Splashballusa.Org �� a Letter from USA Water Polo's CEO, Chris Ramsey

@USAWP #Splashball #USAWP splashballusa.org A Letter from USA Water Polo's CEO, Chris Ramsey...... 1 An Introduction to Shieldy!...... 2 Introduction and Overview...... 3 Program Overview...... 6 Splashball Honor Code...... 7 Delivery Methods...... 8 Getting Started...... 9 Materials and Resources...... 10 Program Timeline ...... 12 Splashball Tournament Rules...... 13 League Structure ...... 14 Splashball Coach Review and Planning Worksheets ...... 20 Splashball Lesson Plans, Weeks 1-8...... 23 Cultural Education Lesson Plans and Worksheets ...... 34 Fitness and Active Nutritional Lesson Plans and Worksheets ...... 51 Acknowledgments ...... 83 Additional Resources ...... 85 A LETTER FROM USA WATER POLO'S CEO, CHRIS RAMSEY USA Water Polo is excited to relaunch Splashball as our non-contact entry point into the sport of water polo. plashball is a terrific way to teach or enhance water safety skills while learning the basics of water polo. It can be taught in all sizes of swimming pools and is guaranteed to provide healthy exercise and a big splash of fun.

• In the past 5 years, USA Water Polo membership has grown by over % • It is currently estimated that there are over 100,000 water polo participants at the youth, high school, collegiate club, collegiate varsity, and masters club levels. • Current states recognizing water polo as a varsity HS sport include: California, Michigan, Pennsylvania, Illinois, Florida, Hawaii, Ohio, and the District of Columbia, with more on the way!

The introduction to water polo through the Splashball curriculum will expose participants to the cultural aspects of the sport, its history and the history of other playing nations, as well as a comprehensive education on health and ftness that will prepare the participants to live healthy and active lives.

In designing Splashball, we recognized that providing well-prepared coaches is crucial to the program’s success. Our goal is to help you organize and teach Splashball in a professional way that will leave your kids coming back for more. Some of the basic water polo skills, such as the eggbeater kick, will change their lives for the better and ensure they are always comfortable and safe in the water. After this initial sampling of water polo, we believe many will want to play the game for years to come.

Working with young people has an important history in water polo. Some of Europe’s most decorated coaches still take time to teach fundamentals to very young children; this ensures the kids are being taught correctly and it keeps coaches connected to the next generation. By participating in Splashball, you are helping us to foster the same spirit in the USA.

Thank you for your commitment to Splashball. We believe your investment will pay off not only for the kids but also in a rewarding experience for you as well.

Christopher Ramsey Chief Executive Officer USA Water Polo

1 AN INTRODUCTION TO SHIELDY! Shieldy is USA Water Polo’s mascot, and biggest fan! He loves water polo, and follows USA Water Polo Teams everywhere!

If you see Shieldy at an event, stop by for a photo!

2 Early age is a time for experimentation and building and skills. Splashballis also unique in aquatic sports in that Water skills are particularly critical at this stage of development, it provides the team element that supports social both for safety and to establish strength and flexibility in the development. articipants and parents alike expect these water. At an age when many children are signing up for their activities to have a social and interactive component that can first experience with soccer, swimming, basketball or baseball, help develop these critical life skills. water polo has never before provided an all-inclusive introductory program to allow kids to try the game, while What makes Splashball a great way to teaching swimming fundamentals. experience the water? ts fun, the kids play games while they are learning Splashball is designed to introduce the sport of water polo to Teamwork building skills in a team environment with children ages 5+. The intent is to provide basic skills and friends understanding of the sport in a recreational format. Although evelops stronger foundation of aquatic skills by water polo is known for its toughness and endurance, Splashball including water polo aspects of swimming harnesses all the fun, dynamic aspects of the game in a safe, Some of the basic skills around water polo are focused easy-to-learn aquatic experience that will motivate kids to swim on water safety eggbeater kick and treading water and stay fit.

3 SPLASHBALL PROGRAM OUTCOMES • FUN! - Splashball is FUN, participants, coaches, referees and parents alike will have a blast with our program!!! • Camaraderie – Participants will make new friends and learn to work together • Sportsmanship – Team sports build respect for each other and your opponents • Leadership – Through team sports, leadership qualities and traits are developed • Teamwork - Splashball provides a foundation to teach participants that working together towards a common goal can lead to positive outcomes, win, lose or draw • Water Safety – Learning to swim through Splashball will enhance a participant’s ability to tread water, improve their confdence in the water all while learnin fundamental swimmin strokes and techniues • Culture building – Water Polo is a global game! Through the Splashball curriculum, participants will learn about the history of the sport, and a little bit about other countries who participate in it on the world stage • Foundations of ftness and nutrition – As part of the Splashball curriculum, you can provide participants and parents with information on basic nutrition and ftness for this key ae roup. rowin and active bodies need the appropriate food and exercise to develop correctly, and Splashball provides those foundational resources for you

4 CURRICULUM OVERVIEW The Splashball curriculum is broken down into an eight (8) Splashball Weeks 5 6 week/session lesson plan. Twice during the curriculum, Designed to reinforce swimming skills, while focusing more on participants get the opportunity to test their developing skills, the development of the water polo fundamentals through ball which participants can receive a certificate of completion for and game skills. Children will become stronger swimmers in passing each test, which is redeemable for a gift from USAWP. freestyle, backstroke, and breaststroke. They will also develop more game knowledge including rules and terminology. Lastly, Splashball Weeks 1 they will develop the skills to tread water in the deep end. Focused on comfort in the water, while incorporating basic The program uses a low player to coach ratio in order to water polo ball skills. The program uses a low player to coach provide each child with individual attention and create a fun, ratio in order to provide each child with individual attention and safe environment for kids to learn. Weeks 5-6 combine skill create a fun, safe environment for participants to learn. The first work, swimming, and games into every practice to ensure few weeks combines learn to swim techniques, ball skills and athletes are learning in a fun, recreational setting. games into every practice to ensure participants are learning in FUN, recreational setting. Opportunity to test skills, participants Splashball Weeks can receive a certificate of completion for passing each test. Introduces tactical aspects of the game while increasing fundamental water polo skills and building on swim Splashball Weeks 4 conditioning. The goals for weeks 7-8 are to prepare an athlete Designed to support the growth of the child beyond comfort in to transition from Splashball into an age group water polo team. the water and focus on proficiency of swimmin strokes and Game rules, terms, and tactics are incorporated in practices development of fundamental water polo skills. These weeks while still maintaining a fun, safe learning environment. The main introduce more advanced stroke development while also focus for these final two weeks are on lots of mini-games and introducing the sport of water polo beyond throwing and team scrimmages, putting into practice all the skills learned catching. The program uses a low player to coach ratio during the first 6 weeks. Opportunity to test skills, participants in order to provide each child with individual attention and can receive a certificate of completion for passing each test. create a fun, safe environment for kids to learn. Weeks 3-4 combine skill work, swimming, and games into every practice to ensure athletes are learning in a fun, recreational setting.

5 PROGRAM OVERVIEW The Game of Splashball The Splashball program consists of three components Focused on learning the basic skills of water polo, and learning that develop and enhance a participant’s knowledge of to swim while having FUN! Splashball is the NON-CONTACT the sports of water polo and swimming, general health version of water polo for children of all ages, but is primarily and wellness, and a cultural education curriculum. The focused on the 5-11 age bracket. Participants will become program is designed to be run in six week blocks, but competent swimmers, learn the basics of water polo, the is adaptable to your schedule. The culture and health values of the game, gain a cultural understanding of the sport and wellness components are optional add-ons that around the world, and learn about basic health and wellness. provide an additional beneft you the participants and Splashball will introduce and teach participants about teamwork, the parents. camaraderie, leadership, spor tsmanship, and other invaluable life lessons throughout the participation in the course. The Splashball curriculum is designed to take complete beginners and help them become water polo “lifers”!

Cultural Education and Exposure (Optional) One of the best things about water polo is that it is a global game. Countries from Croatia to Australia all participate in the sport on the international stage, many of whom consider water polo to be their national sport. The Splashball curriculum exposes participants to the global nature of the sport of water polo utilizing fun quizzes and take-home research, all of which is an optional beneft to the proram. articipants will learn about food, dance, rituals, clothing, and more from a selected country of study.

Fitness and Nutrition (Optional) As a sport, water polo is one of the most physically demanding in the world when played at higher levels. Preparing our children for participation in not just water polo, but any form of physical activity early on throuh nutritional and ftness education is vital to their overall development. Through these lessons and activities, participants will become informed about the necessity of leading a healthy lifestyle, from what they put in their bodies nutritionally, to how much physical activity is necessary to stay ft. tudyin important topics such as the food pyramid a basic understanding of food labels, and understanding the basic principles of calories in through food vs. calories out through physical activity will provide participants with the fundamentals to be able to make good life choices when it comes to nutrition and ftness.

6 SPLASHBALL HONOR CODE

Supporter/Parent: • Honor the game in action and in language • Use praise and positive recognition with all who are involved • Allow instructors/coaches to correct mistakes; avoid the urge to give instructions • Cheer on good play from BOTH sides • cknowlede that all referees perform a diffcult task • Appreciate coaches for their commitment and effort • Set a good example - think before you act! • HAVE FUN!

Coach: • Honor the game by adopting a culture that rewards effort, not only outcome • Emphasize the letter and the spirit of the rules • Appreciate that a worthy opponent brings out the best in any team • Allow for competition in the pool, and friendly interaction and respect when time is out • espect the offcials even when you disaree • ever do anythin on the pool deck or not that compromises player efforts to be the best that they can be think before you act •

Players: • Honor the game by trying your best • Put effort into learning individual AND team skills • Play according to the rules of the game • Commit to your team with high attendance, effort and energy levels • Show respect to your teammates, AND to your opponents • Respect your coaches/instructors and the referees • Be an ambassador of the sport - think before you act! • HAVE FUN!!!

7 The program encourages a student-centered approach, which motivates participants to lead in their own education and experience the sport, development and self reflection. This approach ensures that lessons are fully understood and that the student's comprehension is the top priority. Lessons should be fun and educational, filled with positive reinforcement and encouragement. Facilitators are encouraged to solicit regular feedback from students and adjust the schedule based on the needs of the collective group.

There are multiple approaches that can be taken when implementing the Splashball program:

ombine pproach - The program can be implemented as designed in any eight-week period using all three components of Splashball, cultural education, and fitness and active nutrition. It is also adaptable and adjustable to your needs and can be run in as few as four (4) weeks.

