DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
PedometerMini-LessonWorksheetsSeries
What’sincluded:– Severalpedometerworksheetsthatwillassistthephysical
educaBonandclassroomteacherindesigninglessonsusingpedometers.
– TheworksheetsarefromDr.RobertPangrazivia:DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
– TheworksheetsareforeducaBonalpurposesonlyandarenottobemodifiedorredistributedforotherpurposesunlesspermissionisobtainedfromDr.Pangrazi.
– TheworksheetswillhelpengagestudentsinmeaningfulacBviBesthathelpthemunderstand:• Howthepedometerworks• Placingthepedometercorrectlyonthemselves.• IdenBfyingMVPAthreshold.• HowtotrackphysicalacBvityinapedometerlog.• Howtocompareandcontrastmovements.• WhatisMVPA,AcBvityTimeandSteps.• CompareandcontrastMVPA,AcBvityTime,andSteps.• HowmeasuringphysicalacBvitycanhelpthemindailylife.• SeQngproperphysicalacBvitygoals.
– AspecialsecBonhasbeenaddedbyJessicaShawleyshowinghermiddleschoolpedometerlogandphysicalacBvityreflecBonsheet.Youcanviewherwebsite:www.Pechamps.comformorepedometerBpsandacBviBes.SheusesthedownloadableFITstepPro.
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
PedometerMini-LessonWorksheets• Note:Whenmakingcopiesforyourstudentsasac0vi0esinclass,youcan
taketheseworksheetsandmakea2on1sidecopytoreducepaperwaste.
• Mini-Lesson1:AssuringthePedometerisCounBngAccurately.*HowtoFindYourCorrectPlacementPoint.
• Mini-Lesson2:UnderstandingIndividualDifferencesinStepCounts.
• Mini-Lesson3:ComparingSteps&AcBvityTimewithaPartner(*foroldergrades,Grade4+)
• Mini-Lesson4:Walking&Jogging–Step&AcBvityTimeDifferences.
• Mini-Lesson5:EsBmaBon–HowManyStepsWillItTake?
• Mini-Lesson6:EsBmaBon–HowMuchTimeWillItTake?
• Mini-Lesson7:IdenBfyingYourMVPAThreshold(*foroldergrades,Grade5/6+)
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
UsingFITstepPedometersforInstrucBon&Accountability
RobertP.PangraziEducaBonalSpecialist
GopherSport
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
AssuringthePedometerisCounBngAccurately
1. Beginbyplacingthepedometeronyourwaistbanddirectlyaboveyourknee.
2. PutyourpedometerintheStepmode3. Resetandcloseyourpedometer.Walkandcount30
steps.Openandseeifyourstepcountisbetween27and33steps.
4. Ifthecountisnotbetween27and33steps,itisnotcounBngaccuratelyandyoumusttryanotherspot.Goto#5.
5. Movethepedometersoitisoveryourhipbone.Walkandcount30steps.Recheck.Ifnotaccurate,goto#6
6. Movethepedometertoyourbacknearyourspine.Walkandcount30steps.
7. Usethemostaccurateplacementspot.Recheckyourspotonaweeklybasis.
WalkandCount30Steps
OvertheKnee
OntheHip NeartheSpine
Actual#ofstepsonyourpedometer:
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
AssuringthePedometerisCounBngAccuratelyUsethegraphasanacBvityinclass.Copy&cutthestripsforeachstudent.
WalkandCount30Steps
OvertheKnee
OntheHip NeartheSpine
Actual#ofstepsonyourpedometer:
WalkandCount30Steps
OvertheKnee
OntheHip NeartheSpine
Actual#ofstepsonyourpedometer:
MyPlacementPointAc0vity:
Name:____________________________________Class:___________
MyPlacementPointAc0vity:
Name:____________________________________Class:___________
WalkandCount30Steps
OvertheKnee
OntheHip NeartheSpine
Actual#ofstepsonyourpedometer:
MyPlacementPointAc0vity:
Name:____________________________________Class:___________
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
UnderstandingIndividualDifferencesinStepCounts
1. Findapartner.Ifpossible,findsomeonewhoistallerorshorterthanyou.
2. PlaceyourpedometerintheStepmode.Clearyourpedometersandwalkforabouttwominutesinafollowtheleaderfashion.TradeplacesacoupleofBmessoeachofyougettolead.
