Comprehensive School Physical Activity Program Outline

School: Ottawa Middle School (Grades 6-8)

Teachers: Myltin Bighorn and Hank Kline

Table of Contents:
Title :::: 1
Context :::: 2
Mission Statement ad Standards :::: 3-4
Grade Level Outcomes :::: 5
CSPAP – Physical Education Curriculum :::: 6-14
CSPAP – Physical Activity During School :::: 14-15
CSPAP – Physical Activity Before and After School :::: 15
CSPAP – Staff Involvement :::: 16
CSPAP -Family and Community Involvement :::: 16-18
Resources :::: 19

I. CONTEXT
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 A. Ottawa Middle School
Ottawa Middle School (OMS) is located in Ottawa, KS in eastern Kansas. The town of
Ottawa is the 29th largest city in the state of Kansas with a population of just over 12,000. As
such, the school district that serves the Ottawa community (USD 290) is similarly small, with 3
elementary schools, 1 middle school, and one high school. OMS has 565 full time students from
grades 6th through 8th. OMS boasts a very low student to teacher ratio 14:1 and has robust
facilities for PE, culinary, art, music, etc. The school, much like the town of Ottawa has a
majority white population at 87.4%. The second largest racial group is Hispanic/Latino students,
which make up just under 5% of the student body. While the school is not racially diverse, it has
diversity in other aspects, specifically in socio-economic status. 56% of the student body is
reported to be in the low economic status bracket. 315 students at OMS are eligible for free or
reduced lunch. While the school has great facilities and an experienced staff, only 14% of
students are proficient in math, and 17% are proficient in reading.
The Physical Education program at Ottawa Middle School is lead by Chris and Fonda
Rose and the curriculum is similar to the popular Teaching Games for Understanding Curriculum
Model. The teachers have created a safe environment for learning where they strive to create
decision making opportunities in a high speed, high heart rate setting. OMS is lucky to offer a
variety of after-school sports including: cheerleading, cross country, football, volleyball,
basketball, wrestling, and track. The facilities of OMS are exceptional with a large gym and fully
stocked equipment closet. Students wear heart rate monitors and the school has been lucky
enough to win several grants to improve the OMS PE department. At OMS half the students in
the school take PE (every day) for an entire semester. The other half of the school takes PE the
other semester. Thus while the school year is 36 weeks, the PE program is only 18 weeks and
students in the fall and spring semesters learn the same games/sports/etc. as their peers. Mr.
Kline and Mr. Bighorn are lucky enough to inherit the program for the purposes of this CSPAP
and put our plan for the school into action.

II. MISSION STATEMENT AND STANDARDS -HANK

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Mr. Bighorn and Mr. Kline are dedicated to the physical activity of their students in school and
across the lifetime. Our mission is to create a healthful community where students value holistic
health. This means that students appreciate and understand that health/wellness is a combination
of factors including: physical activity, nutrition, sleep, social/emotional health (mental health),
hydration, flexibility, etc. One of our main priorities as physical educators is the process of
acquiring new skills/knowledge. In today’s society so much value is placed on the end result. We
feel that when students come to appreciate the process of learning they will better enjoy physical
activity and adopt it across the lifetime. It is our great honor to teach your students and look
forward to seeing them all improve this year; listed below are the national standards we will
structure our curriculum through.

Standard 1 - The physically literate individual demonstrates competency in a variety of motor

skills and movement patterns.
● We expect that our students are learning and developing the physical abilities that we
teach in our class. This is demonstrated in many ways. While we do partake in
“traditional” fitness testing, we are also uniquely cognizant of our students' motor skills
and sport techniques. If a student can run a 4 minute mile, but cannot throw a ball, we
would be failing at our job to improve their skills holistically.
Standard 2 - The physically literate individual applies knowledge of concepts, principals,
strategies, and tactics related to movement and performance.
● This standard is all about the cognitive domain. Do our students understand the skills and
principles of performance? This goes beyond knowing the rules of the game/activity. We
strive to have our students thinking critically about tactics, decision making, injury
prevention, health topics, etc.
Standard 3 - The physically literate individual demonstrates the knowledge and skills to achieve
and maintain a health-enhancing level of physical activity and fitness.
● Students in our class need to prove that they know how to put their knowledge into
action. One of the main ways we evaluate this is through our health units. Our health
journals are a key way that students show that they take what they have learned and put it
into practice outside of school. This also gets students thinking about health outside of
our gym.
Standard 4 - The physically literate individual exhibits responsible personal and social behavior
that respects self and others.
● Health is more than just a personal endeavour. Instilling healthy interpersonal values is a
major goal of our curriculum. Once students understand that their actions can have a
major effect on the health/wellness of others we see many adopt a different attitude on
relationship building.
Standard 5 - The physically literate individual recognizes the value of physical activity for
health, enjoyment, challenge, self-expression, and/or social interaction.
● If health behaviors and physical activity are not seen as important or enjoyable there is a
lower chance that these habits will be included across the lifetime. We want our class
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 environment to be one where students enjoy participation. And we expect students to
monitor their personal appreciation for wellness outside of school in their health journal
activities.