Splashball nly - Instructors/Coaches are welcome to only utilize the water polo portion of the curriculum, which can be adapted for Physical Education classes, after school programs, camps, clinics, or other programs.

reatie pproach - Instructors/Coaches are encouraged to expand beyond the written curriculum and add in some of their own ideas. Activities are adaptable and can be adjusted to reflect student' ages and abilities. Some examples of using the creative approach are:

1. Splashball - incorporate other games, skills and drills into your practices from other sports, but incorporate them with a Splashball ball in a pool.

2. itness an ntrition - incorporate other fitness techniques and testing practices in your curriculum. You can pre and post-test on 25m or 50m swim times or how many passes can an athlete make without dropping the ball.

3. ltral ecation - adapt the curriculum to include other educational opportunities. For example, instead of adopting countries, participants can adopt Varsity University programs, USA International water polo players, etc.

8 Everything you need to get started is contained right here Step ltral cation ontry in this manual! Use the instructions below and the lesson Selection plans contained within as resources to help you! What are Once teams have been selected, the next step is you waiting for?!? incorporating the cultural education piece into your programs. Start with a list of water polo playing nations that Step Splashball eam ssignmentThe your students can research. Pick the same number of program is structured for a minimum of two teams for countries as there are teams. You can either appoint Splashball competition.The first step in the program is countries to the teams, have the teams select a country, or determining how many teams will compete. When use another method such as a lottery system, or pick out of structuring the number of teams, there are many options: a hat.

I. Multiple teams within one school, multi-sport Step rab the ball get in the pool an organization, community center, etc. S Multiple teams within one class The final step is implementing the program! Use the Multiple teams within multiple schools, multi-sport included lesson plans and worksheets as your guide. As organizations, community centers, etc. always, if you have any questions or concerns, please contact USA Water polo at [email protected]. It is recommended that teams consist of between six (6) and seven (7) players each, but depending on your facility restrictions, or player restrictions, you can play with as few as four (4). Having fewer players per team typically allows for more teams to participate and more participation time.

Each team should have a certified Splashball coach that is involved in the team practices and games. Splashball coaches can take a free educational course at www.splashballusa.org to obtain the basic knowledge of the game.

1. cational Starter anal - Use this manual 5. Splashball oaching ieos - These videos as your step-by-step guide for getting started. provide visual aids for some of the most commonly Everything included in this manual such as lesson plans, coached skills and drills. There are often step-by-step worksheets and other information are available for instruction embedded in the video that can partner with download at no cost. the skill or game card so you can actually see what the 2. Splashball resentation Use this presentation for end result is supposed to look like. educating parents, participants, administrators, teachers, 6. itional ownloaable ontent - Additional lifeguards, and others on the game of Splashball and the downloadable materials such as coloring pages, overall program. Outlining the many benefits of the promotional materials and certificates are available online. game, as well as an overview of the cultural education We also have testimonial videos from YMCA's and media and fitness and nutritional components, individuals will outlets to help you promote Splashball in your feel confident and ready to get involved. community! 3. Splashball acilitator ook - This online book outlines how to play Splashball, the rules, and offers coaching, refereeing, administration and playing tips presented by USA Water Polo. 4. ame an Skill ar acks - These cards include instruction on the Splashball curriculum, including both games and basic skills of water polo and swimming. This is a great resource that fits in your pocket or clipboard while coaching.

10 11 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

Splashball Splashball Splashball Splashball Splashball Splashball Instruction Instruction Instruction Instruction Instruction Instruction

60 minutes 60 minutes 60 minutes 60 minutes 60 minutes 60 minutes mid-week mid-week mid-week mid-week mid-week mid-week

Splashball Cultural Cultural Cultural Cultural Cultural Cultural Splashball Instruction Education Education Education Education Education Education Instruction

30 minutes 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes mid-week mid-week mid-week mid-week mid-week mid-week 60 minutes, OR OR OR OR OR OR 60 minutes, mid-week Optional Optional Optional Optional Optional Optional mid-week homework homework homework homework homework homework question question question question question question

Fitness and Fitness and Fitness and Fitness and Fitness and Fitness and Nutrition Nutrition Nutrition Nutrition Nutrition Nutrition

30 minutes 30 minutes 30 minutes 30 minutes 30 minutes 30 minutes mid-week mid-week mid-week mid-week mid-week mid-week

Optional Optional Optional Optional Optional Optional Competition Competition Competition Competition Competition Competition Day Day Day Day Day Day

12 SPLASHBALL TOURNAMENT RULES 1. The only contact allowed is between a defender’s hand and a passer’s elbow. 2. If the pool is deep, flotation devices are allowed. 3. Players may use two hands to catch, but only one hand to pass or shoot the ball. The exception to this is the goalie that may use two hands at any point. 4. The game can consist of two (2) 10-minute halves with 2 minutes rest at halftime or four (4) 5-minute quarters with 2 minutes rest between each. 5. Teams swap ends at half time but not at each quarter. 6. To start the game, players line up along the goal line. At the referee’s whistle, players move to the centerline. 7. If pool is shallow, players must not walk while holding the ball or shoot while standing on or jumping off the bottom. However, when not in possession of the ball, a player may stand on the bottom, or walk on the bottom to gain position. It is advised that coaches try to discourage this behavior once the participants are confident swimmers. 8. Floats may be used by participants who are not yet completely water confident. 9. Players cannot shoot from a free throw. 10. Free throws cannot be defended. 11. A goal is scored when the whole ball passes over the goal line. 12. After a goal, players return to their own half, and on the referees’ whistle, a player from the team who didn’t score the goal takes the throw from halfway. The ball must be passed back. 13. No player may tackle another player whether in possession of the ball or not. 14. Offensive players cannot fend (Heisman) a defensive player to shield the ball. 15. Players may not swim on or over opponent’s legs. 16. The ball should remain above the water surface at all times. 17. Any of the above infringements result in a free throw signaled by the referee. The free throw must be taken from where the foul occurred or an area not closer to the attacking goal of the team awarded the foul.

13 eeloping or eage eage Strctre When setting up your local Splashball league, your focus The goal for the league would be a 4-12 team league should be education of the players, water safety and depending on facility restrictions and/or space. Ideally teams competency fair play and a success-based competition will plat Splashball on game days that would involve multiple structure. Included are best practices for your league teams in a festival type atmosphere. This allows for teams to structure and set up. You may vary the number of players, share players, coaches, referees and resources. time of games, course size, etc. according to your school or organizational structure.

A game day will include multiple games for each team involved. Tournament or festival-type play should be utilized. Multiple locations will encourage more teams fro participation and allow for easier access in communities.

Allow each team to play through the league without penalty for loss. League season games are meant to teach players the basics and acclimate them to Splashball. Your sixth week of games could be tournament style, crowning a champion team and rewarding those players.

14 eams orse Splashball is played between two teams of an equal number of The playing enclosure in water polo is called a course. Each players. Each team contains no more than five (5) to seven (7) pool may be able to handle multiple courses for Splashball players in the water, and no less than three (3). Each team may at the same time. The recommended course size for Splash have an agreed number of substitutes. Substituted players may ball where a full seven vs. seven (7v 7) game is being return to play in accordance with the Splashball rules. Players are played should be no smaller than fifteen ( I 5) yards long by encouraged to rotate positions after each quarter/ half. At team ten ( I 0) yards wide. Two Splash ball size goals (84" or less can be linked to an adopted country for purposes of team across the face)should be set up facing each other.Two meter colors and identity. The educational program will link up with the (2M) markers should be set up on either side of the pool, Splashball curriculum for a rounded water polo education. either with markers or cones. A half way marker should also be set up with a cone. Course dimensions may vary depending on ration o lay your facility restrictions. With fewer players per team, smaller A game is made up of four (4) quarters, or two (2) halves. The courses may be acceptable. total game duration should be twenty (20) minutes, which can be split up into two (2) ten minute ( I 0min) halves, or four (4) five minute (5min) quarters. There should be 2-minute (2min) rest periods between either halves or quarters. The time frames for each game can be adjusted based on the age and ability of the participants, but should not exceed twenty (20) minutes in total duration.

15 The overall structure of the program can be adapted to best suit your specific needs. The program is designed to provide students with a thorough overview of the game while giving them a fun eperience. The following is a general overview, detailed plans are provided throughout the manual. Splashball is split up into -weeks of progressive skill development and advancement. If progression is happening at a faster rate, more challenging skills and drills can be introduced to keep practice fun and challenging at the same time.

Week Week One or two days of practice for thirty - sixty (30-60) minutes each focused on water safety and the basics of the game - mid- One or two days of practice each that are focused on week. The first week of participation should be focussed solely advancing the overall concepts of the game, and advancing the on the enjoyment of the game. It is suggested that this first day basic skills. An optional competition day on the weekend that involves a standard test (provided) to evaluate a participant's should last for no more than ninety (90) minutes. basic swim skills. Week Week One or two days of practice for thirty - sixty (30-60) minutes One or two days of practice for thirty - sixty (30-60) minutes each focused on mastering the basic skills and concepts of the each with a continued focus on water safety, swim fundamentals game An optional competition day on the weekend that should and additional game basics. An introduction into the sport last for no more than ninety (90) minutes. concepts. An optional competition day on the weekend that should last for no more than ninety (90) minutes. Weeks One day of practice that lasts between thirty - sixty Week (30-60) minutes focused on preparing for the final event During One or two days of practice for thirty - sixty (30-60) minutes this week, students should show mastery of certain skills. An each focusing on advancing the basic skills and concepts of the optional testing period for participants to be able to receive sport. More games are introduced to reinforce this at this stage. their certificate of completion is recommended in either the 7th An optional competition day on the weekend that should last or 8th practice. It is recommended that there is Tournament day for no more than ninety (90) minutes. on the final weekend that should include at least 3-4 games.The limit of participation time in a single day is ninety (90) minutes.

isit www.splashballusa.org for more information and access to downloadable material, including the participant certificate.

Week Water Polo Overview The first week of the cultural education project will give students a better understanding of the game of water polo within their assigned country. Additionally, it will help them get excited about the new sport they are learning to play.

Week Country Overview and History This week, the students will focus on the country as a whole, including location, geography, climate, and history

Week Behaviors and Expression Students will enjoy researching the clothing, behaviors, and values of each country, noting the differences compared with their own.

Week Cultural Arts This week, the team will research and create a project based on the music, dances, and arts of their assigned country.

