Problem: Jump as Far as You Can

2013 ◽  
Vol 20 (5) ◽  
pp. 282-286
Author(s):  
Laura Bofferding ◽  
Melike Yigit
Keyword(s):  
Elementary School ◽  
Standing Position ◽  
Standing Long Jump ◽  
School Classroom ◽  
Long Jump ◽  
Good Problem

This month's problem examines the standing long jump, an Olympic event until 1912. Students will jump as far as they can from a standing position and measure the distance by using different units, such as cubes, feet, and inches. A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on after students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem and suggested instructional notes in their classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

Dessert Dilemma

2013 ◽  
Vol 20 (1) ◽  
pp. 8-10
Author(s):  
Erin R. Moss
Keyword(s):  
Elementary School ◽  
School Classroom ◽  
Good Problem

A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on once students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

scholarly journals Physical Fitness Testing and Screening Reveal a Gateway to Identify Locomotive Disorders: Retrospective Study of a Japanese Elementary School Population

2021 ◽  
Vol 8 ◽  
pp. 2333794X2110624
Author(s):  
Syuro Ito ◽  
Takahiko Fukumoto ◽  
Hidetaka Imagita
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
Fitness Testing ◽  
Physical Fitness Test ◽  
Receiver Operating Characteristic Curves ◽  
School Based ◽  
Jump Test ◽  
Standing Long Jump ◽  
Long Jump ◽  
Physical Fitness Testing

This retrospective epidemiological study investigated the relationship between physical fitness testing and locomotive disorder screening results among elementary school children in Japan. The test and screening results of 1033 children from a single elementary school between 2016 and 2018 were examined. Multiple regression analysis was performed for each gender of children of grades third and fourth to generate receiver-operating characteristic curves. Of the 69 children with parent-identified locomotor problems, 29 (42%) had physical fitness test score of mean ± 2 SD. For the standing long jump test in fourth grade girls, the results differed significantly ( P < .001; cut-off, 127 cm) for children whose parents did (n = 7) and did not (n = 84) suspect a possible locomotive disorder. Physical fitness testing in combination with school-based screening for locomotive disorders may be useful for identifying and accurately diagnosing these disorders in children.

Examining the Feasibility of Supine-to-Stand as a Measure of Functional Motor Competence

2018 ◽  
Vol 6 (2) ◽  
pp. 267-286 ◽  
Author(s):  
Danielle Nesbitt ◽  
Sergio Molina ◽  
Ryan Sacko ◽  
Leah E. Robinson ◽  
Ali Brian ◽  
...  
Keyword(s):  
Young Adulthood ◽  
Age Groups ◽  
Later Life ◽  
Standing Position ◽  
Motor Competence ◽  
Cross Sectional ◽  
Standing Long Jump ◽  
Long Jump ◽  
Screen Approach ◽  
Product Measures

A person’s ability to rise from the floor to a standing position is seen as a precursor for establishing and maintaining bipedal independence. It also is an important primer for the development of other fundamental movement skills and is associated with functional capacity in later life. Thus, the potential importance of developing this movement capability early in life and understanding how it may relate to global function (i.e., motor competence [MC]) across the lifespan may be underestimated. Therefore, this study examined the validity of supine-to-stand test (STS) as a developmental measure of functional MC across childhood into young adulthood using a pre-longitudinal screen approach and examining associations between movement components. STS time also provided a secondary measure of developmental validity in addition to an examination of the concurrent validity of STS against developmentally valid measures of MC (i.e., throwing, kicking, hopping, and standing long jump) in these age groups. Overall, results indicated that cross-sectional data “curves” for the STS components generally fit Roberton’s hypothetical model curves. STS time demonstrated weak to moderate (r = −.28 to −.64) correlations to MC product measures across all age groups indicating that STS time can be considered a valid and reliable measure of MC across childhood into young adulthood.

Eye Color and Motor Performance in Physical Education Activities in Elementary School Children

1987 ◽  
Vol 64 (3) ◽  
pp. 963-967 ◽  
Author(s):  
John Beer ◽  
Paula Fleming
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Older Children ◽  
Motor Tasks ◽  
Eye Color ◽  
Standing Long Jump ◽  
Long Jump ◽  
Better Than

251 elementary school children in Grades 1 to 6 performed a variety of motor tasks in physical education classes to investigate whether eye color was associated with performance on the expectation that dark-eyed individuals generally perform better at reactive type tasks (boxing, hitting a baseball, defensive football) while light-eyed individuals perform better at self-paced tasks (bowling, golf, pitching baseballs). Eye color was not associated with standing-long jump, soft-ball throw, or 50-, 75-, 100-yd. dashes. Boys generally performed better than girls and older children in upper grades generally performed better than younger children in lower grades. As measured, all motor performances cannot be classified as either self-paced or reactive.

The healthy vending machine

2013 ◽  
Vol 19 (8) ◽  
pp. 470-473
Author(s):  
James A. Preston
Keyword(s):  
Elementary School ◽  
School Classroom ◽  
Good Problem

A good problem can capture students' curiosity and can serve many functions in the elementary school classroom: to introduce specific concepts the teacher can build on once students recognize the need for additional mathematics or to help students see where to apply already-learned concepts. We encourage teachers to use the monthly problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

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