3. Stop,openyourpedometerandcompareyoursteps.4. Recordyourstepsandyourpartner’ssteps.
MyStepsMyPartner’sStepsDifference
5. Comparestepsanddiscusswhytheremaybeadifference.Discussthefollowingpoints:ü Tallerorshorterpartnerü Pedometerplacementisn’taccurateü Didn’tfollowtheleaderexactlyü Longerorshorterstridelength
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
UnderstandingIndividualDifferencesinSteps
MyStepsMyPartner’sStepsThedifferenceis=
ComparingDifferencesinStepswithMyPartner
Name:____________________________________Class:___________
UsethegraphasanacBvityinclass.Copy&cutthestripsforeachstudent.
Comparestepsanddiscusswhytheremaybeadifference.Discussthefollowingpoints:ü Tallerorshorterpartnerü Pedometerplacementisn’taccurateü Didn’tfollowtheleaderexactlyü Longerorshorterstridelength
MyStepsMyPartner’sStepsThedifferenceis=
ComparingDifferencesinStepswithMyParnter
Name:____________________________________Class:___________
Comparestepsanddiscusswhytheremaybeadifference.Discussthefollowingpoints:ü Tallerorshorterpartnerü Pedometerplacementisn’taccurateü Didn’tfollowtheleaderexactlyü Longerorshorterstridelength
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
ComparingStepsandAcBvityTime
1. Findapartner.Ifpossible,findsomeonewhoistallerorshorterthanyou.
2. Clearyourpedometersandwalkforabouttwominutesinafollowtheleaderfashion.TradeplacesacoupleofBmessoeachofyougettolead.
3. Stop,openyourpedometerandrecordyourStepsandAcBvityTime.
4. Recordyourpartner’sStepsandAcBvityTime.
MySteps MyAcBvityTimePartner’sSteps Partner’sAcBvity
Time
Difference Difference
5. CompareStepsandAcBvityTime.Howdoyouexplainthedifferences?Whatmightbethereasonsforthedifferences?
6. Wereyourstepcountsdifferent?WereyouacBveforthesameamountofBme?Whichdifferencewaslarger–AcBvityTimeorSteps
7. ForcomparingyouracBvitytoothers,whichisthebesttouse–AcBvityTimeorSteps?
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
1. Clearyourpedometerandwalkthecourse.Whenfinished,recordyourwalkingstepsandacBvityBme.
2. Clearyourpedometerandjogthecourse.Whenfinished,recordyourjoggingstepsandacBvityBme.
3. Findthedifferencebetweenyourwalkingandjoggingsteps.
4. FindthedifferencebetweenyourwalkingandjoggingacBvityBme.
5. Calculatethepercentagedifferenceinyourscores.DividethedifferencesbythewalkingstepsandacBvityBmevalues.
WalkingSteps WalkingAcBvityTime
JoggingSteps JoggingAcBvityTimeDifferenceinSteps DifferenceinAcBvity
Time
%DifferenceinSteps(Difference÷WalkingSteps)×100
%DifferenceinAcBvityTime(Difference÷WalkingAcBvityTime)×100
WalkingandJogging-StepandAcBvityTimeDifferences
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
EsBmaBon:HowManyStepsWillItTake?
1. Viewthecoursethatyouwillwalk.EsBmatehowmanystepsyouthinkitwilltaketowalkthecourse.RecordyouresBmateinthetablebelow.
2. PutyourpedometerintheStepmode.3. Clearyourpedometer;closeitandwalkthecourse.4. Stop,openyourpedometerandrecordtheactual
numberofstepsittooktocompleteyourwalk.5. Calculatethedifference(EsBmaBonError)between
youresBmateandtheactualnumberofstepsyourwalkrequired.
