Download
positive conditioning n.
Skip this Video
Loading SlideShow in 5 Seconds..
Positive Conditioning PowerPoint Presentation
Download Presentation
Positive Conditioning

Positive Conditioning

187 Vues Download Presentation
Télécharger la présentation

Positive Conditioning

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Positive Conditioning Mark Stanbrough Bill Stinson Emporia State University

  2. What is positive conditioning? • Think of your experiences in conditioning/running. • Are they negative or positive? • Do you think of yourself as a positive teacher/coach? • Often think of conditioning as hard and unpleasant • Conditioning as punishment for being inattentive • If you didn’t run fast enough you had to run again PTA- Pain, Torture, Agony

  3. Do you teach/coach as you have been taught/coached? • Traditional concept: conditioning is drudgery and punishment • Positive conditioning: built upon concepts of privilege and reward CHALLENGE is to cultivate a positive view of exercise.

  4. Duds • Staley- Games book published in 1929 • Run the Gauntlet • Beat the Goat • Hit the Dud • Swinging Dud • Post the Dud • Spot Dud • Shower the Dud • Variations- • Throw until miss • Dud gets to throw at those who miss him

  5. Bear Bryant • In 1954, Texas A&M University football coach Bear Bryant subjected his squad to a grueling 10-day camp in which players who sought water were considered soft. Today, such a practice is considered dangerous.

  6. Michael Waechter • Michael Waechterwas born with a congenital heart defect. His condition left him with symptoms of dizziness, fainting, chest pain, exhaustion, and rapid heart palpitations. He had meningitis which left him with orthopedic and learning disabilities. His legs were of uneven length and he wore a brace on the right leg from his knee to his toes to restrict ankle movement. As a result, he had poor balance and certain physical limitations. Because of his heart condition, he was not to participate in competitive contact sports or any forced exertion. When Michael talked in line one day, his fifth grade teacher employed a form of punishment known as the "gut run, “a 350-yard sprint that was required to be completed in under two minutes. Plaintiffs allege that the other defendants knew, or should have known, that Gordon employed the gut run as a disciplinary punishment. While performing the run, Michael suffered cardiac arrhythmia and died.

  7. Where is the line between corporal punishment and reasonable requests? • Tom Mihalovich, a football coach at Lincoln High School in Des Moines, Iowa, may have violated school bullying and corporal punishment policies by requiring a sophomore player to run sprints and laps after the boy made derogatory comments about Lincoln's varsity team. The district's investigation revealed that the player ran at least 20 hill sprints, completed 20 up-down drills, ran two laps around the practice field and did additional hill sprints in approximately 30 minutes. According to Lincoln's athletic trainer, the player was not given a water break.

  8. What’s important to a teacher/coach? • Is it important to students? • 1. Be in better condition • 2. To have physical condition be a source of pride • 3. To not have to be mad to get students to run • Are these important for the student? • Does fear work? • Not as good as love and respect

  9. What is appropriate/inappropriate? • Ask why? • Does this help to develop skills needed to perform • Have fun Don’t confuse activity with achievement.

  10. Position Statements • NASPE Position Statement: Physical Activity Used as Punishment and/or Behavior Management (2009)- inappropriate practice • National Standards for Sport Coaches: NASPE (2005) Coaches should never use physical activity of peer pressure as a means of disciplining athlete behavior. • National Athletic Trainers Association: (2012) recommendations asking coaches to stop using exercise as form of punishment. • Collegiate Strength and Conditioning Coaches Association: Director Chuck Stiggins- "Conditioning should be there to maximize durability of the athlete, but it should not be used for discipline. We have got to change our culture. It happens very slowly, but we have to get away from that punishment mentality. There are better ways to handle that." • Developmentally Appropriate Practices-NASPE VALUESphysical activity and its contributions to a healthy lifestyle.

  11. How do you change the culture? • Michelle Obama- Let’s Move • How could you change the culture in your environment?

  12. Changing the culture • Collegiate Strength and Conditioning Coaches Association: "Conditioning should be there to maximize durability of the athlete, but it should not be used for discipline. We have got to change our culture. It happens very slowly, but we have to get away from that punishment mentality. There are better ways to handle that." It's kind of like wearing seat belts. Most people wear their seat belts now, but its taken time. This is a culture change and is something that needs to be done.” -Director Chuck Stiggins

  13. Look at conditioning in a different way • Are more active students more successful academically? • Are the more active students healthier? Are the more successful teams highly conditioned? • Are the more successful athletes more highly conditioned? • If your students/team gets in better shape do they have a better chance of being successful?

