Defranco's Training - Ask Joe 07.18.03

Total Page:16

File Type:pdf, Size:1020Kb

Defranco's Training - Ask Joe 07.18.03 DeFranco's Training - Ask Joe 07.18.03 07.18.03 Q: In general, what do you think are the most common mistakes high school athletes make that prevent them from gaining size and strength? Thanks, Andrew A: First of all, most high school kids think, “more is always better.” The amount of muscle size and strength you build is not determined by the amount of time you spend in the gym. If it were, there would be a lot more big and strong high school athletes around! I think short, intense workouts that give your body the proper “stimulus” for new muscle growth, without tapping too far into its “recovery potential”, are best. Most of my high school athletes train with weights 4X a week. These sessions take no longer than an hour after the warm-up is completed. After an hour with me, most of them are pretty much ready to have their post-workout shake and crawl home! Another huge mistake with most high school athletes is very poor exercise selection. I always find it funny that I never have to wait for the squat rack or chin-up bar at the gym. The leg extension, lat pulldown and pec deck are another story. This is called training economy. Choose the exercises that give you the best bang for your buck and work the most muscle, while spending the least amount of time in the gym. (By the way, these exercises usually aren’t the most fun to perform, but the results will come quicker.) For example, if high school kids spent more time doing squats, deadlifts, chin-ups, benches and lunges, they would get bigger and stronger much quicker. Finally, a major limiting factor in getting bigger and stronger is that they don’t feed their bodies often enough throughout the day. I believe to keep your body in an optimal state for building new muscle tissue, you’ve got to have a constant influx of nutrients into the body and very stable insulin levels. The best way to do this is to eat a nutrient-rich, protein and carbohydrate-containing meal around every 3 hours throughout the day. (By the way, a bowl of pasta is not considered a meal and neither is a can of tuna. Try to have balanced meals.) Obviously, it’s very difficult to prepare 6 meals a day, especially when you’re in school. This is why I highly recommend meal replacement shakes and nutritional bars to all of my athletes. I consider these the “fast food” choice for athletes. As far as brands are concerned, I usually recommend bars that favor the 40-30-30 macronutrient profile (Zone and Balance bars) and reputable meal replacement shakes (Myoplex, Met-Rx, etc.). ++++++++++++++++++++++++++++++++++++++++++++++ +++++ Q: My adductors are weak and underdeveloped. For some reason my adductors have been my weak link since I can remember. Whenever I run, I feel like I’m on the verge of pulling my groin. The day after running, my adductors are always sore as hell. I’m going into my junior year in college next year and have a chance to start at receiver. My leg routine for the past 3 months has been front squats, hack squats, leg presses and then leg curls. Should I incorporate a specialization program to add size and strength to my adductor muscles? I look forward to your response, Terrance A: There’s really no reason to do a specialization program for your adductors. This would then take away from training your all- important “posterior chain” (spinal erectors, gluteals, hamstrings). These are the muscles responsible for your running and jumping ability. The adductors largely serve to stabilize the knee and hip when there is movement in the sagittal plane. Your training basically takes place in an environment that is almost totally front and back. You need to start doing some unilateral work for your legs. Reverse barbell lunges, step-ups with a knee-height box, low- pulley split squats and single leg squats with the back leg elevated are all great choices. You can also try adding an unstable environment to theses exercises, such as a Dyna-Disc placed under your working leg on step-ups and split squats. One or two high rep sets of squats on a wobble board once or twice a week can also do the trick. Try incorporating these exercises into your lower body training and let me know how you progress. By the way, get rid of the hack squats and leg presses and start incorporating more barbell squats and deadlift variations into your training. ++++++++++++++++++++++++++++++++++++++++++++++ +++++ Q: How many days a week should I run if I want to improve my 40-yard dash time? I live on the east coast and now that the weather is getting warmer, I’m ready to hit the track and