Week Food Students will love this week as they research the popular food of their assigned country and learn how to make a delicious dish!

Week Final Presentation Students will design a final project for this week that will bring together everything they learned, and present to their peers, parents and community.

17 Week Week y plashall Fitness est Athletes and utrition This first week will provide students a baseline fitness level for Athletes need certain foods to keep them energized and all participants in the program, focused on water polo specific fueled for the day, as well as healthy. Participants will learn exercises. Participants will learn how to set goals and make what effects certain foods have on the body and how to plans to achieve them. incorporate them into a healthy, balanced diet

Week Week nderstandin the Food Pyraid Calories n vs Calories Out Working in conjunction with last week's baseline fitness This week will focus on educating participants on life balance information, this week will provide information on overall between nutrition and physical activity. Through fun activities nutrition and the Food Pyramid. Through different activities, and challenges, they will be able to identify what a balanced students can identify their eating habits and set goals to reach life looks like. recommended levels. Week Week Food aels tart ovin and et Fit The first step to making change is being able to understand. It is recommended that participants get at least sixty ( 60) Education on how to read food labels will better equip minutes of physical activity a day. This week will educate students to make great choices with nutrition. students on different physical activities and how they can achieve more throughout their days.

18 1. Splashball Coach eview and lanning Worksheet 2. Splashball Week esson lan and ame Overviews 3. Splashball Week esson lan and ame Overviews 4. Splashball Week esson lan and ame Overviews 5. Splashball Week esson lan and ame Overviews 6. Splashball Week esson lan and ame Overviews 7. Splashball Week esson lan and ame Overviews 8. Splashball Week esson lan and ame Overviews 9. Splashball Week esson lan and ame Overviews 10. Splashball articipant Certificate uidelines and Sample

19 SPLASHBALL COACH REVIEW AND PLANNING WORKSHEET Review – Week 1:

Rate this week’s Splashball practice on a scale of 1-5 (1= poor and 5= excellent) Week 1 Rating:

List three thins that went well this week be as specific as possible. 1. 2. 3. List one thing that you can improve upon for next week.

Review – Week 2:

Rate this week’s Splashball practice on a scale of 1-5 (1= poor and 5= excellent) Week 2 Rating:

List three thins that went well this week be as specific as possible. 1. 2. 3. List one thing that you can improve upon for next week.

Review – Week 3:

Rate this week’s Splashball practice on a scale of 1-5 (1= poor and 5= excellent) Week 3 Rating:

List three thins that went well this week be as specific as possible. 1. 2. 3. List one thing that you can improve upon for next week.

20 SPLASHBALL COACH REVIEW AND PLANNING WORKSHEET

Rate this week’s Splashball practice on a scale of 1-5 (1= poor and 5= excellent) Week 4 Rating:

List three thins that went well this week be as specific as possible. 1. 2. 3. List one thing that you can improve upon for next week.

Rate this week’s Splashball practice on a scale of 1-5 (1= poor and 5= excellent) Week 5 Rating:

List three thins that went well this week be as specific as possible. 1. 2. 3. List one thing that you can improve upon for next week.

Rate this week’s Splashball practice on a scale of 1-5 (1= poor and 5= excellent) Week 6 Rating:

List three thins that went well this week be as specific as possible. 1. 2. 3. List one thing that you can improve upon for next week.

21 22 SPLASHBALL WEEK 1 Practice Length: 60 minutes Equipment/Materials: Whistle, Size 3 Balls, Noodles, Cones/Deck Markers, Game Cards, Skill Cards Objectives: Water Safety Learn basic water polo terms and skills Develop basic swimming skills HAVE FUN!

TIME ACTIVITY ORGANIZATION AND FOCUS SET-UP

DECK Introduction Circle up on pool deck Welcome athletes to practice and introduce coaching staff. 11 MINUTES Stretching Group Setting Importance of warm-up stretching Refer to Skill Card Dryland Passing Groups of 2

POOL “Ball Warm-Up” Laps of 25 Refer to Skill Card 2x25 Flutter Kick 8 MINUTES 2x25 Horizontal Eggbeater Evenly split up in lanes 2x25 Horizontal Breastkick 2x25 Vertical Breastkick

POOL “Red Light, Green Light” Laps of 25 Build on the above warm-up Refer to Game Card 5 MINUTES

POOL “Hand 2 Hand” Groups of 3 (triangle) Refer to Skill Card 12 MINUTES

POOL “Pass/Pass/Pick-Up” Groups of 3 (triangle) Refer to Skill Card Prior to starting this passing drill, Refer to Skill Card 12 MINUTES have athletes practice the skill of hand transfering

POOL Non-Stop Swimming Laps of 25 Make it very clear that they are allowed to stop Evenly split up in lanes and rest on the wall when needed. 7 MINUTES The goal is to see how many laps they can swim individually in a 7:00 block. Communicate how proud you are of them and their effort - regardless of how many laps they completed

POOL Clean-up and Debrief Circle up on pool deck Congratulate athletes on completing the first practice! 5 MINUTES Again, compliment their effort. Discuss what was learned and ask them to share their favorite part of practice. Assign homework End practice with a team .break, cheer, etc.

23 SPLASHBALL WEEK 2 Practice Length: 60 Minutes Whistle, Size 3 Balls, Noodles, Cones/Deck Markers, Game Cards, Skill Cards Equipment/Materials: Objectives: Water Safety Learn basic water polo terms and skills Develop basic swimming skills HAVE FUN!

TIME ACTIVITY ORGANIZATION AND FOCUS SET-UP

DECK Introduction Circle up on pool deck Welcome athletes to practice Review previous practice homework 10 MINUTES Stretching Group Setting assignment.Complete stretching and dryland passing from previous practice. Dryland Passing Groups of 2 Athletes take ball with them as they transition topool

DECK “Sitting on the Dock of the Bay” Edge of deck with feet in water Refer to Game Card Introduces eggbeater 7 MINUTES Keep in mind that athletes will not master the eggbeater in this 5:00 block!

POOL “Ball Warm-Up” Laps of 25 If athletes can’t eggbeater, have them replace 2x25 Flutter Kick that 2x25 with either the Flutter Kick or 10 MINUTES 2x25 Horizontal Eggbeater Evenly split into lanes Horizontal Breast-kick. 2x25 HorizontalBreastkick 2x25 Vertical Breastkick

POOL “Dribbling” Laps of 25 Refer to Skill Card Athletes start on the wall with a ball. On the 10 MINUTES Evenly split into lanes whistle, they dribble to ball across the pool. To accommodate athlete’s individual abilities, you can have them dribble to half, then place two hands on the ball and flutter kick the rest of the lap

POOL “Hub Passing” Groups of 3 (3 in a line) Refer to Skill Card Position athletes in a line with one player in the 10 MINUTES middle. Use black lines of the pool to help with organization and space athletes based upon their passing abilities. Again, if they can stand, let them. Be sure to account for time to make sure each player gets time as the middle passer.

POOL Certificate Pre-Testing Complete Testing Activities Athletes will follow instructor directions as Evenly split into lanes outlined in the Splashball Manual 7 MINUTES

Clean-up and Bebrief Circle up on deck Congratulate athletes on completing DECK anotherpractice! 5 MINUTES Again, compliment their effort. Discuss what was learned and ask them to share their favorite part of practice. Assign homework. End practice with a team break. cheer, etc.

24 SPLASHBALL WEEK 3 Practice Length: 60 Minutes Equipment/Materials: Whistle, Size 3 Balls, Noodles, Cones/Deck Markers, Game Cards, Skill Cards Objectives: Water Safety Learn basic water polo terms and skills Develop basic swimming skills HAVE FUN!

TIME ACTIVITY ORGANIZATION FOCUS AND SET-UP

DECK Introduction Circle up on pool deck Welcome athletes to practice Review previous practice homework assignment. 10 MINUTES Stretching Group Setting Complete stretching and dryland passing from previous practice plans Dryland Passing Groups of 2 Athletes take ball with them as they transition to pool

DECK “Sitting on the Dock of the Bay” Edge of deck with feet in Refer to Game Card water Continue developing/teaching the eggbeater 8 MINUTES Or using “Sitting on the Deck of the Bay” If you feel like you athletes are picking up on the “Kicking Back” eggbeater, transition to “Kicking Back” Refer to Game Card

POOL “Dribbling” Laps of 25 Refer to Skill Card Athletes start on the wall with a ball. 10 MINUTES Evenly split into lanes To accommodate athlete’s individual abilities, youcan have them dribble to half, then place two hands on the ball and flutter kick the rest of the lap

POOL “Right-Back Passing” Groups of 3 (3 in a line) Refer to Skill Card Position athletes in a line with one player in the 8 MINUTES middle. Use black lines of the pool to help with organization and space athletes based upon their passing abilities. Again, if they can stand, let them. Be sure to account for time to make sure each player gets time as the middle passer.

POOL “Power Shooting” In front of cages Refer to Skill Card Rotate goalie every five or so shots 14 MINUTES (everyone should play goalie at this stage in their development)

DECK “1 Handed Jumps” In front of cages Refer to Game Card 5 MINUTES

DECK Clean-up and Debrief Circle up on deck Congratulate athletes on completing anothepractice! 5 MINUTES Again, compliment their effort. Discuss what was learned and ask them to share their favorite part of practice. Give them their “homework assignment”: Google search the rules of water polo; write down one rue to share next practice. End practice with a team break, cheer, etc.

25 SPLASHBALL WEEK 4 Practice Length: 60 minutes Whistle, Size 3 Balls, Noodles, Cones/Deck Markers, Youth Water Polo Goals, Game Cards, Skill Cards Equipment/Materials: Objectives: Water Safety Learn basic water polo terms and skills Develop basic swimming skills HAVE FUN! Stress using eggbeater throughout the practice

TIME ACTIVITY ORGANIZATION AND FOCUS SET-UP

DECK Introduction Circle up on pool deck Welcome athletes to practice. Be sure to review homework 10 MINUTES Stretching Group Setting from previous practice. Complete stretching and dryland passing Dryland Passing Groups of 2 from previous practice plans. If appropriate, you can transition ball handling to wall. Have athletes stand in front of a wall and bounce the ball rapidly off the wall. See how many touches they can get in a row until they lose the ball. Athletes take ball with them as they transition topool.

POOL “Red Light, Green Light” Laps of 25 Refer to Game Card Instead of doing laps of 25 as in previous 10 MINUTES practices, we will now use the “Red Light, Green Light” game to practice starting/stopping.

