is able to the following  Standard 1.  Student will identify playground activities which display motor skills and movement patterns  Standard 2.  Students display an understanding of movement concepts and strategies related to physical activity.  Standard 3.  Students develop habits of physical fitness to maintain and for health and performance  Standard 4  Students understand that physical fitness is directly related to health and performance  Standard 5  Students understand that there are  psychological and sociological benefits related  to physical activity   http://www.cde.ca.gov/ci/cr/cf/documents/glc2ndgradecurriculum. pdf Standard 1 Student will model complex locomotor movement in specialized activities. They will apply correct manipulative movement patterns in specialized areas and they will apply the correct technique when they perform complex manipulative movements in specialized activities Standard 2 Students will apply scientific concepts and principles to analyze performance of self and others and will improve their cognitive factors while performing, as well as, the physical and emotional component. Standard 3 Students will evaluate various strategies to land a successful performance, they will begin to monitor their personal fitness and change activity to possibly enhance health-related fitness. They do this because of their participation in physical education, health class. Standard 4 Students will participate in physical activities on a regular basis which will contribute to them attaining better health. They will evaluate the positive impact provided through human diversity, behave appropriately personally and socially during physical activities. They will also realize the contribution and potential of each individual in individual group activities. Standard 5 Students will evaluate how physical activity serves as an opportunity for growth and self expression, they will realize the benefit of a challenge and perseverance. They may even think that they may want to do this in their future.
    • 5.  The elementary curriculum should include many enjoyable activities that lead to the acquisition and refinement of fundamental motor patterns.  In the elementary grades, the physical education program emphasizes the development of fundamental locomotor, non-locomotor, and manipulative skills through the main content areas of educational games, dance, and gymnastics. Movement Wheel for Physical Education
    • 6.  Middle school curriculums should include a wide variety of team and individual sports utilizing motor skills introduced and refined at the elementary level  Flag football,  Cross country running  Running track  Soccer  Swimming  Baseball  Volleyball  Basketball  Gymnastics
    • 7.   Year-Round  Ultimate Frisbee  Fall  Boys/Girls Cross Country  Girls Field Hockey  Football  Girls Golf  Girls Tennis  Girls Volleyball  Boys Water Polo  Roller Hockey • Winter • Boys Basketball • Girls Basketball • Boys Soccer • Girls Soccer • Girls Water Polo • Wrestling • Roller Hockey • Spring • Baseball • Boys Golf • Softball • Girls/Boys Swimming • Boys Tennis • Girls/Boys Track and Field • Boys Volleyball • Roller Hockey High school curriculums should focus on lifetime sports skills, with a secondary emphasis on team sports.
    • 8. 1. Mental Exercises  If you set a positive mind to your exercise, you will find that getting fit can be fun. It is a great start to train you brain to think but these types of activities can actually help you achieve your goals more sufficiently.  Prayer in a quiet place, or practicing meditation, yoga or some other form of mental/physical activity, can possibly help promote a better attitude towards working out. 2. Take a Day of Rest  One day of the week take a break from it all, pushing oneself too much, may deter one from continuing with exercise. One can burn out. Go for walk in the park. Even just spending a day on the couch once a week won’t kill you.(Do not eat bad snacks!)  Continue healthy eating “A positive approach to living.“(2014) http://www.who.int/violenceprevention/about/participants/tcwf/en/ Picture retrieved from Google pictures In the picture above, you can read the 6 steps of Wellness: Physical Social Environmental Emotional Spiritual Intellectual • Feelings and Emotions • Your Family and You
    • 9. Your Body Caring for Yourself Healthy Food Activity for Health Keeping Safe Emergency Safety Preventing Disease Medicines & Drugs Tobacco & Alcohol Yourself and Others Family and You Health & Community • Body Systems • Hygiene • Fitness • Safety and Emergency Safety • Disease • Nutrition • Medicines and Drugs A. Medicines B. Alcohol, Tobacco, and Other Drugs C. Dependency/Addiction and Treatment • Community Health https://www.google.com/search? Physical+Education+and+teaching+about+D rugs+and+Alcohol https://www.google.com/Physical+Education+Nutrition Unit overview for Health and Wellness:
    • 10.  Here is the definition of health, as defined by the World Health Organization, 2014: http://www.who.int/whr/2002/overview/en/  “Health is a state of complete physical, mental and social well-being and not merely the absence of disease or infirmities. Herby they are stating that wellness has a direct influence on ones overall health, which is essential if one is trying to live a healthier lifestyle. http://www.who.int/whr/2002/overview/en/  Even though health and wellness have different concepts, to achieve happiness and being healthy, one can not have one, without the other.  Loosing weight does not mean that one is healthy , you can’t have health without first achieving wellness.  Choose health for the right reasons  How will this experience change your life. https://www.google.com/Physical+Education+wellbeing http://www.slideshare.net/vinodravaliya/exercise-health Health Related Performance Related Body Composition Power Cardiovascular Endurance Speed & Quickness Muscular Strength Agility/Coordination Muscular Endurance Balance Flexibility Motor Skill
    • 11. Young children can have all sorts of difficulties growing up. Some Are born with these problems; while with others these symptoms are not obvious until a child is in school. Children may display having trouble recalling new information, or having behavioral problems. It is important to identify the problem the child is experiencing. This will alert teachers to a disability. Schools must provide special help to eligible children with disabilities, this is the law. This help is called special education and related services. http://www.cde.ca.gov/sp/se/qa/pssummary.asp
    • 12. Under California Law: Parents of Handicapped Children have the right to: Participate Receive Prior Notice Consent Refuse Consent Be given a Nondiscriminatory Assessment Receive Independent Educational Assessments Access Educational Records Stay in the Current Program If There is a Disagreement About Placement Be Given a Hearing Regarding Disagreements About an IEP Receive Mediation File a Complaint Against School District Be Informed of School Discipline and Alternative Placement Be Informed of Policies Regarding Children Who Attend Private Schools http://youtu.be/WD_vVuu7Xd4 http://www.cde.ca.gov/sp/se/qa/pssummary.asp
    • 13. Exercise Myth 1. You Will Burn More Fat If You Exercise Longer at a Lower Intensity. Losing weight depends on calories lost. Working out daily at a regular pace, and eating nutritious meals will assist you in losing weight Exercise Myth 2. If You’re Not Going to Work Out Hard and Often, Exercise Is a Waste of Time. Any exercise is better than none at all. For example, going for a walk, power walks every day are good for the heart. Exercise Myth 3. Yoga Is a Completely Gentle and Safe Exercise. Yoga is an excellent form of exercise, at times very challenging and demanding both physically, and mentally. Join a yoga class and begin with supervision. Exercise Myth 4. If You Exercise Long and Hard Enough, You Will Always Get the Results You Want. Everyone is different, your results will reflect what you have accomplished Exercise Myth 5. Exercise Is One Sure Way to Lose All the Weight You Desire. Weight gain can be attributed to many factors including dietary intake and genetics.
    • 14. Exercise Myth 6. If You Want to Lose Weight, Stay Away From Strength. Not necessarily, strength training helps maintain muscle mass and decrease body fat percentage. Exercise Myth 7. Water Fitness Programs Are Primarily for Older People or Exercisers Not true. Especially used for rehabilitation purposes on people with injuries. Swimming is one of the best exercises to do Exercise Myth 8. The Health and Fitness Benefits of Mind-Body Exercise Very true. It is a strength and stress management, improves flexibility, balance, coordination, posture. Exercise Myth 9. Overweight People Are Unlikely to Benefit Much From Exercise Not true any activity is a benefit. Obese people who actively participate in regular exercise programs have a lower risk of all-cause mortality than sedentary individuals, regardless of weight. Exercise Myth 10. Home Workouts Are Fine, but Going to a Gym Is the Best Way to Get Fit . This may be true for some people, however this depends on what the “best” program for you is the one you will participate in consistently.