StepCountsStepsEsBmateActualNumberofSteps
EsBmaBonError
6. CompareyourEsBmaBonErrorwithothers.WhataresomereasonswhyyouoverorunderesBmatedthenumberofsteps.
7. DiscusshowyoucouldesBmateadistanceifyouknewyourstridelength.
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
EsBmaBon:HowMuchTimeWillItTake?
1. Viewthecoursethatyouwillwalk.EsBmatehowlongyouthinkitwilltaketowalkthecourse.RecordyouresBmateinthetablebelow.
2. PutyourpedometerintheAcBvityTimemode.3. Clearyourpedometer;closeitandwalkthecourse.4. Stop,openyourpedometerandrecordtheactual
AcBvityTimeittooktocompleteyourwalk.5. Calculatethedifference(EsBmaBonError)between
youresBmateandtheactualamountofBmeyourwalkrequired.
Minutes SecondsAcBvityTimeEsBmateActualAcBvityTimeEsBmaBonError
6. CompareyourEsBmaBonErrorwithothers.Whataresomereasonswhyyoumayhaveover-orunderesBmatedtheamountofBme.
7. DiscusswhyitisimportanttobeabletoaccuratelyesBmatehowlongitwilltaketocoveracertaindistance.
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
IdenBfyingYourMVPAThreshold
MVPAisanacronymforModeratetoVigorousPhysicalAcGvity.1. PutyourpedometerintheStepmode.2. Clearyourpedometer;closeitandbrisklywalkfor
exactlyoneminute.3. Stop,openthepedometerandcheckyourstepcount.
RounditdowntothenearestmulBpleof10.Forexample,if94steps,rounddownto90steps.ThatisyourMVPAThreshold.Recorditintheboxbelow.
4. PutyourpedometerintheMVPAmodeandholddowntheSetbusonfor10seconds.WhentheMVPAthresholdscreenpopsup,keeppressingtheSetbusonunBlyoureachYourMVPAThresholdvalue.
5. PushtheModebuson.YourMVPAThresholdvaluewillremainsetunBlyoure-enteranewvalue.Itdoesnotreset.
MyStepsperMinute(SPM)
MyMVPAThreshold(roundeddowntothenearestmulBpleof10)
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
PedometerLog&GoalSeQngWorksheets
• ThissecBonisforboththePhysicalEducaBonTeacherandClassroomTeacherswhohavestudentswearapedometeralldayatschool.
• TypicallyGrades4–6doa4-daylogandGrades7+woulddoa7-daylog(ifpossible,wearingthemhomeovertheweekend).
• Theseworksheetsareusedfor– PhysicalAcBvityLogs– GoalSeQng– MonitoringPhysicalAcBvity– ReporBngSampleStatementstosendhome.– ThereisalsomoreinformaBononMPVA&Mets
• AspecialsecBonhasbeenaddedbyJessicaShawleyshowinghermiddleschoollogandphysicalacBvityreflecBonsheet.
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
ClassroomPedometerAcBvityLog
Name__________________Room#_____ Pedometer#_______
Day Steps AcBvityTime MVPATime
1
2
3
4
5
6
7
8
9
10
11
12
13
14
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
PhysicalEducaBonAcBvityLog
Name__________________Period:_____ Pedometer#_______
Day Steps AcBvityTime MVPATime
1
2
3
4
5
6
7
8
9
10
11
12
13
14
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
1. MakesureyourpedometeriscounBngaccuratelyeachday.Seethechart“AssuringthePedometerisCounBngAccurately”ifyouneedhelp.
2. Forfourdays,recordyourStepsandAcBvityTime.Tofindameaningfulaccuratedailyaverage,theperiodsofmeasuremustbeequal,i.e.,30mininPE,theschoolday,24hr.
3. Attheendoffourdays,calculateyourAverageDailyStepsandAcBvityTimebytotalingthefourdaysofdataanddividingby4.Usethetablebelow.
