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Parsippany Troy Hills Township Schools

Letter to Parents

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Linda Guerrini Coordinating Supervisor Health and Physical Education K-12

577 Vail Rd. Parsippany, NJ 07054 (973) 263-7180 x7247

We have recently completed our reporting to the Office of Safe and Drug Free Schools regarding our PEP Grant, and would like to illustrate for you what we have accomplished and where we will be going in the future.

The world we live in is constantly changing and technology is an integral part of that change.  The medical field relies heavily on technology. I am sure you would rather have an appendectomy using a laparoscopic procedure rather than by conventional surgery. Likewise, educators, especially physical educators, need to explore how we can integrate the use of technology in a meaningful way. The New Jersey Department of Education believes so strongly in technology that we have one Core Curriculum Content Standard dedicated to Technological Literacy. The New Jersey Core Curriculum Content Standards for Health and Physical Education reference technology at each benchmark grade level. This should clearly guide our direction toward the implementation of technology. After all, our goal is to prepare our students for physical activity beyond high school, and technology should be a part of that preparation. 

The Parsippany Troy Hills School District received heart rate monitors, pocket PC’s, desktop PC’s, strength and conditioning equipment, cardio equipment, extensive training, program resources and software programs to assist us in implementing these changes. For the most part we have been very successful. Have there been times when aspects of the technology didn’t work or did not work as we had expected? Absolutely, but the staff has persisted in integrating technology and developing lessons that address its uses in a meaningful way. This article will illustrate the reality of what we were able to do with the technology as well as our frustrations and collective hope for the future.

Elementary School

Heart Rate Monitors
Each of our ten elementary schools received a desktop computer to collect data and to download fitness information so that a fitness report card could be generated. Teachers quickly established protocols for using the heart rate monitors. Each student had the opportunity to use the monitors, learn the technology and develop a fundamental understanding of the science behind its operation. Students calculated their target heart rate and developed student work folders to house their information and their personal reflections. Our teachers participated in numerous “lunch-and-learn” sessions so that they could problem-solve their individual issues with the technology. They developed and shared lesson plans and ideas with all staff members.

The results were phenomenal.  Multiple times during the year students jogged around the gym, increasing their heart rate and stopping to put on their receiver, transmitter and strap. They continued to jog until they could identify that they were connected.  “Wow.” Then they proceeded in some cases to move from one rope-jumping station to another, monitoring their heart rate and adjusting their individual activity level based on their reading. At the end of the activity session they would record their reading on a teacher-developed spreadsheet. Students recorded their average heart rate, time in their heart rate zone and total exercise time. In some cases they integrated math as they calculated the time they spent out of their zone.

Coupled with this was instruction that provided students with the scientific, mathematical and movement concepts that allowed them to be successful. One teacher implemented a technique for collecting heart rate data during the PACER jog. As the students completed their PACER laps, a partner holding their fitness clipboard collected the heart rate data every other lap. This information was recorded and then brought to the computer lab so that students could use the Excel program to create an individual graph and calculate their average heart rate during the activity. This same activity was provided for parents and students during an “It’s Electric” parent-student evening activity planned by the physical educator and classroom teachers. This program will be expanding next year.

TriFit Software Program
The district is focused on student-centered achievement; therefore, student work folders were developed enabling students to log and record their scores on an individualized fitness form in their personal work folder. This form allows each student to see at a glance the progress they have made from third to fifth grade. Students periodically fill in the information and write a personal reflection regarding the progress they have made as well as the areas they need to develop. Students have the opportunity to set personal goals and make suggestions for improvement. The teachers developed this form using the table function on their PC. Teachers developed spreadsheets for themselves that allowed them to transfer the information they collected into the TriFit software program on their desktop computer. The TriFit program allows teachers to customize their fitness assessments and to generate a comprehensive fitness report card for parents, students and administrators. For the first time we can see at a glance how our students are doing and the progress they are making. This information can be stored and retained for future comparisons and analysis.

Pocket PC
The pocket PC allows the teacher to collect fitness information as well as class performance in real time. The pocket PC also allows the teacher to enter fitness data when they are not at their computers and at a later time sync the information to the TriFit program. The pocket PC is one facet of the technology that we need to develop.  Our goal for this coming school year is to become knowledgeable and proficient in the use of this tool. Many teachers were frustrated and expressed that they were able to collect both performance information and fitness information using their teacher-generated spreadsheets more efficiently.

 

iPods
The continued integration of music as a tool to promote and encourage physical activity is evident throughout our program. Our teachers are looking forward to receiving an iPod sound system docking station (Altec Lansing IM7) through Grant funds and gifts from the PTA. This equipment allows the physical educator to use the iPod to play a variety of music compilations as well as the audio portion for the PACER jog and the cadence for the curl-ups and push-ups. Through the Grant and from the PTA gifts, we have also provided dual function pedometers for our teachers.  Step data is being collected and parents are again becoming part of the process as we encourage parents and children to log their steps outside of school.