  14. Conditioning is an opportunity • If conditioning is an opportunity, the better we perform in practice/class, the better chance we have to condition and get in the best shape possible. • More student success and satisfaction. • Opportunities • Physiological • Psychological • Social/emotional

  15. Positive Conditioning Concepts • Identify what is essential for success (conditioning) and find a way to make it important. • Find a way to make things that may not be fun and make them FUN. • Replace running for punishment with positive conditioning. • Praise • Reward attitude and effort • Conditioning is a privilege and should be a source of indidual and team pride. • Attach verbal praise with name • Reward best workers instead of punishing worst workers. • Refocus from their own discomfort – keep focus on teamwork. • Positive activity brings more activity.

  16. Alternatives • Birthday run – it’s your birthday- you get to run extra. Team cheers you on. • Win competition- • victory lap • podium • Challenge equally • Running for time • Exercises for time • -Individual challenge, do better next time

  17. Add alternatives • Come up with an activity or a variation of an activity you could do? • 3-4 ideas

  18. Other alternatives to physical activity as punishment • General ideas • Each team chooses a song to condition to and when their song comes on they lead and high five during conditioning • Conditioning tournament: Pair-up and see who can do the most of an exercise in a certain period of time. The winners keep pairing up and continuing until only one person is left. Non-winners cheer. • Running tournament- closest to pace • Options to extend the workouts to athletes who successfully complete the workout or practice. Make conditioning a privilege and a source of achievement.

  19. Physical Education K-6 • 1. When handing out praise make sure to say the student’s name and the specific action for which you are praising.

  20. Physical Education 7-8 • 1. During class, emphasize that students point out to their classmates when they do something good, by pointing, yelling, high fiving, etc. The person pointing out or the one pointed out or both, run a down and back with the class clapping, and yelling in a positive way, • 2. Every student gets a pedometer and whoever has the most steps by the end of practice is rewarded.

  21. Physical Education 9-12 s • 1. During practice the teacher keep their eyes and ears open for positive statements and gestures between classmates.  For example: if a student helps another student up, both of them do fifteen partner push-ups together.  Pointing out these positive actions lets your students know that you are paying attention to them, it promotes unity, and it also shows your students that you care about their physical condition as well.

  22. Baseball/Softball • 1. For every batter a pitcher strikes out, the pitcher will do pushups to strengthen their arm. • 2.Create games where the bases are longer.

  23. Basketball • 1. Shooting 1 and 1- make 1 and get to run to half-court line and back, make 2 to end line and back- Coaches and teammates yell positive things. (Way to go) Great shooting, excellent effort running. Reward free throws made and running hard. • 2. For every shot you make you get a down and back.

  24. Football • 1. Defensive player make an interception, entire defense runs to end zone. • 2. Offense scores a touchdown- entire offensive team sprints to goal line to celebrate.

  25. Soccer • 1. Team records- develop individual records in skills such as juggling, running and shooting. Create a friendly competition within the team that players can be proud of • 2. Name a drill after a player. When a player excels at a particular drill, name the drill after that player. The player owns that drill until another player performs better.

  26. Tennis • 1. Double tandem wins a tough point at the net- get to run around the court in celebration • 2. Set up targets to aim serves at. Hit one get to run a victory lap around the courts.

  27. Track and Field • 1. Shot put: Good throw, do an obstacle course outside of throws sector as you run to get shot. • 2. Pole Vault or High Jump: Athletes have ten jumps to clear as many bars as they can. For each bar cleared they get to add that number to the reps that they will do in a circuit to follow. Ex: Athlete clears 6 bars, 6 extra reps will be added to the original 10 reps. So, the athlete will be doing 16 reps of each activity.

  28. Volleyball • 1. The team that scores the most points during a scrimmage gets to do three sets of ten on net jumps/blocks for volleyball practice. • 2. Give the players a goal for how many passes they will get into the ball cart that will be placed where the setter would stand. For every ball they get into the cart, they get to run a down and back but they must reach their goal before they can be done with the drill.

  29. More ideas

  30. Contact Information • Mark Stanbroughmstanbro@emporia.edu • Bill Stinson wstinson@emporia.edu • More information on Positive Conditioning at www.RohoPublishing.com