Why do we teach to all 5 standards?

Mr. Bighorn and Mr. Kline are proponents of holistic health. If we see all aspects of
health/wellness/activity as important, why would we only teach a portion of the standards?
Certainly there will be standards that resonate more with one student than another; however, we
still believe it is our duty to teach holistically - to all 5 of the national standards.

III. GRADE LEVEL OUTCOMES - MYLTIN

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 Grade 8 Outcome: The students will... Assessment

Standard 1 Achieve the ability to do a push up Add one push up per

week in their warm
up

Standard 1 Apply at least 4 basic movements that are required Checklist

for each unit

Standard 2 Be able to understand the rules of each sport unit Take a Quiz every
friday

Standard 2 Be able to apply strategic methods to each unit that Rubric

will make the game more efficient

Standard 3 Understand the value of their health through nutrition Log book
by eating at least 2 healthy meals/snacks per day

Standard 3 Describe at least 10 definitions that retain to the Journal Entry

health unit

Standard 4 Participate in the units that require one teammate to Partner

enhance social abilities and responsibilities Contract/Teammate
Grading

Standard 4 Be able to acknowledge at least one good choice they Exit Ticket
made that day

Standard 5 Recognize at least 4 values of physical education that Weekly Journal

are attainable to their skill levels per unit

Standard 5 Understand the importance of the cardiovascular Heart Rate Monitor

system by increasing their heart rate to at least 80
bpm for 10 minutes

IV. COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM

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 A. Physical Education Curriculum
1. Scope and Sequence - HANK
Mr. Bighorn and Mr. Kline have decided to continue with the modified “Teaching Games for
Understanding” curriculum model that is already in place at Ottawa Middle School. We have
seen a lot of growth in motor skills and decision making over the course of our observations and
feel that the students respond well to the curriculum already in place. However, that being said
we still want to make a few changes. First is the length of the unit. Typically at OMS the
students have done each “unit” for one week. Bigger, more widely played games like soccer,
basketball, volleyball, etc. will be revisited in non-consecutive weeks. We agree that keeping a
regular rotation is important, but we feel that one week is not long enough for the student to fully
grasp all the skills required for any game/activity. We plan to teach two week units with around
10 lessons. We hope that this will help our student better learn concepts and skills related to our
units. The next thing we will alter is the rotation of units. Every year students are taught roughly
the same units (with some added or removed year to year). While there is validity in doing things
every year to track progress (and we will have a few units that are seen most years) we also want
the kids to see new activities, new sports, new games, etc. (four of our units - soccer, basketball,
“favorite games” and volleyball will be taught each year while the rest of the units will rotate
with our curriculum). We plan to make a three year rotation of units so that every year of a
student's time at OMS they get to try out different activities. Finally, we want to go more in
depth in the health topics. At OMS, they currently spend 10 minutes a day for 1 week every few
weeks covering a health topic. While we won’t be able to cover every topic if we spend more
time on each, the students will leave with a better understanding of the topic. To cover all the
topics we will teach 3-4 topics per year. Students will see all of the major health topics in-depth
by the time they move on to high school. Below we have laid out our scope and sequence for the
OMS PE program.

Note about our curriculum: We have designed three one semester plans. As students are in PE
every day for an entire semester we do not design it across the year. The kids in the spring
semester will get the same lessons in reverse order (as weather permits doing the early fall
semester games in early spring semester). There will be some fluctuations in number of lessons,
but overall learning and activities will remain the same.