POOL “Hub Passing” Groups of 3 (3 in a line) Refer to Skill Card Position athletes in a line with one player in 10 MINUTES the middle. Use black lines of the pool to help with organization and space athletes based upon their passing abilities. Again, if they can stand, let them. Be sure to account for time to make sure each player gets time as the middle passer.

POOL “Power Shooting” In front of cages Refer to Skill Card Rotate goalie every five or so shots 15 MINUTES (everyone should play goalie at this stage in their development)

POOL “Jousting” Groups of 2 Refer to Game Card Each player in each group of 2 has their 10 MINUTES own ball.

DECK Clean-up and Debrief Circle up on deck Congratulate athletes on completing another practice! 5 MINUTES Again, compliment their effort. Discuss what was learned and ask them to share their favorite part of practice. Assign homework. End practice with a team break, cheer, etc.

26 SPLASHBALL WEEK 5 Practice Length: 60 minutes Whistle, Size 3 Balls, Noodles, Cones/Deck Markers, Youth Water Polo Goals, Game Cards, Skill Cards Equipment/Materials: Objectives: Water Safety Learn basic water polo terms and skills Develop basic swimming skills HAVE FUN! Stress using eggbeater throughout the practice

TIME ACTIVITY ORGANIZATION AND FOCUS SET-UP

DECK Introduction Circle up on pool deck Welcome athletes to practice Review homework from previous practice. 10 MINUTES Stretching Group Setting Complete stretching and dryland passing from previous practice plans. Dryland Passing Groups of 2 If appropriate, you can transition ball handling to a wall. Have athletes stand in front of a wall and bounce the ball rapidly off the wall. See how many touches they can get in a row until they lose the ball. Athletes place their ball back into the ball bin (willreceive balls again later)

POOL Non-Stop Swimming Laps of 25 5 minutes of non-stop swimming 5 MINUTES Evenly split into lanes

POOL “Change of Direction” Stationary Refer to Skill Card Continue this until you feel they have a good 5 MINUTES Evenly spaced in pool feel for the skill

POOL “Right Backs” Groups of 3 (triangles) Refer to Skill Card Redistribute balls. One ball per group of three 10 MINUTES

POOL “Power Shooting” In front of cages Refer to Skill Card Rotate goalie every five or so shots 15 MINUTES (everyone should play goalie at this stage in their development)

POOL “Jousting” Groups of 2 Refer to Game Card Each player in each group of 2 has their 10 MINUTES ownball.

27 SPLASHBALL WEEK 6 60 minutes Practice Length: Whistle, Size 3 Balls, Noodles, Cones/Deck Markers, Youth Water Polo Goals, Game Cards, Skill Cards Equipment/Materials: Objectives: Water Safety Learn basic water polo terms and skills Develop basic swimming skills HAVE FUN! Stress using eggbeater throughout the practice

TIME ACTIVITY ORGANIZATION AND FOCUS SET-UP

DECK Introduction Circle up on pool deck Welcome athletes to practice. Review homework from previous practice. 10 MINUTES Stretching Group Setting Complete stretching and dryland passing from previous practice plans. Dryland Passing Groups of 2 If appropriate, you can transition ball handling to a wall. Have athletes stand in front of a wall and bounce the ball rapidly off the wall. See how many touches they can get in a row until they lose the ball. Athletes should place their balls back in the ball bin before transitioning to the pool.

POOL “Water Polo Backstroke” Laps of 25 Athletes complete laps of 25 yards. 10 MINUTES Build in water polo backstroke to warm- Evenly split into lanes up swimming. Alternate between 4 strokes freestyle with breast-kicks and 4 strokes water polo backstroke per lap. Mix in regular freestyle (no breastkicking) with water polo backstroke. Make this fun and be creative.

POOL “Dribble/Handoff” Groups of 3 (3 in a line) Refer to Game Card 10 MINUTES Dribbling with the ball.

POOL “Shooting on the Move” In front of goals Refer to Game Card 15 MINUTES Rotate goalie every five or so shots (everyone should play goalie at this stage in their development).

DECK Clean-up and Debrief Circle up on deck Congratulate athletes on completing 5 MINUTES another practice! Again, compliment their effort. Discuss what was learned and ask them to share their favorite part of practice. Assign homework. End practice with a team break, cheer, etc.

28 SPLASHBALL WEEK 7 Practice Length: 60 minute s Whistle, Size 3 Balls, Noodles, Cones/Deck Markers, Youth Water Polo Goals, Game Cards, Skill Cards Equipment/Materials: Objectives: Water Safety Learn basic water polo terms and skills Develop basic swimming skills HAVE FUN! Stress using eggbeater throughout the practice

TIME ACTIVITY ORGANIZATION AND FOCUS SET-UP

DECK Introduction Circle up on pool deck Welcome athletes to practice 10 MINUTES Review homework from previous practice. Stretching Group Setting Complete stretching and dryland passing from previous practice plans. Dryland Passing Groups of 2 If appropriate, you can transition ball handling to a wall. Have athletes stand in front of a wall and bounce the ball rapidly off the wall. See how many touches they can get in a row until they lose the ball. Athletes should bring their ball with them as they transition to pool.

POOL “Dribbling + Legs” Laps of 25 Alternate between laps of dribbling and 10 MINUTES laps of breastkicking/flutter Evenly split into lanes kicking/horizontal eggbeatering (with two hands on the ball)

POOL “Triple VBK” Groups of 3 (triangles) Refer to Skill Card 8 MINUTES VBK stands for “Vertical Breaststroke Kicking” Be sure to stress that they exhale on their pass

POOL “Dry/Dry/Wet” Groups of 3 (triangles) Refer to Skill Card 8 MINUTES

POOL “3 Shot Advance” In front of goal Refer to Game Card 14 MINUTES

POOL “Jousting” Groups of 2 Refer to Game Card 5 MINUTES Each player in each group of 2 has their own ball.

29 SPLASHBALL WEEK 8 Practice Length: 60 minutes Whistle, Size 3 Balls, Noodles, Cones/Deck Markers, Youth Water Polo Goals, Game Cards, Skill Cards Equipment/Materials: Objectives: ● Water Safety ● Learn basic water polo terms and skills ● Develop basic swimming skills ● HAVE FUN! ● Stress using eggbeater throughout the practice

TIME ACTIVITY ORGANIZATION AND FOCUS SET-UP

DECK Introduction Circle up on pool deck Welcome athletes and introduce coaches. 5 MINUTES Review previous practice’s homework. Stretching Complete stretching. No dryland passing. Instruct athletes to get a ball prior to transitioning to pool. Alternate between laps of dribbling POOL “Dribbling + Legs” Laps of 25 and laps of 10 MINUTES breastkicking/flutterkicking/ Evenly split into lanes horizontal eggbeatering (with two hands on the ball) POOL “Dribble-Slam” Laps of 25 Refer to Game Card 12 MINUTES Each athlete gets a ball Divide athletes into two groups to provide some better spacing. Stress crunching as they slam.

POOL “Pairs” In front of goals Refer to Game Card 15 MINUTES No more than 4 groups of 2 in front of a goal. One ball per cage. Play games to 6, 8 or 10.

POOL “Jousting” Groups of 2 Refer to Game Card 6 MINUTES Each player in each group of 2 has their own ball.

POOL Certificate Testing Complete Testing Activities Athletes will follow instructor directions as 7 MINUTES outlined in the Splashball Manual Evenly split into lanes

30 SPLASHBALL ACHIEVEMENT TRACKER SKILLS TEST It is highly recommended that you provide every participant with a Certiﬁcate of Completion at the end of your Splashball program. Below is a chart mapping different skills and levels to achieved by participants.

ACTIVITY FOCUS BRONZE SILVER GOLD

SQUAT 5 Squats 10 Squats 15 Squats CHALLENGE

EGG BEATER Head stays above water 3 Seconds 10 Seconds 15 Seconds TIMER level at all times. Utilizing both arms and legs while maintaining the body in a vertical position

BASIC SWIM Swim in a straight line Swim 20y freestyle Swim 20y head up Swim 20y TEST freestyle switching from head up freestyle to water polo backstroke

DRIBBLE Swim with the ball in 5 yards 10 yards 20 yards straight line TEST (maintaining control)

ONE-HAND Pick up the ball into 10 seconds 30 seconds 45 seconds JUGGLE a throwing position, with one hand only, from underneath

DISTANCE Throw the 2 yards 5 yards 10 yards PASS ball accurately to a partner with only 1 hand

SPLASHBALL Participated in a 2 games 4 games 6 games GAMES Splashball game PLAYED

31 SAMPLE PARTICIPATION CERTIFICATE

AWARDED TO:

SKILLS LEARNED:

COACH:

PROGRAM: DATE:

SPLASHBALLTM IS AN OFFICIAL PROGRAM OF USA WATER POLO

32 CULTURAL EDUCATION OF WATER POLO

33 CULTURAL EDUCATION OF WATER POLO

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34 CULTURE AND EDUCATION WEEK 1: WATER POLO OVERVIEW 30 Minutes Worksheets, Pencils/Pens, Research Materials • Understand the origins of water polo • Identifying culture within water polo • Research and discovery

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce Splashball to General understanding None 3 MINUTES participants and outline daily and introduct practice schedule

Water Polo and Other Sports – Students will identify similarities and differences between a sport that they Helping students identify main Water Polo an other know and water polo. similarities and differences of water 20 MINUTES Sports Worksheet polo and other mainstream sports Students to work on their own worksheet with facilitation from instructor

Review: 1. How many skills are similar between water polo and the None 5 MINUTES sport you picked? Check for 2. How many skills are different? 3. What else did you discover?

Looking ahead – Instructor to discuss other projects that the students can complete before next session

Suggested topics: • Water Polo in my country Check for Other materials provided • Historical water polo timeline and motivate students for 2 MINUTES by instructor if necessary • Olympics their assignments • Water polo positions • Water polo referees

Instructor to give a preview of what the next week will cover and address any questions or comments

36 CULTURE AND EDUCATION WEEK 2: ADOPTED COUNTRY HISTORY 30 Minutes Worksheets, Pencils/Pens, Crayons/Markers, Research Materials • Understand the history of adopted country • Identifying basic information of adopted country • Research and discovery

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 3 MINUTES overview instruction on and introduction weekly lesson

All About My Adopted Country – Students will research their Helping students identify adopted country’s history and All About My Adopted information about their 20 MINUTES other general information to Country Worksheet adopted country complete the weekly project with assistance from their instructor

Review: 1. What is the most interesting thing you found? 2. What facts did you ﬁnd that 5 MINUTES are similar to your home None Check for country? 3. What facts did you ﬁnd that are different from your home country?

