Medford Public Schools

Supervisor of Health Services and Health Education, Eileen DiBattista
edibattista@medford.k12.ma.us
781-393-2218

• Elementary Physical Education
• Middle School Physical Education
• High School Physical Education
• Medford Receives $900,000 Fitness Grant
• Title IV Information
• Low Elements Adventure/Challenge Course for Middle School

Elementary Physical Education

Physical Education and Fitness provides students the opportunity for enjoyment, challenge, self expression and social interaction. If a child is to grow and develop to their maximum potential, they must have vigorous and challenging activities. All activities should be focused around “fun”. The degree to which a child can reach his or her fullest potential depends on exercise, rest, and proper diet and nutrition.

Through individual, group, and partner instruction in Elementary School students will be able to:

-Walk, run, hop, skip, gallop, slide, jump, and leap.
-Twist, balance, tumble, and extend.
-Change movement, directionality, high, low, straight, zig-zag, fast, and slow.
-Catch and throw a ball from a partner 10-15 feet away.
-Kick a ball, stationary or rolling towards them from 10-15 feet away.
-Participate in low organizational games.

List of Elementary School Activities

-soccer
-flag football
-ultimate frisbee
-cardio vascular testing
-volleyball
-floor hockey
-wiffle ball
-fitness
-non-competitive games
-softball
-outdoor track and field
-music movement
-basic interaction games
-basketball

Middle School Physical Education

Physical Education and Fitness provides students the opportunity for enjoyment, challenge, self expression, and social interaction. If a child is to grow and develop to their maximum potential, they must have vigorous and challenging activities. All activities should by focused around “fun”. The degree to which a child can reach his or her fullest potential depends on exercise, rest, and proper diet and nutrition.

Through individual, group, and partner instruction at the Middle School students will be able to:

-Improve balance, speed, and agility.
-Perform basic tumbling and stunts on a mat.
-Enhance eye-hand and eye-foot co-ordination.
-Understand the importance of physical activity as it relates to healthy development.
-Develop self-confidence and strengthen ones self-esteem.
-Participate in team sports and activities.

List of Middle School Activities
-ultimate frisbee
-flag football
-cardio-vascular testing
-one mile walk/run-timed
-basketball
-volleyball
-gymnastics
-floor hockey
-wiffle ball
-fitness
-badminton
-mini lacrosse
-non-competitive games
-softball
-outdoor field and track

Second Step

Second Step, a violence Prevention Program, sponsored by the Safe and Drug Free Schools and Community Grant, is now being offered at the Andrews and McGlynn Middle Schools. Taught by Beth Yourgrau, LICSW, the program provides students with knowledge and skills for anger management, empathy, impulse control, and problem solving. Watch for helpful information that will help you reinforce these skills at home.

High School Physical Education

Physical Education and Fitness provides students the opportunity for enjoyment, challenge, self expression, and social interaction. If a child is to grow and develop to their maximum potential, they must have vigorous and challenging activities. All activities should be focused around “fun.” The degree to which a child can reach his or her fullest potential depends on exercise, rest, and proper diet and nutrition.

Throughout individual, group, and partner instruction at the High School, students will be able to:

-Understand the values of physical education and its long lasting effect to a healthful lifestyle.
-Participate in competitive and non-competitive team, group, and individual sports.
-Participate in life long sports: swimming, golf, tennis, volleyball, and badminton.
-Enhance speed, strength, and agility.
-Increase cardio-vascular levels through fitness training.

Protocols for Participation in Physical Education Class

1. Appropriate Dress
Sneakers only! Boots, flip-flops, backless shoes, etc. are not allowed. Loose and comfortable clothing should be worn. Students should be prepared to be active throughout the class, including but not limited to running, bending, stretching, and reaching.

2. Locker Room
5 minutes to change. All items are to be locked and secured appropriately. Reentry into locker room is not allowed until the end of the period. No smoking. Late arrivals will not be allowed into locker room for any reason.