YEAR 1:
Weeks: Number Topic:
of
Lessons

1-2 13 (Half Soccer: This is a staple game that forces students to make decisions in an
week at uncomfortable environment. We start with this unit because it is a great
start of energy burner and kids can burn off a lot of that back to school

6
 school) excitement. Plus a lot of them are uncomfortable using their feet for
games and it is a great precursor to footwork which we talk about in a lot
of the other units.

3-4 9 (Labor Field Hockey: Field hockey is a game that is growing in popularity in the
Day) US. We have the perfect turf field for this game and it builds off soccer
in that the ball is on the ground. However, it also adds an element: the
stick skills. This extends the eye hand coordination further from the body
and will be transferable to some of the games we play later in the year.

Health: We will be teaching tabaco, smoking, chewing, vaping education

to start the year. This is a community that is heavily affected by drug use
so we know this is an important topic for our students.

5-6 10 Ultimate: This is another sport that is booming in the US and one that is
more fun played outside so it is best to do it early while we can get out
while the weather is nice. This is a skill that isn’t always super developed
(or taught at all) in elementary school and has a lot of fun build up
games/activities for kids to practice with.

Health: We will be teaching tabaco, smoking, chewing, vaping education

to start the year. This is a community that is heavily affected by drug use
so we know this is an important topic for our students.

7-8 10 Track/XC/Running: This is our first year doing this unit and we are
interested to see how it would work. Running is such a positive lifetime
sport and millions of people do it worldwide. We want to make
something that is usually not fun, fun. We will do this through a variety
of relays, running “combines”, team run activities, etc. Additionally, we
are always surprised with how many kids come to middle school without
basic running form/knowledge. This will be a helpful brush up in that
sense.

9-10 8 Favorite Games/Classics: These are games rather than sports that we
(Confre have taught and that the kids always enjoy, because this is a shorter unit
nces) we just want the kids to focus on having fun, getting their heart rate up
and getting in some good old fashioned play.

Health: For this health unit we will cover athletic injury. This is a more
technical unit so we will spend less time on it (as it can get too technical
if you go for too long on it). The kids really start to think like
professionals and it will be a great precursor to anatomy later this year.

11-12 9 (No Basketball: An all time favorite! This is one of the units where our
school students heart rates get the most stress. It has a lot of lessons and skills to
day after teach and can be fun for all students of varying competitive levels.
Oct. 31)

7
 Health: For this health unit we will cover athletic injury. This is a more
technical unit so we will spend less time on it (as it can get too technical
if you go for too long on it). The kids really start to think like
professionals and it will be a great precursor to anatomy later this year.

13-14 10 Badminton: Using the stick skills we touched on with field hockey, we
are able to expand and teach the first racquet sport in the three year
rotation. The birdie is lighter and doesn’t travel as fast as other sports so
it is a great way to teach force, power, shot variability, etc.

15-16 10 Volleyball: This is one of the best sports for middle schoolers as there are
a lot of key concepts: timing, power, placement, spacial awareness,
communication, etc. This is more time consuming than some as its
usually a totally new set of skills but it usually one of our classes favorite
activities.

Health: For our last unit of the semester we will be teaching anatomy. A
lot of the kids get intimidated by the more science heavy nature but we
try to keep it simple for success. We focus largely on bone and muscles
(makeup and type) and body movements (touching on kinesiology)

17-18 10 Invasion/Capture the Flag Games: This is a great way to end the year as
it is very strategy/tactics dependent and that is something that we focus
on in a lot of the activities over the course of the year. Our only major
holdup with this unit (which is why it only happens once every three
years) is that some of the less PE inclined students will sometimes not
participate as much.

Health: For our last unit of the semester we will be teaching anatomy. A
lot of the kids get intimidated by the more science heavy nature but we
try to keep it simple for success. We focus largely on bone and muscles
(makeup and type) and body movements (touching on kinesiology)

YEAR 2:
Weeks: Number Topic:
of
Lessons

1-2 13 (Half Soccer: This is a staple game that forces students to make decisions in an
week at uncomfortable environment. We start with this unit because it is a great
start of energy burner and kids can burn off a lot of that back to school
school) excitement. Plus a lot of them are uncomfortable using their feet for
games and it is a great precursor to footwork which we talk about in a lot
of the other units.