Looking ahead – Instructor to discuss other projects that the students can complete before next session Other materials provided Check for 2 MINUTES by instructor if necessary and motivate students fo Instructor to give a preview of their assignments what the next week will cover and address any questions or comments

38 CULTURE AND EDUCATION WEEK 3: CULTURE AND EXPRESSION 30 Minutes Worksheets, Pencils/Pens, Crayons/Markers, Arts and Crafts Materials • Understanding the Importance of Culture and Expression within your Adopted Country • Identifying Different Forms of Culture and Expression • Research and Discovery

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 3 MINUTES overview instruction on and introduc weekly lesson

Celebrate! – Students will research different cultural norms within their Helping students identify 20 MINUTES adopted country to complete the Celebrate! Worksheet information about their weekly project with assistance from adopted country their instructor

Review: 1. What holiday/festival is important in your adopted country? 5 MINUTES 2. What did you ﬁnd that are None Check for similar to your home country? 3. What did you ﬁnd that are different from your home country?

Looking ahead – Instructor to discuss other projects that the students can complete before next session

Suggested topics: • Languages Other materials provided Check for and motivate students for 2 MINUTES • Cultural Norms by instructor if necessary their assignments • Clothing • Festivals and Holidays

Instructor to give a preview of what the next week will cover and address any questions or comments

40 CULTURE AND EDUCATION WEEK 4: CULTUR ART 30 Minutes Worksheets, Pencils/Pens, Crayons/Markers, Arts and Crafts Materials • Understanding the Position of Art within a Culture • Identifying Different Forms of Art • Research and Discovery

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 3 MINUTES overview instruction on and introduct weekly lesson

Be An Artist! – Students will research different forms of art within their Helping students identify 20 MINUTES adopted country to complete the Be An Artist! Worksheet information about their weekly project with assistance from adopted country their instructor

Review: 1. Tell us about your art piece. 2. Why is this art piece important to your adopted None 5 MINUTES country? Check for 3. Give an example of how art is important in your home country.

Looking ahead – Instructor to discuss other projects that the students can complete before next session

Suggested topics: • Art – Paintings and Sculpture Other materials provided Check for • Music and motivate students for 2 MINUTES by instructor if necessary • Dancing their assignments • Literature – Novels and Poems

Instructor to give a preview of what the next week will cover and address any questions or comments

Art is a huge part of a country's history. Identify and research a major piece of artwork by an artist from your country. You will then try to recreate this art piece!

42 CULTURE AND EDUCATION WEEK 5: CULTURE ART 30 Minutes Worksheets, Pencils/Pens Cooking Materials, Recipes, Ingredients • Understanding the Uniqueness of Food within a Culture • Identifying Different Types of Food and their Meaning • Research and Discovery

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 3 MINUTES overview instruction on and introduc weekly lesson

Bon Appétit! – The instructor will either pick a recipe that all students can make in class from their adopted country or will allow the participant to take home the A World of Food Worksheet. Recipes, Helping students identify assignment. The students will ingredients, cooking supplies information about their 20 MINUTES make the recipe with their family adopted country and bring it back at the next lesson (optional depending on facilities)

Students will also do some research and complete the worksheet during class

Review: 1. Do you eat similar foods in 5 MINUTES your home country? None Check for 2. Why is food important to a culture?

Looking ahead – Instructor to discuss other projects that the students can complete before next session Suggested topics: • Breakfast • Lunch Other materials provided Check for and motivate students for 2 MINUTES • Dinner by instructor if necessary their assignments • Holidays/Festivals • Delicacies

Instructor to give a preview of what the next week will cover and address any questions or comments

43 Identify a key ingredient used for cooking and meals in your adopted country:

44 CULTURE AND EDUCATION WEEK 6: CULTURAL FINAL PROJECT 30 Minutes Planning Worksheets, Pencils/Pens, Crayons/Markers, Arts and Crafts Materials • Synthesizing Information • Applying Learned Information • Having Fun!

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP Introduction – Instructor to introduce topic and General understanding None 3 MINUTES provide overview instruction and introduct on weekly lesson

Final Project – Instructor to design a ﬁnal project for students in order Helping students identify to display their work for others to Applicable materials decided information about their see and experience. Instructor to by instructor adopted country facilitate a ﬁnal project plan to be executed with students

Example #1 – Bulletin Boards – This final project displays students work for all to see down a hallway Final Project – Bulletin Boards Overall synthesis of information and or in a classroom. Students will 25 MINUTES Example Worksheet display of projects work to design and fill each board specific to the various topics studied throughout the program

Example #2 – My Adopted Country Party – This ﬁnal project is a fun way to wrap up the Final Project - My Adopted Country Overall synthesis of information program, and gives students a Party – Example Worksheet and display of projects chance to display their hard work in a community setting

Wrap Up – Instructor to wrap up program with review questions: Check for 1. What are the biggest Other materials provided by and motivate students to similarities between your 2 MINUTES instructor if necessary continue exploration of their assigned country and your adopted country and others home country? 2. What are the biggest differences ?

45 ed

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47 WOLRDWIDE TRAVEL FOR JESSE SMITH 4X OLYMPIAN, USA WATER POLO NATIONAL TEAM CAPTAIN Athens, Greece I moved to Athens with my fiancé, Brittany, directly after finishing my last season and graduating from Pepperdine University. Greece is an amazing place to play water polo because of the atmosphere, as the Greek people are very passionate about both life and sports. I played for the club Ethnikos, and our big rival, Olympiacos, was from the same part of the city. During games the fans had to be sepa- rated by police, as well as players protected from fans entering the pool. Our team, the underdogs, ended up beating national favorites Olympi- acos, and it was insane. Our pool was indoors, the stadium was packed well beyond fire safety capacity, and the air so hazy you could barely see the other players from flares being lit inside the arena. To celebrate that evening as a team we had an amazing Greek dinner, a parade from our club headquarters through town, and went to bouzouki- a traditional Greek music played all night long, while the crowd buys roses to throw at the musicians, makes toasts to the team, sings and dances, only leaving as the sun was rising. It was a great time to live in Greece because the economy was doing well, and they had just finished hosting the 2004 Olympics (my first time being part of Team USA) so the infrastructure of the country was organized and easy to get around. We lived in Piraeus, the port district, which was very local and not many people spoke English in our neighborhood. For my first practice, a teammate who was much smaller than me picked me up on his motorbike, no passenger helmet in sight, and we zipped through the crazy streets. The club organized a 2-person Smart Car for us for the season, which was perfect as Greek driving and parking rules are a little different. Greece tends to be more on the wild side of European culture, and we had a lot of fun!

I traveled all over Europe for Champions League games, and any day off my ﬁancé and I were exploring ancient ruins, gorgeous Greek islands and beaches, new neighborhoods and neighboring countries. We even drove from southern Athens to Northern Thessaloinki where my teammate Layne Beaubien was playing and took a road trip to the remote and gorgeous Pelion Peninsula after reading about it in Code Naste magazine.

After we left Greece, I had professional stints in Zagreb, Croatia; Herceg Novi, Montenegro; and Savona, Italy. All these places were amazing to visit, the water polo and competitions were ﬁerce and amazing, and the culture and the people so hospitable and welcoming!

48 Istanbul, Turkey: After London 2012 Olympics, I was on vacation in Oahu, Ha- waii and the club Galatasaray from Istanbul called me to make an offer. I had no idea the adventures that would follow in the next two years living in Turkey and playing for this club. Istanbul is a beautiful city, with history seeped around every corner. The Bosphorus River divides the city in half, with one side on the European Continent and the other half of the city part of Asia. We lived on the Asian side of the city, with our pool and clubhouse located on the water at a beautiful point looking over to Europe. Our family had expanded again the summer before, so we moved to Istanbul with Brooks, now 2 and our baby Samuel, and our dog Lavi of course. Every day I would go to morning training, come home to explore the beautiful parks, playgrounds, cafes and museums with my family. Lunch time, nap time,online work, and back to the pool for evening training! It was not uncommon on our street to have a Lamborghini followed by a bulldozer, with street vendors zig zagging selling our kids favorite Simit bread (trafﬁc was usually terrible.) On the other side of our apartment was the Marmara Sea, and we spend many nights walking along the seaside paths, enjoying Turkish Çay or black tea. Turkish food is fantastic, they have especially amazing breakfast, strong coffee and slow cooked foods. The bathhouses are a treat, and we would frequently drive into the country side or up to the Black Sea if there was crazy storm surf coming in. We had many friends visit and would hop on the ferry all the time to the European side, to visit the Hagia Sophia, Blue Mosque, or visit the incredible Modern Art Museum or other museums. Again, my team was playing in Champions League, so I was frequently playing the best teams all over Europe. We also won the Turkish Championship.

Athens, Greece After 10 years of playing abroad, I completed a full circle and came back to Athens, Greece, (this time to play for my formal rival team) Olym-piacos! And, this time we brought THREE boys with us, Brooks 6, Samuel 4, and our new baby Sawyer, plus our dog Lavi. We lived in the suburb of Vouliagmeni now, and our kids went to an international school and made friends with other international athletes’ kids (soccer and basketball players.) It was funny because on the ﬁrst day of school no one was quite sure how to answer the typical kin-dergarten question: “Where are you from?” Because they had all moved around so much thanks to the awesome world of sports.

As you can see from these few paragraphs written about our life spent over a decade abroad, water polo has allowed me to loop the globe (especially if you add in all my international travel with the USA National Team for training and competition each summer- The Red Square in Moscow! Various trips to Australia! And the list goes on.) The countless friendships of my teammates and coaches will last long after we are all out of the pool. I am so thankful for everything this sport has offered, and I highly encourage other athletes to seize any opportunities that arise and make the best of it! Embrace and Enjoy!

49 FITNESS AND ACTIVE NUTRITION

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51 FITNESS AND NUTRITION WEEK 1: START MOVING AND GET FIT! 30 Minutes Worksheets, Pencils/Pens • Assess Current Activity Level • Understand Recommended Daily Activity Levels • Set Fitness Goals

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP Introduction – Instructor to introduce topic and provide General understanding None 2 MINUTES overview instruction on and introduct weekly lesson

Daily Fitness Overview – Use the worksheets to provide students Helping students understand the 5 MINUTES with an overview of different types Activity and Fitness Overview benefits and importance of being of fitness and recommended daily active every day levels of fitness

Get Moving – Now that your students are equipped with general ﬁtness knowledge, pit Awareness of the importance of My Daily Fitness Worksheet 15 MINUTES the to the test! Are they getting ﬁtness every day the recommended activity level amounts during the day?