get fast! Chris A: Here’s the deal. The shorter the distance of the race, the less often you have to run to improve upon it. Since the 40 is a very short race, it relies heavily on strength, power and technique. After you are properly coached on the intricacies and technique of the race, the majority of your training should take place in the weight room. I found that after around 6-8 sessions of running forties and practicing technique, the biggest limiting factor in an athlete’s speed is his/her strength, flexibility and/or body composition. A great example of this is Boston College linebacker Vinny Ciurciu. Vinny has been a client of mine for the past 4 years. Over the years he has run endless 10-yard sprints and 40-yard dashes. He knows the technique to the 40-yard dash better than most qualified speed & strength coaches. This is why leading into the biggest 40-yard dash of his life (at his Pro Day on March 26th) his training focused primarily on strength/explosive power training, flexibility and proper nutrition. He lifted weights and incorporated intense flexibility training on an average of 4 days a week, ran on an average of 1-2 days a week and followed a diet of lean proteins, essential fatty acids and low-glycemic carbohydrates. Exercises of primary importance were dynamic box squats with bands, trap bar deadlifts from a podium with chains, barbell reverse lunges and reverse hyperextensions. During flexibility training sessions the hip flexors, gluteals and hamstrings were given top priority. After all was said and done, Vinny ran an official 4.43-second forty- yard dash, weighing 240 lbs.! Return to Top ++++++++++++++++++++++++++++++++++++++++++++++ +++++ Q: I read your 40-Yard Dash and Vertical Jump books and thought they were both very informative. I read them mainly to help my son’s training (he plays football & basketball). I am an ex-athlete and now work out mainly to just stay in shape and be healthy. In your 2 books, you prescribe a lot of advanced strength-training exercises that seem better suited for athletes. For a guy like me, do “average” exercises like concentration curls, tricep pushdowns and leg presses have their place? I’m interested in knowing what you think about these exercises. Mel A: Mel, I don’t think about those exercises. DeFranco's Training - Ask Joe 07.25.03 07.25.03 Q: Recently I’ve been reading a lot about “functional training”. What’s your opinion of this kind of training? Will I make better gains using Swiss balls, wobble boards and balance pads? Thanks, Kevin A: “Functional training” is definitely a hot topic – it’s also one of my biggest pet peeves! Who the hell came up with the notion that standing on a Swiss ball with your eyes closed and a finger in your nose was more “functional” than such great exercises as barbell squats, deadlifts, sled dragging, chin-ups, etc. I guess, like a lot of other good ideas, many things become very “trendy”, overused and implemented improperly. These implements do have their time and place; I just don’t feel they should become the focus of an athlete’s training. The reason I say this is because in all of sports, it is the athlete that moves while the playing surface remains still. (The playing surface doesn’t move as the athlete tries to remain still!) True “functional” training should consist of applying resistance to an athlete while his/her feet are in contact with the ground. The athlete must then adapt to these forces. Also, if you’re always performing exercises on “unstable” devices, you will be limited in the amount of weight you can use. This will prevent you from overloading the prime movers of the exercise, which will limit how strong you can get. As far as taking “functional” training to the next level, I have found that the strongman-type events have a high degree of transfer to the real world. Sled dragging, tire flipping and farmers walks are all great tools for training the athlete. All of these exercises require the athlete to counter a resistance by driving into the ground with their feet. Generally, I like using Swiss balls, balance boards, etc. during the initial off-season training of an athlete to overcome any muscular imbalances or injuries. I am also a fan of doing abdominal work on the Swiss ball as it provides a great pre-stretch on the abs – something you can’t get by doing crunches laying on the floor. ++++++++++++++++++++++++++++++++++++++++++++++ +++++ Q: What are the best exercises for increasing calf strength and size? I do a lot of standing and seated calf raises, but I was wondering if there is anything else I’m missing? I’m about 2” away from dunking a basketball and I’m looking for an edge.