4. ThefourdaysdonothavetobeconsecuBve.YouraveragewillbeusedforpersonalgoalseQng.
Steps Ac0vityTime(Wholeminutesonly)
Day1Day2Day3Day4TotalMyAverage
CalculaBngAverageStepsandAcBvityTime(4-6)
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
1. MakesureyourpedometeriscounBngaccuratelyeachday.Seethechart“AssuringthePedometerisCounBngAccurately”ifyouneedhelp.
2. Foreightdays,recordyourStepsandAcBvityTime.Tofindameaningfulaccuratedailyaverage,theperiodsofmeasuremustbeequal,i.e.,30mininPE,theschoolday,24hr.
3. Attheendof8days,calculateyourAverageDailyStepsandAcBvityTimebytotalingtheeightdaysofdataanddividingby8.Usethetablebelow.
4. The8daysdonothavetobeconsecuBve.YouraveragewillbeusedforpersonalgoalseQng.
Steps Ac0vityTime(Wholeminutesonly)
Day1
Day2
Day3
Day4
Day5
Day6
Day7
Day8
Total
MyAverage
CalculaBngAverageStepsandAcBvityTime(7-12)
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
1. UseyourAverageDailyStepCountcalculatedinanearlierlesson.
2. Calculateyourpersonalstepcountgoalbyadding10%toyouraveragedailystepcount.
3. Trytoreachyourpersonalgoaleachdayforthenext14days.Ifyoureachyourgoalthemajorityofdays(8ormore),increaseitanother10%.Ifyoudidnotreachyourgoalatleast8ofthe14day,maintainyourcurrentgoal.
4. GoalsmustbesetforspecificBmeperiodssuchasrecess,lunchhour,PE,axerschool,andfor24hours.
5. Whatisareasonableterminalstepgoal.Inotherwords,howmanystepseachdayareenough?
SeQngaStepCountGoal
Weeks AverageDailyStepCount
10%IncreaseinDailyStepCount
PersonalGoal MadeGoal?Y/N
Sample 1250 1250×.10
=125steps
1250+1251375
1&2
3&4
5&6
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
1. UseyouraveragedailyacBvityBmedatacalculatedinanearlierlesson.
2. CalculateyourpersonalacBvityBmegoalbyadding10%toyouraveragedailyacBvityBme.
3. Trytoreachyourpersonalgoaleachdayforthenext14days.Ifyoureachyourgoalthemajorityofdays(8ormore),increaseitanother10%.Ifyoudidnotreachyourgoalatleast8ofthe14days,maintainyourcurrentgoal.
4. GoalsmustbesetforspecificBmeperiodssuchasrecess,lunchhour,PE,axerschool,andfor24hours.
5. WhatisareasonableterminalacBvityBmegoal.Inotherwords,howmuchacBvityBmeeachdayisenough?
SeQnganAcBvityTimeGoal
Weeks AverageDailyAc0vity
Time
10%IncreaseinAverage
Ac0vityTime
PersonalGoal MadeGoal?Y/N
Sample 20min 20min×.10
=2min
20+2
=22min
1&2
3&4
5&6
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
MonitoringMyGoals
Day Steps Y/N AcBvityTime
Y/N
MVPATime
Y/N
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Name_________________Class_______Pedometer#_____
MyAverage:Steps______AcBvityTime______MVPA______
MyGoal:Steps______AcBvityTime______MVPA______
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
SeethechartBtled“CalculaBngAverageStepsandAcBvityTime”ifyouhaveforgosenhowtofindyouraverageacBvitylevel.Important:BesureyourpedometeriscounBngaccuratelyeachofthefourdays.