Review: 1. Are you reaching 60 minutes of exercise a day? Why or why Daily Fitness Overview Worksheet 5 MINUTES not? Check for 2. What can you do to achieve more ﬁtness in your day?

Looking ahead – Instructor to discuss the importance of healthy eating and its effects on daily activity, as well as encourage Check for and healthy choices 2 MINUTES My Daily Fitness Worksheet motivate students to complete their assignments Instructor to give a preview of what the next week will cover and address any questions or comments

53 List every activity that you have done or will do today and the amount of time for each. When completed, add up the total number of minutes.

54 FITNESS AND NUTRITION WEEK 2: MY WATER POLO FITNESS 30 Minutes Worksheets, Pencils/Pens • Assessing Fitness Baseline • Identifying the Importance of Fitness

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 2 MINUTES overview instruction on and introduct weekly lesson

Water Polo Fitness Test – Using the worksheet provided, lead students through a water polo-specific Water Polo Fitness Test Worksheet Assessing a fitness baseline 20 MINUTES fitness test to assess their baseline. Have the students fill out their own worksheet and create fitness goals

Review: 1. Were you surprised with the test results? 5 MINUTES 2. What are your goals for next None Check for time? 3. How are you going to achieve your goals?

Looking ahead – Instructor to discuss the importance of ﬁtness and help students be motivated to remain active throughout the day Other material provided by the Check for and motivate students for 5 MINUTES instructor if required Instructor to give a preview of their assignments what the next week will cover and address any questions or comments

55 MY WATER POLO FITNESS TEST

ater polo is a sport full of activity that involves cardiovascular fitness strenth speed power and more. t is important as a water polo athlete to put health and fitness as a top priority. se the followin fitness test to assess your water polo fitness and set future oals of what you would like to achieve at the end of the proram.

WATER POLO EXERCISE RESULTS FUTURE GOAL

Core Strength – Sit-Ups Record the total number of sit-ups for: Water Polo is a sport that involves a lot of core strength. Instruct students on proper sit-up form 15 seconds - (Rest 15 secs) prior to test. 30 seconds - (Rest 30 secs) 60 seconds -

Test: Have students perform sit-ups for the times indicated and calculate total. Add up three totals:

Lower Body Strength – Wall Sit Have students start the wall sit exercise and then Maintaining a familiar body position as when in start the timer. Students will remain in the wall the water performing the eggbeater kick, having sit for as long as they can. Once students can no high knees and maintaining balance is key for longer hold the wall sit, their time is recorded: water polo success. Instruct students on proper wall sit form prior to test.

Test: Locate an open wall and indicate proper Wall Sit Time: wall sit positioning. Test students on time.

Upper Body Strength – Push-Ups Being able to control body using arms and Record the total number of push-ups for: shoulders, as well as shoot while in the water is a vital water polo skill. Instruct students on proper 30 seconds - (Rest 15 secs) push-up form prior to test. 30 seconds - (Rest 30 secs) 60 seconds - Test: Locate some empty ﬂoor space. Students will start in push-up position and the timer will start when they do. Have students perform push- ups for the times indicated and calculate the Add up three totals: total.

Overall Strength – Bear Crawl Time students for 60 seconds, totaling the number This activity will test overall body strength. of times they complete a full 10 yards while bear crawling. Test: Set up cones 10 yards apart and time students as they bear crawls down and back. Instruct proper bear crawl technique before test. Total Bear Crawls:

56 FITNESS AND NUTRITION WEEK 3: UNDERSTANDING NUTRITION 30 Minutes Worksheets, Pencils/Pens • Assess Current Activity Level • Understand Recommended Daily Activity Levels • Set Fitness Goals

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 2 MINUTES overview instruction on and introduct weekly lesson

USDA MyPlate Overview – Teacher to provide an overview on general nutrition and healthy USDA MyPlate Brochure and General nutrition overview 5 MINUTES eating habits. Utilize United MyPlate Tips Worksheets States Department of Agriculture (USDA) resources to help

MyPlate Activity – Have students Awareness of the importance of assess their own eating habits by MyPlate Daily Checklist Worksheet 15 MINUTES ﬁtness every day completing the daily activity

Review: 1. How do your eating habits compare to what is recommended? 5 MINUTES 2. What are your goals for future None Check for eating habits? 3. How are you going to achieve your goals?

Looking ahead – Instructor to discuss the importance of healthy eating and its effects on daily activity, as well as encourage healthy choices Other materials provided by Check for and motivate students for 2 MINUTES instructor if required their assignments Instructor to give a preview of what the next week will cover and address any questions or comments

57 Dairy Fruits Grains

Vegetables Let's eat Protein for the health of it ChooseMyPlate.gov

Start by choosing one or more tips to help you...

Build a Cut back on Eat the right Be physically healthy plate foods high in solid amount of active your way fats, added sugars, calories for you and salt

60 Build a healthy plate

Before you eat, think about what goes on your Make at least half your plate or in your cup or bowl. Foods like vegetables, grains whole. fruits, whole grains, low-fat dairy products, and • Choose 100% whole- lean protein foods contain the nutrients you grain cereals, breads, need without too many calories. Try some of crackers, rice, and pasta. these options. • Check the ingredients list on food packages to Make half your plate fruits and vegetables. ﬁnd whole-grain foods. • Eat red, orange, and dark-green vegetables, such as tomatoes, sweet potatoes, and broccoli, in main and Vary your protein side dishes. food choices. • Twice a week, make • Eat fruit, vegetables, or unsalted nuts as snacks—they seafood the protein on are nature’s original fast foods. your plate.

Switch to skim or 1% milk. • Eat beans, which are a natural source of ﬁber • They have the same amount of and protein. calcium and other essential nutrients as whole milk, but less • Keep meat and poultry portions small and lean. fat and calories. • Try calcium-fortiﬁed soy products Keep your food safe to eat—learn more at as an alternative to dairy foods. www.FoodSafety.gov.

Cut back on foods high in solid fats, added sugars, and salt

Many people eat foods with too much solid fats, Eat fewer foods that are high in solid fats. added sugars, and salt (sodium). Added sugars • Make major sources of saturated fats—such and fats load foods with extra calories you as cakes, cookies, ice cream, pizza, cheese, don’t need. Too much sodium may increase sausages, and hot dogs—occasional choices, your blood pressure. not everyday foods. • Select lean cuts of meats or poultry and fat-free Choose foods and drinks with little or no added sugars. or low-fat milk, yogurt, and cheese. • Drink water instead of sugary drinks. There are about • Switch from solid fats to oils when preparing food.* 10 packets of sugar in a 12-ounce can of soda. *Examples of solid fats and oils • Select fruit for dessert. Eat sugary desserts less often. Solid Fats Oils • Choose 100% fruit juice instead of fruit-ﬂavored drinks. Beef, pork, and chicken fat Canola oil Butter, cream, and milk fat Corn oil Look out for salt (sodium) in foods you buy— Coconut, palm, and palm kernel oils Cottonseed oil it all adds up. Hydrogenated oil Olive oil • Compare sodium in foods like soup, bread, and frozen Partially hydrogenated oil Peanut oil meals—and choose the foods with lower numbers. Shortening Safower oil Stick margarine Sunﬂower oil • Add spices or herbs to season food without Tub (soft) margarine adding salt. Vegetable oil

61 Eat the right amount of calories for you

Everyone has a personal Cook more often at home, where you are in control calorie limit. Staying of what’s in your food. within yours can help When eating you get to or maintain out, choose a healthy weight. People lower calorie who are successful at menu options. managing their weight • Check posted have found ways to calorie keep track of how much amounts. they eat in a day, even • Choose dishes if they don’t count that include every calorie. vegetables, fruits, and/or Enjoy your food, but eat less. whole grains. • Get your personal daily calorie limit at • Order a smaller portion or share when eating out. www.ChooseMyPlate.gov and keep that number in mind when deciding what to eat. Write down what you eat to keep track of how much • Think before you eat…is it worth the calories? you eat. • Avoid oversized portions. If you drink alcoholic beverages, do so sensibly—limit to • Use a smaller plate, bowl, and glass. 1 drink a day for women or to 2 drinks a day for men. • Stop eating when you are satisﬁed, not full.

Be physically active your way

Pick activities that you like and start by doing Note to parents what you can, at least 10 minutes at a time. Every What you eat and bit adds up, and the health beneﬁts increase as drink and your level you spend more time being active. of physical activity are important for your own health, and also for your children's health.

You are your children’s most important role model. Your children pay attention to what you do more than what you say.

You can do a lot to help your children develop healthy habits for life by providing and eating healthy meals and snacks. For example, don’t just tell your children to eat their vegetables—show them that you eat and enjoy vegetables every day.

60 Use food labels to help you make better choices

Most packaged foods have a Nutrition Facts label and an ingredients list. For a healthier you, use this tool to make smart food choices quickly and easily.

Check for calories. Be sure to look at the serving size and how many servings you are actually consuming. If you double the servings you eat, you double the calories.

Choose foods with lower calories, saturated fat, trans fat, and sodium.

Check for added sugars using the ingredients list. When a sugar is close to ﬁrst on the ingredients list, the food is high in added sugars. Some names for added sugars include sucrose, glucose, high fructose corn syrup, corn syrup, maple syrup, and fructose.

Dietary Guidelines for Americans

The Dietary Guidelines for Americans, 2010 are the best For more information, go to: science-based advice on how to eat for health. The Guidelines encourage all Americans to eat a healthy diet • www.DietaryGuidelines.gov

Dietary Guidelines and be physically active. for Americans • www.ChooseMyPlate.gov

U.S. Department of Agriculture U.S. Department of Health and Human Services www.dietaryguidelines.gov Improving what you eat and being active will help to • www.Health.gov/paguidelines reduce your risk of chronic diseases such as diabetes, heart disease, some cancers, and obesity. Taking the steps in this • www.HealthFinder.gov brochure will help you follow the Guidelines.

USDA Publication number: Home and Garden Bulletin No. 232-CP HHS Publication number: HHS-ODPHP-2010-01-DGA-B

June 2011

The U.S. Departments of Agriculture and Health and Human Services are equal opportunity providers and employers. 61 United States Department of Agriculture

10 MyPlate Based on the tips Dietary Nutrition Guidelines Education Series MyWins for Americans Choose MyPlate Use MyPlate to build your healthy eating style and maintain it for a lifetime. Choose foods and beverages from each MyPlate food group. Make sure your choices are limited in sodium, saturated fat, and added sugars. Start with small changes to make healthier choices you can enjoy.