Recommended publications
  • Project M O B I L I T EE
    A working guide toward: Movement Opportunities for Building Independence and Leisure Interests through Training Educators and Exceptional learners Project M O B I L I T EE HOPEWELL SPECIAL EDUCATION REGIONAL RESOURCE CENTER Mr. John Gossett, Director Fiscal Agent: CLINTON COUNTY BOARD OF EDUCATION Mr. Carlton Binkley, Superintendent September 1981 DEVELOPMENT SITE Hopewell Special Education Regional Resource Center 5799 West New Market Road Hillsboro, Ohio 45133 Phone: 937-393-1904 The activity which is the subject of this report was supported in whole or in part by the U.S. Department of Education through the Ohio Department of Education. However, the opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education or the Ohio Department of Education and no official endorsement by the U.S. Department of Education or the Ohio Department of Education should be inferred. ii TABLE OF CONTENTS ACKNOWLEDGEMENTS 1 FORWARD 2 INTRODUCTION 2 WHAT PHYSICAL EDUCATION IS 4 ACCOMPLISHING THE GOALS OF PHYSICAL EDUCATION 6 Chart 1 – Development Levels 7-8 CURRICULUM EMBEDDED PHYSICAL EDUCATION ASSESSMENTS 9 Assessment Items and Scoring 9 Test Appropriateness 12 Interpreting the Assessment Scores 12 INSTRUCTIONAL APPROACHES 13 References 17 SECTION 1 - CURRICULUM EMBEDDED ASSESSMENTS 18 Part A – PHYSICAL FITNESS/MOTOR ASSESSMENTS 19 INSTRUCTIONS FOR ADMINISTERING AND SCORING 20 PHYSICAL/MOTOR ASSESSMENTS Test Item 1 – 20 foot Dash 21 Test Item 2 – 30 Yard Dash 23 Test Item 3 – Wheelchair (Power) Push 25
    [Show full text]
  • TITLE Project Success for the SLD Child, Motor-Perception Activities. INSTITUTION Wayne-Carroll Public Schools, Wayne, Nebr. SPONS AGENC/Bureau Of. Elementary And
    DOCUMENT RESUME ED 089 482 BC 061 395 TITLE Project Success for the SLD Child, Motor-Perception Activities. INSTITUTION Wayne - Carroll Public Schools, Wayne, Nebr. SPONS AGENC/ Bureau of.Elementary and Secondary Education (DREW /0E) , Washington, D.C.; Nebraska State Dept. of Education, Lincoln. PUB DATE (74] NOTE 203p.; For related information see EC 061396, IC 061397, and BC 061401 EDRS PRICE MF-$0.75 HC-$10.20 PLUS POSTAGE DESCRIPTORS Body Image; *Curriculum' Guides; *Exceptional Child Education; Kindergarten; *Learning Disabilities; Lesson Plans; Motor Development; Muscular Strength; *Perceptual Motor Learning; *Physical Activities; Primary Grades; Spatial Relationship; Tine Factors (Learning) IDENTIFIERS Elementary Secondary Education act Title III; ESEA Title III; Nebraska ABSTRACT Presented is a curriculum guide for a perceptual motol program which was developed by Project Success (Nebraska) through a Title III grant for language learning disabled elementary level students in kindergarten through grade 3. %he program is said to be arranged in a hierarchy of skills ranging from simple to complex and to be written so that the instructor asks questions that the child answers by movement. It is advised that a chart be kept for each child to enable both the teacher and child to see progress, and to motivate the child to procede on an individual basis. The program is said to comprise five areas: muscular strength, dynamic balance, body awareness, spatial awareness, and temporal awareness. Activities in each area are presented in terms of teacher instructions, objective, concepts, materials required, and questions or directions to be given by teachers. Noted is inclusion of a pretest/posttest and warm up exercises.