    • 15. No Tolerance http://www.stopbullying.gov/
    • 16. Note to Parents: • Pay attention to your child’s minor health complaints and injuries. • Listen to what your child is telling you. • Pay attention to your child’s moods. • Know your child’s schedule • Check for failing grades • Disappearing friends • Strange sleeping habits School: Will encounter bullying Will have to act on it -- as soon as it happens: Have a “No Tolerance Rule” Seek Bullying Behaviors Find out Who is Bullied? Who is doing the Bullying? Who are the Bystanders? Stop Bullying Points: •• Provide team building activities across Teams •• Monitor locker room at all times •• Ban cell phones, cameras in the locker room •• Call out the behavior •• Ask that the bullying stop •• Show athletes healthy ways to co-exist
    • 17.  Home from school with torn clothing, or with damaged books.  Bruises, cuts, and scratches, No logical explanation for how he/she got them.  Afraid, or reluctant to go to school in the morning,  Headache or stomach pains.  Different school routes  Bad dreams or cries in his sleep.  Loses interest in school work  Grades suffer  Appears sad or depressed, or shows unexpected mood shifts, irritability, and sudden outbursts of temper.  Socially isolated  Has a strong need to dominate and subdue others; asserts himself with power and threats to get his own way.  Brags about his actual or imagined superiority over other kids.  Is hot-tempered, easily angered, impulsive, and has low frustration tolerance.  Oppositional, defiant, and aggressive behavior toward adults, including teachers and parents.  Antisocial or criminal behavior (such as stealing or vandalism), He/She may hang out with the "wrong crowd."
    • 18. About.com Weight Training, (2014). Retrieved from:http://weighttraining.about.com/od/fatlossweighttraining/qt/fatlossfacts.htm Anspaugh, D. (2013). Teaching Today's Health, 10e Chapter 3: Teaching Today's Health (10th ed.). Exercise and Health from Slide Share http://www.slideshare.net/vinodravaliya/exercise- health California Department of Education (2014). Retrieved from: http://www.cde.ca.gov/sp/se/qa/pssummary.asp California Public Schools. Retrieved from: http://www.cde.ca.gov/be/st/ss/documents/pestandards.pdf California Standards for Second Grade(2014). Retrieved from http://www.cde.ca.gov/ci/cr/cf/documents/glc2ndgradecurriculum.pdf Great Activities PE Matters(2014). Retrieved from: https://greatactivitiesonline.com/journey-to-the-center-of-the-earth/ Living a Healthy Lifestyle (2014) Retrieved from: https://www.google.com/search? q=pictures+of+living+a+healthy+lifestyle&tbm Merriam-Webster. (2014). Retrieved from http://www.merriam-webster.com/dictionary/ MSN Healthy Living retrieved from http://healthyliving.msn.com/weight-loss/10-metabolism- boosting-tricks-you-never-knew? ocid=Outbrain=obnetworkNursingplanet.com/health_promotion_model.html Not in our town. Try it out anti bullying role play(2014). Retrieved from http://www.niot.org/nios/lesson/try-it-out-anti-bullying-role-play
    • 19. PBSLearningMedia, (2014) Retrieved fromwww.pbs.org/teachersource/prek2/issue.shtm). Pictures retrieved from Google Images Exercising, health, wellbeing, nutrition Retrieved from: https://www.google.com/search? q=images+of+exercising&tbm=isch&tbo=u&source=univ&sa=X&ei=00nMU_SkEaScjPh ysical Education Model Content Standards for PsycholgyToday. Coaching and Parenting Young Athletes (2014).Retrieved from http://www.psychologytoday.com/blog/coaching-and-parenting- young-athletes/201305/how-stop-bullying-in-youth-sports SparkPeople.The Top 6 Fitness Myths and Truths www.sparkpeople.com/resource/motivation_articles.asp?id=1244 Stop Bullying.Gov.(2014) http://www.stopbullying.gov/ UC Davis Student Health and Counseling Services (SHCS) http://shcs World Health Organization, (2014). Retrieved from http://www.who.int/whr/2002/overview/en/ University of Phoenix (2013).Teaching Today's Health. Retrieved from University of Phoenix, HPE/270 Physical and Health for Educators website. University of Phoenix (2013).Teaching Today's Health (10th ed.). Total Fitness and Wellness (6th ed.). Retrieved from University of Phoenix, HPE/270 Physical and Health for Educators website.

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