Find your healthy eating style Move to low-fat or fat-free Dairy Creating a healthy style means regularly eating a milk or yogurt 1variety of foods to get the nutrients and calories you 6 Choose low-fat or fat-free milk, yogurt, need. MyPlate’s tips help you create your own healthy and soy beverages (soymilk) to cut back on eating solutions—“MyWins.” saturated fat. Replace sour cream, cream, and regular cheese with low-fat yogurt, milk, and cheese. Make half your plate fruits and vegetables Eating colorful fruits and vegetables is important Vary your protein routine Protein 2 because they provide vitamins and minerals and Mix up your protein foods to include most are low in calories. 7seafood, beans and peas, unsalted nuts and seeds, soy products, eggs, and lean meats Focus on whole fruits and poultry. Try main dishes made with beans or seafood Fruits like tuna salad or bean chili. Choose whole fruits—fresh, frozen, dried, 3 or canned in 100% juice. Enjoy fruit with meals, as snacks, or as a dessert. Drink and eat beverages and food with less sodium, saturated fat, Vary your veggies 8 and added sugars Limit Try adding fresh, frozen, or canned Vegetables Use the Nutrition Facts label and ingredients 4 vegetables to salads, sides, and main list to limit items high in sodium, saturated fat, dishes. Choose a variety of colorful vegetables and added sugars. Choose vegetable oils prepared in healthful ways: steamed, sauteed, instead of butter, and oil-based sauces and dips roasted, or raw. instead of ones with butter, cream, or cheese.

Make half your grains whole grains Drink water instead of sugary drinks Look for whole grains listed frst or second Water is calorie-free. Non-diet soda, energy or sports Grains 5 on the ingredients list—try oatmeal, 9 drinks, and other sugar-sweetened drinks contain a popcorn, whole-grain bread, and brown rice. lot of calories from added sugars and have few nutrients. Limit grain-based desserts and snacks, such as cakes, cookies, and pastries. Everything you eat and drink matters The right mix of foods can help you be healthier 10 now and into the future. Turn small changes into your “MyPlate, MyWins.”

DG TipSheet No. 1 Center for Nutrition Policy and Promotion Go to ChooseMyPlate.gov June 2011 USDA is an equal opportunity provider, employer, and lender. for more information. Revised October 2016 646962 United States Department of Agriculture MyPlate Daily Checklist Find your Healthy Eating Style

and making sure that each choice is limited in saturated fat, sodium, and added sugars“MyWins”

Food Group Amounts for 2,000 Calories a Day

Fruits Vegetables Grains Protein Dairy

2 cups 2 1/2 cups 6 ounces 5 1/2 ounces 3 cups

Focus on whole fruits Vary your veggies Make half your grains Vary your protein Move to low-fat or whole grains routine fat-free milk or yogurt

Limit Drink and eat less sodium, saturated fat, and added sugars. Limit: 2,300 milligrams 22 grams 50 grams

Be active your way: 60 minutes 2 1/2 hours

657063 Use SuperTracker to create a personal plan based on your age, sex, height, weight, and physical activity level. SuperTracker.usda.gov MyPlate Daily Checklist

Fruits 2 cups Limit Limit: Y 2,300 milligrams 22 grams N 50 grams Y N Vegetables 2 1/2 cups Y N Activity Be active your way: Grains 6 ounce equivalents Adults: Y 2 1/2 hours N Children 6 to 17 years old: 60 minutes Protein 5 1/2 ounce equivalents Y Y N N

Dairy 3 cups Y N

MyWins Track your MyPlate, MyWins

667164 Center for Nutrition Policy and Promotion January 2016 USDA is an equal opportunity provider and employer. FITNESS AND NUTRITION WEEK 4: ATHLETES AND NUTRITION 30 Minutes Worksheets, Pencils/Pens • Understanding Athletes’ Nutritional Needs • Understanding the Effects of Nutrition • Create a Balanced Meal

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 2 MINUTES overview instruction on and introduct weekly lesson

Nutrition Overview – Use the Food Groups Overview worksheets to Understanding the beneﬁts and Food Groups Overview 5 MINUTES provide students with general importance of each food group. nutritional information

Feed Me – Have the students create a day’s worth of meals Finding balance for all of the for their water polo athlete, Feed Me! Worksheet 15 MINUTES athletes’ needs emphasizing the balance in the Food Pyramid

Review: 1. Was it easy creating a meal? Why or why not? 2. Are your eating habits similar None 5 MINUTES to the plan you created? Why Check for or why not? 3. What can you do to achieve a more balanced diet?

65 A DAY IN THE LIFE OF MAGGIE STEFFENS 2X Olympic Gold Medalist, USA Women’s National Team

Ride my bike from my guest home in Atherton to campus and use it to get around EVERYWHERE! Always helps me wake up for the day. Basket, bike light and helmet are necessities :)

7:15am Treat myself to COFFEE. I’m not shy to say I’m a coffee addict. My favorite Palo Alto spot is Philz. Love to grab a coffee and do some work at the GSB.

8:00am

Time to lift and get strong! I’m lucky to be getting my master’s at Stanford where I can still use all the great facilities. ur SA trainer sends us specic lifts to do each week, and I execute them 3 to 4 times per week in the mornings. 10:00am

Recovery snack! I usually pair it with some Klean protein to help build and keep muscle.

11:35am

66 Swim time! Swimming and training on your own can be difcult, so sometimes like to oin the Stanford Master’s Swim Practice—always a fun challenge!

12:00pm

Keeping your body healthy is vital! After a YUMMY LUNCH, I have a physical therapist at Stanford that makes sure my body is ready to train at the highest level. Band exercises for my shoulders and hips are implemented as well as hands-on treatment.

1:30pm

Class time! Today I have class until 7:30 p.m., so I make sure to pack a dinner to eat between classes. We’re working on a start-up in the Space Industry in this class, so the white-board gets lots of use.

3:00pm 9:00pm T my body so its relaxed before bed, finish up my work and get some sleep.

67 Eat Smart To Play Hard Use MyPlate to help you fuel up with foods from each food group.

Keep on Moving! You need at least 60 minutes of physical activity each day. Whether that’s skateboarding, tossing a ball, or playing tag, every little bit counts!

Serving Up MyPlate http://teamnutrition.usda.gov 68 FRUITS Fuel Up With Fruits at Meals or Snacks Oranges, pears, berries, watermelon, peaches, raisins, and applesauce (without extra sugar) are just a few of the great choices. Make sure your juice is 100% fruit juice.

VEGETABLES Color Your Plate With Great-Tasting Veggies Try to eat more dark-green, red, and orange vegetables, and beans and peas.

GRAINS Make at Least Half Your Grains Whole Grains Choose whole-grain foods, such as whole-wheat bread, oatmeal, whole-wheat tortillas, brown rice, and light popcorn, more often.

PROTEIN Vary Your Protein Foods Try fish, shellfish, beans, and peas more often. Some tasty ways include a bean burrito, hummus, veggie chili, fish taco, shrimp or tofu stir-fry, or grilled salmon.

DAIRY Get Your Calcium-Rich Foods Choose fat-free or low-fat milk, yogurt, and cheese at meals or snacks. Dairy foods contain calcium for strong bones and healthy teeth.

Know Your “Sometimes” Foods Look out for foods with added sugars or solid fats. They ﬁll you up so that you don’t have room for the foods that help you eat smart and play hard. 69

. Breakfast . Snack a. a.

b. b.

c. c.

d. d.

e. e.

. Snack . inner a. a. b. b. c. c. d. d. e. e.

. unch . Snack a. a. b. b. c. c. d. d. e. e.

71 FITNESS AND NUTRITION WEEK 5: FOOD LABELS 30 Minutes Worksheets, Pencils/Pens • Understanding Food Labels Contents • Comparing Food Labels • Recognizing Healthy Foods

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 2 MINUTES overview instruction on and introduct weekly lesson

Food Label Overview – Use the Understanding the importance Food Label Overview worksheet to of reading food labels and Food Label Guide 5 MINUTES provide students with the ability to knowing the makeup of day to read food labels day food items

Food Label Activities – Students Food Label Math Computation, Full comprehension of food can now put their knowledge to and Food Label Comparison labels and how to compute 15 MINUTES the test by completing two food worksheets. Food Label Samples, total consumption label activities Other Food Labels

Review: 1. Were you surprised at the food contents? Why or why not? 2. Is it easy to eat more than None 5 MINUTES the serving size? Why or why Check for not? 3. What can you do to ensure you are eating more healthy foods?

Looking ahead – Instructor to discuss the importance of healthy eating and its effects on daily activity, as well as encourage healthy choices Other materials provided by Check for and motivate students for 2 MINUTES instructor if required Instructor to give a preview their assignments of what the next week will cover and address any questions or comments

72 Chef Solus Food Label Guide

Food labels can seem confusing but if we break them up into blocks, you will see they are actually very easy to use! All the blocks work together to help you pick smart foods that will keep you healthy and feeling great! The Servings Per Container tells you Start with the Start at the top! how many servings in that package. Serving Size. All the numbers are based on one serving Some foods are low in calories and fat size. The package might actually if you have only one serving. But if contain several servings. This is you eat more than one serving, then very important information that will calories and fat can really add up! See help you with portion control. how many servings this label shows - 2 servings!