    [Show full text]
  • Renegade Training by Coach Davies
    Welcome to the Premier Issue of Hard-Style Dragon Door has been growing into two squaring off with kettlebells, not to mention di ff e r ent direc t i o n s . Tricky Dicky and The Great Communicator. Th e r e will be prizes, of course.) And you can Originally a publisher of Tai Chi and Qigong imagine the fun we could have with a Love res o u r ces only, we have evolved to be the Your Kettlebell Val e n t i n e ’ s Dance. wo r l d ’ s # one provider of cutting-edge fitness Dragon Door Publications presents i n f o rmation—thanks in large part to our The Russian Kettlebell Convention will also bestselling author Pavel Tsa t s o u l i n e . At the host two competitions: a Best Painted Hard-Style same time, we have begun to publish leading Kettlebell competition and a Best Personal ww w. h a r d - s t y l e . c o m nutrition authors like Ori Hofmekler, Dr. Kettlebell Video competition. More details to ww w. d r a g o n d o o r. c o m Gre g o r y Teff t , and Dr . Mark Brud n a k . follow soon. Best way to keep informed is to sign up for three of our newsletters on Publisher & Editor-in-Chief It ’ s time to separate out these two areas and ww w. d r a g o n d o o r .com: Power by Pavel, the John Du Cane give them their own distinct identity.
    [Show full text]
  • The Solve It Squad to the (Dog) Rescue!
    The Solve It Squad to the (Dog) Rescue! written by Brian Rosenthal, Corey Lubowich, & Joey Richter Tin Can Bros V1 COLD OPEN 1 INT. SOLVE IT SQUAD CLUBHOUSE - DAY 1 The SQUAD is jammed into the old Solve It Squad HQ, a treehouse adorned with maps, drawings, and memorabilia from their childhood exploits. It's way too small for four adults in their thirties. KEITH, a delusional bro who likely peaked in high school, attempts to take charge. KEITH Alright, Squad! Let’s get to work. POV of Instagram where GWEN is livestreaming their meeting. She feigns the bubbliness of an influencer with ease, relentlessly shrewd in her pursuit of the limelight. GWEN Yes, the rumors are true. The Solve It Squad is back in biz. Keith, tell them what we're doing. Keith enters frame, and the flurry of hearts on the screen instantly turn to thumbs-down emojis. KEITH Sure thing, babe. Looks like we got BIG trouble at the LITTLE Mayberry Zoo. It seems, Fam, that their one and only, fur-rocious tiger has gone missing. SCRAGS, a straight-laced, gangly, and slightly jumpy man, interrupts. SCRAGS Easy there, Keith. The details of squad operations should remain within the squad. Bad guys have Instagram too. Gwen flips the camera back to herself. GWEN Ooo. Hot take, Scrags! What do y'all think? Send a Kissy Face if you agree!! ESTHER scoffs. They are brilliant, paranoid, and heavily self-medicated. 2. ESTHER (sarcastically) Great idea, Gwen. I'm sure you'll get thoughtful feedback from all those Russian bots.
    [Show full text]
  • Journal of Exercise Science and Physiotherapy (JESP)
    Comparative Analysis of Effectiveness of Conventional Proprioceptive Training and Multistation Proprioceptive Training on Vertical Jump Performance in Indian Basketball Players- Gaurav, S. et al Comparative Analysis of Effectiveness of Conventional Proprioceptive Training and Multistation Proprioceptive Training on Vertical Jump Performance in Indian Basketball Players Gaurav1, S., Pooja2, A., Shishir3, N., Tanvi4, A. 1Consultant Physiotherapist, Institute of Brain and Spine, Sunflag Hospital. Faridabad, Haryana 2Assistant professor, Manav Rachna International University. Faridabad,Haryana 3Assistant professor, Manav Rachna International Universit, Faridabad, Haryana 4Assistant professor, Santosh Medical College. Ghaziabad Abstract The purpose of the study is to investigate whether conventional (wobble board) proprioceptive training or multi-station proprioceptive training is an effective way to improve vertical jump performance. The research study included 30 basketball players divided into the two groups, Group A (n = 15) and Group B (n = 15). The group A underwent the wobble board proprioceptive training program lasting for four weeks. The group B was administered the multi- station proprioceptive training program lasting for four weeks. Both the training programs consisted of one-leg and double-leg static and dynamic balance drills. The demands and duration of those exercises increased progressively. The vertical jump height was estimated by Sergeant Jump Test at the beginning, after second week and at the end of the experiment. The results of this study indicate that Multi-station training showed greater improvements as compared to the conventional balance training and the results were significant at p<0.01. Multi-station training consisted of gradually progressive activities on exercise mats, wobble boards, mini trampoline, thera – band and walking on uneven surface while the conventional training consisted of training on wobble boards.