Middle School

Heart Rate Monitors
Our two middle schools have E600 downloadable heart rate monitors, an exercise bike that also collects fitness information that can be downloaded into the PE Manager software indicating the aerobic capacity of students, and a variety of strength and conditioning equipment to enhance their program. Our middle school students know how to put on their heart rate monitor, the value of looking critically at their individual heart rate graph and the importance of being able to calculate their heart rate factoring their personal resting heart rate.  Teachers know how to set the heart rate limits on the watch/receiver customized for the students at this level. Physical Education teachers worked with the math department to creata a heart rate worksheet. Students calculated their heart rate based on specific percentages. They were also asked to calculate their heart rate in the future, ten years from their present date.  The Math and Physical Education departments worked collegially to sponsor a “Math on the Go” event for seventh graders using heart rate monitors and pedometers.

Fitnessgram
Student work folders are part of our middle school authentic assessment initiative. Students again recorded their results as they engaged in the FITNESSGRAM assessment protocols, set personal fitness goals, and reflected on their performance making recommendations for the future. The work folders also house printed individual heart rate curves. Teachers developed essential questions for the student to respond to as they analyze their heart rate. Teachers are compiling a list of critical vocabulary the students should be familiar with, such as interval training, aerobic, anaerobic, resting heart rate, etc. that will be located in their work folders.  The middle school Health and Physical Education curriculum was completely rewritten with a focus toward wellness and lifelong physical activity promoting a healthy lifestyle. Pedometers were integrated as the students engaged in walk-and-talk activities. The reaction of the middle school student has been a positive one.

The future involves the creation of a strength and conditioning center that will centrally house not only the TriFit computerized assessment system and heart rate monitors, but also strength and conditioning and flexibility stations for the students to move through. Middle school teachers are also continuing to explore the possibilities of integrating the pocket PC into their assessment system. During the 2007-2008 school year teachers are planning on using curriculum days as well as deparment meeting days to explore the many features of the pocket PC.

High School

Our high schools received heart rate monitors, pocket PC’s, software, strength and conditioning equipment and also created “Wellness Rooms” at each high school. These rooms house a variety of cardiovascular equipment integrated with the Polar heart rate technology as well as the TriFit computerized assessment system. Next year we will configure the TriFit assessment system so that students can log on viewing only their personal information and enter their fitness data. This will address the district’s continued focus on creating activities that are student centered.  Our students will be able to maintain an electronic portfolio housing their fitness information that can be brought with them from the middle school. The students engaged in a questionnaire regarding their interest in the new equipment, and the results were favorable. They even formed a club that allows both students and staff members to use the “Wellness Room” after school.

The weight room has become something more of a strength and conditioning center with the addition of medicine balls, agility ladders, exercise balls as well as colorful hand weights.  When students use equipment that is new, colorful and accompanied by music that is motivating, we have a recipe for success.

Conclusion

This has been a two-year project for our teachers and students. Students have had the opportunity to watch as well as help the staff learn and implement the many facets of the technology. The staff has had to plan for glitches, like the pocket PC’s inability to download heart rate data in the middle of a class of thirty-five students. Lessons have been generated that would incorporate the use of the heart rate monitor and data collection process coupled with individual feedback to students.

The constraints revolve around providing teachers with the time and in-house expertise for training. As anyone who has worked with technology knows, it is great until something goes wrong. This happens frequently when they are first trying to learn the software programs. We most definitely see a future for technology in the area of health and physical education. Countless websites allow us to download personal workout programs (marinaonline.com):  pod casts that provide us with workout music for everything from kick-boxing to walking and relaxation music, websites that allow us to personalize our workout program and nutritional intake as well as calculate our working heart rate to name a few.

Our district looks forward to continuing to pioneer the implementation of technology whenever and wherever it will best meet the needs of students and staff. Technology is surely a tool for the future that we must embrace and prepare for. The boundaries are limitless, and the Parsippany-Troy Hills School District is proud to be a PEP Grant winner demonstrating the infusion of this technology.

I must acknowledge the help of a multitude of people ho assisted in making this all happen. Mr. Andrew Zuckerman wrote the Grant before he left Parsippany to become a middle school principal. Our technology department, Central Office Administrative staff and the Board of Education have been staunch supporters as well. The Health and Physical Education staff members and students are the heart and sole of this project. Without their energy and commitment we would never have been able to reach our goals. My hope is that you keep an open mind and continue to search for new ways to hook your students onto a lifelong physical activity and healthy living.

Calculate your heart rate with this calculator.