FallRepor0ngPeriod
Steps Ac0vityTime(Wholeminutesonly)
Day1Day2Day3Day4MyAverage
MonitoringMyDailyPhysicalAcBvity
SpringRepor0ngPeriod
Steps Ac0vityTime(Wholeminutesonly)
Day1Day2Day3Day4MyAverage
Name:__________________________Class:___________
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
PhysicalAcBvityReportTotheWhitmanSchoolParentsandStudentsFrom:Ms.Pangrazi,WhitmanPhysicalEducaBonTeacherRe:PhysicalAcBvityReportforyourchildAmajoroutcomefortheWhitmanSchoolphysicaleducaBonprogramistoincreasetheamountofphysicalacBvitystudentsaccumulateeachday.YourchildhaslearnedtouseapedometertotracktheiracBvity.ThisyeartheyhavelearnedhowtomeasurethenumberofstepsandtheamountofacBvityBmetheyaccumulateeachday.Onthebackofthissheet,youcanseehowacBveyourchildwasatthebeginningofschool.ThespringreporBngperiodshowsyourchild’sacBvitylevelcomparedtothefallreporBngperiod.YourchildmeasuredtheirphysicalacBvityduringtheschoolday.ThisinformaBonwillgiveyousomeideaabouthowacBveyourchildisduringlunch,recess,andphysicaleducaBon.InaddiBon,studentsnowreceiveacBvitybreaksintheclassroom.TogiveyousomeindicaBonofhowyourchildcomparestoothersinourschool,thefollowinginformaBonisoffered:RangeofAcBvityforSteps:2010to10,010RangeofAcBvityforAcBvityTime:35minto115minAverageNumberofSteps:5688AverageMinutesofAcBvityTime:62.4
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
1. Placetwolines30x.apart.Avolleyballcourtis30x.wideandcanbeusedtoeasilymeasureyourstridelength.
2. Start10-15feetbehindthestarBnglineandwalktowardthelineatanormalpace.CountthefirststepastheonethattouchesthegroundinsidethestarBngline.ConBnuewalkingandcounBngstepsunBlafoottouchesoutsidethefinishline.Thatisthenumberofstepsusedtocalculatestridelength.
3. Usethechartbelowtofindyourstridelength.
MeasuringStrideLength
Steps
StrideLength(].&in.)
StrideLength(].)
Steps StrideLength(].&in.)
StrideLength(].)
7 4’3” 4.29 15 2’0” 2.00
8 3’9” 3.75 16 1’11” 1.88
9 3’4’ 3.33 17 1’9” 1.76
10 3’0” 3.00 18 1’8” 1.67
11 2’9” 2.73 19 1’7” 1.58
12 2’6” 2.50 20 1’6” 1.5
13 2’4” 2.31 21 1’5” 1.43
14 2’2” 2.14 22 1’4” 1.37
NumberofSteps
MyStrideLength
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
ConverBngStepstoMiles
1. Placepedometerinthestepmodeandresetit.2. GatherstepdataduringthePEperiodorschoolday.
Whenfinished,openyourpedometerandrecordthenumberofstepsyouhaveaccumulated.
3. Enteryourstridelengthinfeet.SeeyourchartonMeasuringStrideLength.
4. FindthedistancewalkedinfeetbymulBplyingyourstepsBmesyourstridelength.
5. Convertthedistanceinfeettomiles.Dividethedistanceinfeetby5,280.
6. Calculatethenumberofstepsneededtowalk1mile.Divide5,280byyourstridelength.
NumberofStepsMyStrideLengthDistancewalkedinfeet(steps×stridelength)
MilesWalked(Distancewalked÷5,280)
StepsNeededtoWalk1mile5,280÷MyStrideLength
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
DeterminingStepsperMinute(Intensity)
1. Placepedometerinthestepmodeandresetit.2. GatherstepdataduringthePEperiodorschoolday.
Whenfinished,openyourpedometerandrecordthenumberofstepsandacBvityBmeyouhaveaccumulated.
3. FindyourstepsperminutebydividingthenumberofstepsyouaccumulatedbyyouracBvityBme.
4. HowdoesstepsperminutehelpyouunderstandtheintensityofyouracBvity?
5. Calculatehowfaryoucouldwalkinonehour.
NumberofStepsMyAcBvityTimeStepsperMinute(SPM)(Steps÷AcBvityTime)
Stepsaccumulatedin1hour(SPM×60)
Distancecoveredin1hour(Stepsaccumulatedin1hour÷5,280)
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
IdenBfyingYourMVPAThreshold
MVPAisanacronymforModeratetoVigorousPhysicalAcGvity.1. PutyourpedometerintheStepmode.2. Clearyourpedometer;closeitandbrisklywalkfor
exactlyoneminute.3. Stop,openthepedometerandcheckyourstepcount.