    [Show full text]
  • Preventing Lower Limb Injuries in Soccer Players Asimenia F.Gioftsidou,Phd,Paraskevi K.Malliou Democritus University of Thrace,Komotini,Greece
    © National Strength and Conditioning Association Volume 28,Number 1,pages 10–13 Keywords: proprioception; balance exercises; balance boards Preventing Lower Limb Injuries in Soccer Players Asimenia F.Gioftsidou,PhD,Paraskevi K.Malliou Democritus University of Thrace,Komotini,Greece to decrease muscle stiffness, and balance ripheral and central nervous system re- summary exercise programs to improve proprio- ceptors (5), mechanoreceptors within ception (1, 3). muscles; tendons; and ligaments have to The frequent use of balance exercis- be activated. Balance exercises seem to The focus of this article will be on how help this activation occur faster and es aids in the protection of athletes to incorporate specific balance exercises more effectively (9). In other words, the from possible injuries. We suggest for soccer players in an attempt to pre- goal of balance exercises should be to re- vent lower limb injuries. duce the time between neural stimuli that coaches include sport-specific and muscular response (15). Further- It is important to understand the differ- more, it is important that balance exer- balance exercises into a daily soccer- ence between proprioception and bal- cise programs improve proprioception training routine.We recommend the ance. It has been hypothesized that pro- not only during the rehabilitation prioception is important for providing phase, but also during the competition use of devices such as mini-trampo- smooth, coordinated movement as well period. This means that balance im- as protection and dynamic stabilization provement may decrease the risk of fu- lines and balance boards with the of joints (4). According to Sherrington, ture injury (6). combination of certain soccer abili- (10) proprioception is the awareness of body segment positions and orientations.
    [Show full text]
  • “Flowers in the Desert”: Cirque Du Soleil in Las Vegas, 1993
    “FLOWERS IN THE DESERT”: CIRQUE DU SOLEIL IN LAS VEGAS, 1993-2012 by ANNE MARGARET TOEWE B.S., The College of William and Mary, 1987 M.F.A., Tulane University, 1991 A thesis submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of Theatre & Dance 2013 This thesis entitled: “Flowers in the Desert”: Cirque du Soleil in Las Vegas 1993 – 2012 written by Anne Margaret Toewe has been approved for the Department of Theatre & Dance ______________________________________________ Dr. Oliver Gerland (Committee Chair) ______________________________________________ Dr. Bud Coleman (Committee Member) Date_______________________________ The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. iii Toewe, Anne Margaret (Ph.D., Department of Theatre & Dance) “Flowers in the Desert”: Cirque du Soleil in Las Vegas 1993 – 2012 Dissertation directed by Professor Oliver Gerland This dissertation examines Cirque du Soleil from its inception as a small band of street performers to the global entertainment machine it is today. The study focuses most closely on the years 1993 – 2012 and the shows that Cirque has produced in Las Vegas. Driven by Las Vegas’s culture of spectacle, Cirque uses elaborate stage technology to support the wordless acrobatics for which it is renowned. By so doing, the company has raised the bar for spectacular entertainment in Las Vegas I explore the beginning of Cirque du Soleil in Québec and the development of its world-tours.