3. Gym/Cages
Participation is required at all times! Students are expected to participate to the best of their ability. Students who refuse to participate in the class will be referred to the submaster for discipline. Non-participating students receive no credit for the day. No items of any description may be brought to the gym. The instructor will supervise periodic water breaks. No one may leave a class without a pass.

List of High School Activities

-soccer
-flag football
-ultimate frisbee
-cardio-vascular testing
-one mile walk/run-timed
-indoor track and field
-basketball
-volleyball
-swimming
-gymnastics
-floor hockey
-wiffle ball
-fitness
-badminton
-mini lacrosse
-paddleball
-non-competitive games
-softball
-outdoor field and track
-step aerobics

Medford Schools Receive $900,000 Fitness Grant

Medford Moves on the Road to Wellness

Physical Education Grant to Focus on Lifetime Fitness

A new $900,000 grant from the federal government will help students in Medford’s middle schools and high school will learn how stay fit for life.

The Carol M. White Physical Education Program grant is one of the most significant the Medford Public Schools has ever received. It will be used to create an entirely new fitness program to increase students’ activity levels and nutritional knowledge, focusing on grades six through twelve.

The new program, “Medford Moves on the Road to Wellness,” includes a plan for a revised physical education curriculum, 150 hours of professional development for health and fitness teachers, and new equipment.

“The basic goal is to teach them lifetime fitness, so when the graduate from Medford High School they can say ‘I know how to stay fit, I don’t need a P.E. teacher anymore, I know just what to do for myself,’” said Health and Physical Education Director Eileen DiBattista.

The fitness center at Medford High School was renovated and opened May 11, 2009 with state-of-the-art aerobic and weight-training machines. Health and fitness teachers will start using technology such as heart rate monitors and hand-held computers to assess students’ exertion levels and progress. Gym class will incorporate adventure training such as a rock-climbing wall at the high school and “Dance, Dance, Revolution,” and leisure activities such as golf, tennis, inline skating, and snowshoeing.

The grant will be spread out over three years, with the new equipment and technology coming this year. The adventure training is planned for year two, and the leisure activities will be incorporated in year three.

Physical Activity Logs for Middle and High School Students

As part of the grant, each student in middle and high school is asked to complete a physical activity log. The logs will help the district learn about the level of student activity. Small prizes will be given to students to thank them for completing the logs.

Middle school students will complete the log in class and high school students will be asked to take a copy of the log home. Please help your child complete the log if necessary.

If you have any questions, please contact Dr. Diane Schilder at 617-816-2026.

Title IV

What is Title IV?

Title IV is a federal grant entitled Safe and Drug-Free Schools and Communities, (SDFSC).

The purpose of these funds is to:

• Prevent violence in and around schools;
• Prevent illegal use of alcohol, tobacco, and drugs;
• Involve parents and communities; and
• Coordinate with related federal, state, school, and community efforts and resources to foster a safe and drug-free learning environment that supports student achievement.
• Each year, the Medford Public Schools must apply for funding. The goals must meet specific SDFSC requirements and are established after assessment of the needs of the Medford Public School community.

Specific strategic objectives for the 2009-2010 school year include:

Provide students with the skill necessary to decrease conflict and delay initiation of violence.

Continue implementation of Second Step Program.

Provide parent education regarding Second Step Program.

Continue Peer Mediation program at high school.

Increase awareness of Peer Mediation program.

Provide training for new staff.

Increase teacher support in Second Step Program.

Decrease illicit substance use among students.

Review data from the Communities That Care Survey of 2009.

Continue to share Communities That Care survey data with community at large.

Evaluate data from Parent Survey regarding perceptions and attitudes towards drugs and alcohol.

Continue the curriculum Protecting Oneself: Tobacco, Alcohol, and Other Drugs curriculum in grades 9 and 10.

Continue existing health education in grades 11 and 12.