RounditdowntothenearestmulBpleof10.Forexample,if94steps,rounddownto90steps.ThatisyourMVPAThreshold.Recorditintheboxbelow.
4. PutyourpedometerintheMVPAmodeandholddowntheSetbusonfor10seconds.WhentheMVPAthresholdscreenpopsup,keeppressingtheSetbusonunBlyoureachYourMVPAThresholdvalue.
5. PushtheModebuson.YourMVPAThresholdvaluewillremainsetunBlyoure-enteranewvalue.Itdoesnotreset.
MyStepsperMinute(SPM)
MyMVPAThreshold(roundeddowntothenearestmulBpleof10)
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
WhatistheDefiniBonofMVPA?
Inthe2008PhysicalAcBvityGuidelinesforAmericans,physicalacBvityintensiBesaredefinedas,light<3.0METs,moderate3.0-5.9METs,andvigorous≥6.0METs.FormostacBviBes,theintensitycategoriesforstandardandcorrectedMETvaluesaresimilar.However,foracBviBeswithastandardMETlevelattheupperrangeofanintensitycategory(i.e.,5.8METs,moderateintensity)orforpersonswithhighbodymassandolderage,correcBonofthestandardMETlevelmayincreasetheintensityofanacBvityintothenexthighercategory(e.g.,6.3,vigorousintensity).
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
Ac0vity Intensity METSBicycling Leisure 4.0Aerobics LowImpact 5.0SiQng WatchingTV 1.0Standing TeachingPE 2.3Basketball PlayingGame 8.0Orienteering Walk/Run 9.0Tennis Singles 8.0Walking Household 2.0Walking WithDog 3.0Walking Brisk3.5mph 3.8Jogging General 7.0Running 10minmile 10.0Volleyball CompeBBve 8.0Swimming SlowLaps 8.0
METValuesofVariousAcBviBes
DynamicPhysicalEduca0onPedometerLessonPlansbyRobertP.Pangrazi,DynamicPhysicalEduca0onCurriculumGuide.BenjaminCummings:SanFrancisco.Copyright©2010
MVPA–DefinedbyMETValues
Whatismoderate-to-vigorous-intensityacBvity?ExpertsroughlyagreeonwhatconsBtuteslight,moderate,andvigorousphysicalacBvity.METS(resBngmetabolicrate)areusedtoquanBfyacBvity.OneMETequalsthenumberofcaloriesexpendedatrest(resBngmetabolism).TwoMETSisacBvitythatistwiceasintense.ThreeMETSrequiresthreeBmestheenergyascomparedtobeingatrest,andsoon.AcBviBesofthreeMETSorlessareconsideredtobelightacBviBes.Examplesarestrolling(slowwalking),slowstaBonarycycling,stretching,golfingwithamotorizedcart,fishing(siQng),bowling,carpetsweeping,andridingamower.ModerateacBviBesrangeintheareaof3.0-5.9METS.ExamplesofmoderateacBviBesareshoveling,sweeping,andwalkingat2.5mph.AcBvitythatexpendsmorethansixBmestheenergyexpendedatrest(morethansixMETS)isconsideredtobevigorous(highintensity)innature.ExamplesofacBvityatthislevelarebriskwalking,running,stair-climbing,andrope-jumping.AstudybyHarrelletal.(2005)showedthatchildrenburnmorecaloriesatrestandduringexercisethandoadults.WhenusingastandardadultMETtable,thevaluesshouldbeincreasedsomewhat(becausevaluesforadultsarelowerthanforchildren)tocompensatefortheenergyexpendituredifferencesbetweenadultsandchildren.