    [Show full text]
  • REGISTRATION BEGINS DECEMBER 12 Register Online at Cityofdavis.Org REGISTRATION General Registration Begins Tuesday, December 12, 2017
    RecGuide A PUBLICATION OF THE CITY OF DAVIS PARKS AND COMMUNITY SERVICES 2018 WINTER & SPRING REGISTRATION BEGINS DECEMBER 12 Register online at cityofdavis.org REGISTRATION General registration begins Tuesday, December 12, 2017. See page 30 for Adults 50+ Registration. HOW TO REGISTER For online or in-person registration, see page 46. Table of Contents GENERAL INFORMATION 2 ADULTS 50+ 30-39 SPECIAL EVENTS 3 Support Services 31 Activity Groups 32 AQUATICS 4-9 Music & Dance 33 GYMNASTICS & DANCE 10-17 Special Events 34 Toddler Gymnastics 11 Games 34 Preschool Gymnastics 12-13 Programs 34 Youth & Teen Gymnastics 14-15 Creative Arts 35 Parties at the Gym 16 Wellness 36-37 Dance 17 Yoga 38 PRESCHOOL CLASSES 18-19 FACILITIES 40-42 YOUTH CLASSES 20-21 CITY MAP 44-45 TEEN CLASSES 22–24 WAYS TO REGISTER 46-47 RECREATION FOR 25 PROGRAM & 48-49 PEOPLE WITH disABILITIES REGISTRATION POLICIES ADULT FITNESS 26 REGISTRATION FORM 50 Flex Pass Classes 27-28 LIABILITY WAIVER 51-52 Adult Sports 29 Winter & Spring 2018 | Table of Contents 1 General Information BILINGUAL SERVICES SCHOLARSHIPS Parks and Community Services offers registration Residents who reside within the DJUSD boundaries assistance in Spanish. Please call (530) 757-5626 to are eligible to apply for funds to subsidize recreation request assistance. Para asistencia en español, favor program fees. Eligibility depends on income and de llamar al (530) 757-5626.. family size. Applications are available at the Parks and Community Services office or on the city’s PHOTO DISCLAIMER website at www.cityofdavis.org. Applicants must provide verification of family size and income.
    [Show full text]
  • Partnering with Balanced Body® on Equipment and Education: Q & a with Fay Grove U.S
    Joe was right. We believe movement not only heals, it changes lives. Our 2019 catalog is packed with equipment and feature stories designed to get you moving toward a healthier, better life. We hope it “Change happens inspires and moves you to be the best “you” you can be. Welcome to through movement our community! and movement heals.” The Balanced Body Difference » The best and most beautiful equipment in the world. ~Joseph Pilates » The largest network of movement educators in the industry. » Unparalleled customer service. » Eco-frendly business practices. » We are agents of positive change with a passion for what we do and looking for like-minded people to help change lives! Whether you are a movement professional or enthusiast, we are genuinely excited to have you be a part of a wonderful community. That’s the Balanced Body difference! What’s New NEW! It’s been a super busy and exciting year at Balanced Body! In August 2018, we launched the Rialto™ Reformer, designed to offer a solid training experience at a value price. See the Rialto and its many accessories at page 10 NEW! This winter we are extremely proud to introduce our Contrology Reformer, with our JGRIMES model—the best version of the original Pilates Reformer as developed and used by Joseph Pilates. Read more on page 18 As we begin 2019, Balanced Body Education brings our Movement NEW! Principles course to the global audience of movement professionals. This is the foundation of all Balanced Body Education programs and provides a solid base for Movement Professionals training in any environment, with any equipment.