Calories: This tells you how The % (Percent) Daily Value much energy you will get (DV) is a number on the label from one serving of this given in percentages. These food. If you don’t use up percentages are the amount that energy, it gets stored of a certain nutrient that a as fat. person will eat in one serving. (based on 2000 calorie diet) Calories from Fat: This tells you how much energy of that food comes from Fiber: This tells you how much fat. Your heart likes foods ﬁber is in one serving. Fiber lower in fat. helps your food move through your body easily. Foods with 4

Total Fat is the amount of all grams or more is high in ﬁber the different kinds of fat in one and good for you!

serving. Your body needs Sugars is the total amount of some fat. Avoid foods high in natural sugar and added sugar saturated fats and look for that is in the one serving. Our zero Trans fats. These fats body does not need too much are not good for your heart. sugar. Sugar can add a lot of calories that we don’t need. Cholesterol and sodium (salt) tells you how much of that Protein is very important nutrient is in one serving. Pick because it is the building blocks foods that are low in cholesterol for all cells. Read carefully. High and sodium. Look for 5% or protein foods can be high in fat. less! Vitamin Section: See if these foods are high in vitamins. Vitamins help your body stay healthy. 20% or more is high and makes your body very happy! More Nutrition Fun www.ChefSolus.com Copyright © Nourish Interactive, All Rights Reserved

73 Sample Food Labels - Works with Food Label WorkSheets

Nutrition Facts Nutrition Facts Serving size 20g Serving size 28g Servings Per Container 12 Servings Per Container about 6 Amount per Serving Amount per Serving Calories 100 Calories from Fat 45 Calories 170 Calories from Fat 130 % Daily Value* % Daily Value* Total Fat 5g 8% Total Fat 15g 23% Saturated Fat 3g 15% Saturated Fat 1g 5% Trans Fat 0g Trans Fat 0g Cholesterol 0mg 0% Monounsaturated Fat 9g Sodium 65mg 3% Cholesterol 0mg 0% Total Carbohydrate 13g 4% Sodium 160mg 7% Dietary Fibers 0g 0% Total Carbohydrate 6g 2% Sugars 10g Dietary Fibers 3g 12% Protein 1g Sugars 2g Protein 6g Vitamin A 0% Calcium 2% Vitamin C 0% Iron 2% Vitamin A 0% Calcium 6% Vitamin C 0% Iron 6% * Percent Daily Values are based on a 2.000 calorie diet. Your Daily Values may be higher or lower * Percent Daily Values are based on a 2.000 calorie depending on your calorie needs. diet. Your Daily Values may be higher or lower depending on your calorie needs. Calories 2.000 2.500 Total Fat Less than 65g 80g Calories 2.000 2.500 Sat Fat Less than 20g 25g Total Fat Less than 65g 80g Cholesterol Less than 300mg 300mg Sat Fat Less than 20g 25g Sodium Less than 2,400mg 2,400mg Cholesterol Less than 300mg 300mg Total Carbohydrate 300g 375g Sodium Less than 2,400mg 2,400mg Dietary Fiber 25g 30g Total Carbohydrate 300g 375g Dietary Fiber 25g 30g

Size Up Your Servings and Serving Size

Serving Sizes help us make smart choices. Let’s look at the food label example on this page. If a package has 2 servings in one box. The serving size says 1 cup. If you ate the whole package, you would have eaten 2 servings or 2 cups.

Now look at the calories for one serving. Let’s say it is 250 calories. if you eat the whole package you will have eaten 500 calories!

2 serving X 250 calories = 500 calories. Those calories really add up if you eat more than one serving. So always check the label so you can make a healthy decision.

Take a food label and practice! Step 1: Look at the Servings Information:

How many servings on the package? ______

What is the serving size? ______

If you ate the whole package, how many servings would you have eaten?

serving size ______x number of servings in package ______= ______

Step 2: Look at the Calorie Information:

What is the Calories for one serving? ______

If you ate the whole package, how many calories would you have eaten?

calories ______x number of servings in package ______= ______total calories

Write in the name of the Food Labels you are using.

Name of Food Label A

Name of Food Label B

Circle your Food label that is best described:

1. most sodium per serving: Label A !! Label B

2. most carbohydrates per serving? Label A !! Label B

3. most saturated fat per serving? Label A !! Label B

4. least sugar per serving? Label A !! Label B

5. more calories from fat? Label A !! Label B

6. more fat per serving? Label A !! Label B

7. has less sodium? Label A !! Label B

8. least amount of calories per serving? Label A !! Label B

9. most protein per serving? Label A !! Label B

10.most total fat per serving? Label A !! Label B

11. most Vitamin A? Label A !! Label B

12. most Calcium? Label A !! Label B

788376 2 Learn to read food labels for nutrition information Worksheet

Which food item do you think is more healthy and why?

Instructions For Teacher: Have the students cut-out and bring to school food labels from packaged food items that are in their home. (With their parents’ permission, of course). Have the students trade food labels with their classmates so that each student has 2 food labels. Have the student use their food labels to ﬁll out the Food Label Worksheet.

7984 FITNESS AND NUTRITION WEEK 6: CALORIES IN VS. CALORIES OUT 30 Minutes Worksheets, Pencils/Pens • Understanding Two Main Components of Health • Calculate Calories In vs. Calories Out • Understand Balanced

ORGANIZATION TIME ACTIVITY FOCUS AND SET-UP

Introduction – Instructor to introduce topic and provide General understanding None 2 MINUTES overview instruction on and introduct weekly lesson

Calories In vs Calories Out – Use the Calories In vs. Calories Out Calories In vs. Calories Understanding the two main worksheets to help students 5 MINUTES Out worksheets components of health understand the two main components of overall health

Finding the Balance – Put your Food Label Math Computation, students to the test with this fun and Food Label Comparison 15 MINUTES activity that will allow them to Finding the Balance Worksheets calculate Calories In vs. Calories worksheets. Food Label Samples, Out and understand balance Other Food Labels

Review: 1. Do you balance your calories in and calories out? Why or None 5 MINUTES why not? Check for 2. What can you do to achieve more balance in your day?

Looking ahead – Instructor to discuss the importance of healthy eating and its effects on daily Check for activity, as well as encourage Other materials provided by 2 MINUTES and motivate students for healthy choices instructor if required their assignments

Instructor will cover and address any questions or comments

78 Lunchtime Math – Calorie Count

Find the calories for each lunch item. Add up the total to see how many calories in these lunch meals. Cross out the meals that are too high in calories. Food Amount Calories Apple 1 medium 93 Hotdog with Bun _____ Baby Carrots 6 21 Chips 1 oz bag 160 Chocolate Chip Cookie 2 medium 118 Chips _____ + Grilled Cheese 1 410 Hamburger 1 small 250 Hot Fudge Sundae _____ Hot Fudge Sundae 1 small 306 Hotdog and Bun 1 280 Large French Fries 1 500 Sports Drink _____ Lowfat Dip 2 Tbsp 60 Salad Dressing, LF 1 Tbsp 18 Potato Chips Milk 1% Fat 8 oz 105 = ______Orange slices 4 62 Soda 12 oz can 143 Sports Drink 12 oz 90 Taco, Beef 1 170 Hamburger _____ Turkey/LF Cheese 2 slices of 260 Sandwich each Veggie Salad 1 cup 10 French Fries _____ + Water 12 oz bottle 0 LF = low fat Chocolate Chip Cookies _____

Veggie Salad _____ Soda _____ with dressing Soda Orange slices _____ + = ______

French Water _____ Fries

Turkey and Lowfat _____ Beef Taco _____ Cheese Sandwich = ______Apple _____ +

Baby Carrots _____ with Lowfat Dip 1% Milk _____

= ______

818679 CALORIES IN VS. CALORIES OUT What is a Calorie? In order to perform all daily activities throughout the day, our bodies need energy and fuel. Calories are the energy and fuel that we put into our bodies so that we can play a full water polo game and do other things throughout the day. Without calories, our muscles and organs would not be able to function.

What are “Calories In”? “Calories In” is a fancy phrase that means anything we put into our bodies that has caloric value. These meals that we eat and drinks that we consume all contribute to our “Calories In.”

According to KidsHealth.org, school-age kids should consume anywhere from 1,600-2,500 calories each day depending on their age, gender and activity level. Calories consumed should come from each of the food groups on the MyPlate, to ensure proper nutrition

What are “Calories Out”? Any activity that you do throughout the day can be placed into the category of “Calories Out”. People can burn calories sitting in class, sleeping, doing daily chores, and doing physical activity. The range of how many calories burned with each activity varies. For example, sitting in class will burn off only 1 calorie each minute, whereas water polo burns on average 15 calories each minute.

Importance of Balance: The biggest part of “Calories In vs. Calories Out” is balance. It is important to keep a balance of both and not have too much of one category or the other. Having too much can lead to obesity and other serious and long-term health complications; having too little can lead to overuse injuries, exhaustion, and general poor health.

81 8982 ACKNOWLEDGEMENTS USA Water Polo would like to thank the following clubs and programs for their contributions in developing this handbook.

YCF Water Polo Club - YMCA’s Riverside Water Polo Club Royal 559 Water Polo Academy of Central Florida

Irvine Kahuna Water Polo Club SET Water Polo Club

Lamorinda Water Polo Club SOCAL Water Polo Club Greenwich Aquatics

CREDITS

USA Water Polo would like to thank USA Rugby for their willingness to help us in the creation of our new Splashball program through the generous sharing of materials and ideas.

SPECIAL THANKS TO

Bill Brown of Lamorinda Water Polo Club for his tremendous amount of help in the development of the Splashball Program.

Sarah Greenawalt of Riverside Water Polo Club for completeing trials of the Splashball Lesson Plans to help develop the best lessons for both coaches and athletes.

Drew Clute of Royal 559 Water Polo Academy for creating all of the videos for the skills and drills linked in the Splashball Lesson Plans.

Nick Baba and Irvine Kahuna Water Polo Club who allowed us to use their practice for pictures and learning opportunities.

ADDITIONAL RESOURCES

www.splashballusa.org - Check out this page for everything that you need related to Splashball. Aside from the materials included in your starter pack you can fnd videos webinars stickers colorin activities and more downloads that are all free to you!

www.usawaterpolo.org - USA Water Polo is the National Governing Body for the sport of water polo in the USA. If you are interested in playing, coaching, refereeing, administrating, or supporting the sport of water polo, this website will provide you with all of the information you will need.

For more information on youth water polo in the United States, please contact [email protected]

teamnutrition.usda.org - The USDA heads up major movements centered on food, agriculture, natural resources, and the related issues. Check out their website for more information, activities, and worksheets related to health and nutrition to use in your program.

www.choosemyplate.gov his specifc movement from the focusses on advancin and promotin information on nutrition for Americans. Kids can participate in interactive games online, as well as print off more games and worksheets to use in class.

www.nourishinteractive.com - Targeting parents and kids, Nourish Interactive strives to provide fun education on nutrition to families around the country. Alp of their tools and educational materials are focused on healthier lifestyles.

www.kap7.com is the premier supplier for all thins water polo and is the offcial ball of ater olo. KAP7 has partnered with Splashball to provide branded equipment (balls, caps, goals, etc.) as well as a complete starter kit for programs interested in starting Splashball in their facilities or communities.

Splashballusa.Org ������������������ a Letter from USA Water Polo's CEO, Chris Ramsey

Splashballusa.Org �� a Letter from USA Water Polo's CEO, Chris Ramsey