Continue collaboration with Medford Health Matters in alcohol and drug prevention.

Continue collaboration with Medford Health Matters and Medford High School SADD.

Increase parental knowledge re: monitoring students, setting high expectations, and current laws/policies on drug use through community forums.

For further information, please contact:

Eileen DiBattista
Supervisor of Health Services and Health Education
781-393-2292

Low Elements Adventure/Challenge Course for Middle School Students

Monday September 27, 2010

As part of the Federal Carol White PEP Grant (Physical Education Program), a low elements challenge course was designed and installed at the McGlynn/Andrews Middle Schools campus. This course will be shared by both schools throughout the school year during physical education classes.

What is a Low Elements Course?

A low elements course consists of real and imagined obstacles designed to challenge a group and individuals to work together to accomplish a task. The course is intended to meet a number of developmental needs of the students including trust, problem-solving, leadership, and healthy relationships. Potential outcomes of the varied activities include increased group cooperation, improved decision-making, increased self-confidence and self-esteem, understanding teamwork, goal setting, strategizing, and de-briefing.

Medford’s Course Elements

The Medford course includes a Whale Watch, Tires, Ropes, Spider Web, Triangle Traverse, Trust Fall and Mohawk Walk. These elements consist of series of ropes, cables, and obstacles that are hung from poles. The elements are 12-18 inches off the ground and test strength, agility, balance, flexibility, and stamina. Students will learn to spot for each other and understand the importance of team effort. Students will learn to confront fear of failure, fear of losing control, and fear of falling. They will build trust as their peers work together to successfully complete a task.

Click here to view a photo slideshow of the course with Medford’s physical education staff.

Preparation for the Challenge Course

Staff must consider the needs of the particular group at all times. The acronym “EGGS” is used when determining the feasibility of using any of the elements of the course.

“E” – environment, what is the weather, what time of the day is the activity, what are the ground conditions, etc.
“G” – group, what is the condition of the group, physically, social/emotional, cognitive, what else might have impacted their day prior to your class.
“G” – goals, are they achievable or do they need to be adjusted.
“S” – self, have you adequately planned for the activities anticipated, have you physically and mentally prepared for your day, do you have assistance and have you communicated your expectations to that individual.

All physical education activities begin with appropriate warm-up exercises designed to maximize safety and provide a fun, successful challenge program. There are a number of activities and games that precede actual use of the challenge elements. These games introduce many of the experiences of the challenge course in a fun, safe way and allow students to become acquainted with each other. Some of the games work to break down inhibition, develop trust, improve communication, accept social and personal responsibility and problem solve. Students are also taught spotting skills which increases their awareness of personal and social responsibility.

On September 14 and 15 the physical education and health education staff participated in a thorough training on all elements of the challenge course. Both days were productive and rewarding. They allowed the staff to renew themselves as a team while learning the particular nuances for teaching a challenge program to students.

During the orientation to the course, it became clear to the staff that this program will directly contribute to efforts against bullying and violence prevention, help in the development of the whole child, and provide unique opportunities for success especially for those students who may not feel successful in other areas. It is an important element in our goal to provide a PE program built on skill-building rather than a sport model. The program will also build on prior cooperative game training that the staff has participated in through Tufts University’s Peace Games. Students will recognize personal strengths and weaknesses while developing appreciation, acceptance, and empathy for others. Each activity depends on group cooperation, participation, leadership, vision, and problem-solving techniques. The physical education staff is also striving to contribute to the literacy campaign of the schools by increasing vocabulary for students, improving communication skills through de-briefing discussions, by increasing listening skills, and developing problem-solving abilities.

We would like to thank everyone who contributed in making this possible, the Superintendent, Wingspeed Adventures, the PE staff, Mary Jo Petrone of the Medford Public Schools, City Hall purchasing department, Mayor Michael McGlynn, Mr. Buckley, and Principals of the McGlynn and Andrews schools. In the spirit of the challenge course it has been a true team effort.