    [Show full text]
  • Incorporating Behavior Modifications, Strategies, And
    Incorporating Behavior when treating this population because children Modifications, Strategies, with autism may have difficulty engaging in reciprocal conversation, have poor attention and Supports to Maximize due to sensory overstimulation, be resistant the Effectiveness of to change, or be non-verbal. This paper seeks Vision Therapy in the to compile effective behavior modifications, Autism Spectrum strategies, and supports used by other professionals, such as teachers, and physical, Disorder Population occupational, and behavioral therapists, that Jennifer Fisher, OD, FAAO may be incorporated into optometric vision Assistant Clinical Professor therapy to maximize visual outcomes for this UC Berkeley School of Optometry patient population. Berkeley, California ARTICLE Tyler Phan, OD, FAAO INTRODUCTION Director of Vision Therapy The prevalence of autism spectrum disorder Union Community Health Center (ASD) has increased by almost double since SBH Health System, 2007 to 1 in every 50 American children ages Department of Ophthalmology 6-17.1 This increase has facilitated a need for a Bronx, New York specific approach in treating visual dysfunctions and visual processing disorders in this patient ABSTRACT population. Table 1 and 2 summarize common The prevalence of autism spectrum disorders visual deficits and common signs of visual has increased almost two-fold since 2007. problems in children with ASD. ASD is a This increase has facilitated a need for a new neurological disorder characterized by specific approach in vision therapy when treating characteristics, such as difficulties with social deficits in accommodation, binocularity, oculo- interaction, communication, and repetitive, 2 motor, and visual processing in children with stereotyped behaviors. Patients with autism autism. The clinician may face challenges may have decreased eye contact, lack facial expression, and have difficulty developing Correspondence regarding this article should be emailed to relationships with others.
    [Show full text]
  • The 30-Minute Motor Skills Development Plan
    The 30-Minute Motor Skills Development Plan A guide to daily activities which enhance perceptual, motor and cognitive skills. By Bob Sornson, Ph.D. Table of Contents Introduction ........................................................................................ 2 The 30-Minute Motor Skills Development Plan .................................. 4 Warm-Up Activities ............................................................................ 5 Warm-Up Routine .............................................................................. 6 Balance ............................................................................................. 7 Bilateral Motor Skills ........................................................................ 11 Visual Motor Coordination ................................................................ 15 Laterality / Directionality ................................................................... 19 Progress Chart ................................................................................ 23 Language Concepts Reinforced by This Program ............................ 27 A Note from Bob Sornson ................................................................ 28 About the Author .............................................................................. 29 1 Introduction Many children today do not develop the motor skills needed for basic, much less optimal, success in the early years of school. This book is designed to help parents, teachers and children develop simple patterns of enjoyable activity which
    [Show full text]
  • Circus Arts Middle (6-8)
    TOOLS FOR LEARNING CIRCUS ARTS MIDDLE (6-8) A PUBLIC SERVICE OF Since the existence of Ancient Rome, the circus has been associated with entertaining the population with acts of athletic ability. The modern circus is believed to have originated in England in the 1700s. Cavalry officer Philip Astley is said to have set up an amphitheater for crowds to gather and pay to be entertained by his tricks and stunts on horseback. Clowns, acrobats, and other entertainers were gradually added throughout the decades to follow. While this instructional module won’t involve stunts on horseback, it will help to develop bilateral coordination, balance, and confidence. There are a variety of ways to utilize the resources provided. We offer a suggested format for planning your Circus Arts unit. However, feel free to modify this format to fit your schedule and the needs of your students. Standard 1 [M25.6-8] Individual-Performance Activities Demonstrates correct technique for basic skills in one self-selected individual- performance activity (6); Demonstrates correct technique for a variety of skills in one self-selected individual-performance activity (7); Demonstrates correct technique for basic skills in at least two self-selected individual-performance activities (8). Standard 2 [M12.6-8] Individual-Performance Activities, Movement Concepts Varies application of force during dance or gymnastic activities (6); Identifies and applies Newton’s laws of motion to various dance or movement activities (7); Describes/applies mechanical advantage for a variety of movement patterns (8). Standard 3 [M18.6-8] Stress Management Identifies positive and negative results of stress and appropriate ways of dealing with each (6); Practices strategies for dealing with stress, such as deep breathing, guided visualization, and aerobic exercise (7); Demonstrates basic movements used in other stress-reducing activities such as yoga and Tai Chi (8).
    [Show full text]