8
3-4 9 (Labor Lacrosse: A good alternative to field hockey, the students need to master
Day) similar stick-eye-hand coordination. This is best done outdoor since it has
a higher level of dangerous elements where the extra space can help.

Health: We will be teaching nutrition this unit. This is a primarily rural

area and a lot of families are farmers/ranchers. This comes with a
difference understanding and appreciation for food. We will try and
broaden some understanding and notions around food in our unit.

5-6 10 Golf: This is another unit that is new to OMS that we want to introduce.
It takes some more specialized equipment but has some major benefits
for our students. It is a very specialized movement and requires a full
body motion from feet to ankles, to knees, to hips, to torso, to shoulders,
arms, forearms, wrists, fingers (truly full body!) It is also a great double
dip with math. Our health units are very integrated with the english
department here at OMS so it is nice when we can provide some much
needed enrichment for math.

Health: We will be teaching nutrition this unit. This is a primarily rural

area and a lot of families are farmers/ranchers. This comes with a
difference understanding and appreciation for food. We will try and
broaden some understanding and notions around food in our unit.

7-8 10 Flag Football: Mr. Bighorn and Mr. Kline are very aware of the
controversy that comes with playing any version of football in PE. There
are definitely safety issues that we are careful about throughout the unit.
That being said it is a key chance to teach defensive/offensive invasion
game principles. We do this earlier in the semester so that it can be
played outdoors.

9-10 8 Favorite Games/Classics: These are games rather than sports that we
(Confre have taught and that the kids always enjoy, because this is a shorter unit
nces) we just want the kids to focus on having fun, getting their heart rate up
and getting in some good old fashioned play.

Health: For this health unit we will cover social emotional health (mental
health). This is a unit that we are both very passionate about and we want
to give our students all the tools they’ll need to talk openly and honestly
about their mental health. We’d like to give them as many resources as
possible and break the stigma around mental health!

11-12 9 (No Basketball: An all time favorite! This is one of the units where our
school students heart rates get the most stress. It has a lot of lessons and skills to
day after teach and can be fun for all students of varying competitive levels.
Oct. 31)
Health: For this health unit we will cover social emotional health (mental

9
 health). This is a unit that we are both very passionate about and we want
to give our students all the tools they’ll need to talk openly and honestly
about their mental health. We’d like to give them as many resources as
possible and break the stigma around mental health!

13-14 10 Tennis: Tennis is one of the games that we really stress the opportunity
for lifetime appeal. Millions of people around the country play in adult
tennis leagues and it is one of the easiest sports to get involved with after
life in USD 290. It builds on many of the racquet sports that we will
cover in other years and we place a large emphasis on power, placement,
and tactics as well as proper technique and footwork.

15-16 10 Volleyball: This is one of the best sports for middle schoolers as there are
a lot of key concepts: timing, power, placement, spacial awareness,
communication, etc. This is more time consuming than some as it is
usually a totally new set of skills but it usually one of our classes favorite
activities.

Health: For our last unit of the semester we will be sex education. While
the state of Kansas is a comprehensive sex education state, USD 290
prohibits comprehensive sex education. To that end we the basics that we
are allowed to teach (much to our dismay). Strong emphasis on consent
and relationship building.

17-18 10 Kickball: A fun way to end the semester of PE! We play around 7
different variations of the sport and pride our lessons on evolving all
students and cutting times in line. A fast placed unit that we try to pull
the technique from soccer (kicking/placement) and tennis (power,
strategy of where to kick, etc) together.

Health: For our last unit of the semester we will be sex education. While
the state of Kansas is a comprehensive sex education state, USD 290
prohibits comprehensive sex education. To that end we the basics that we
are allowed to teach (much to our dismay). Strong emphasis on consent
and relationship building.

YEAR 3:
Weeks: Number Topic:
of
Lessons

1-2 13 (Half Soccer: This is a staple game that forces students to make decisions in an
week at uncomfortable environment. We start with this unit because it is a great
start of energy burner and kids can burn off a lot of that back to school

10
 school) excitement. Plus a lot of them are uncomfortable using their feet for
games and it is a great precursor to footwork which we talk about in a lot
of the other units.

3-4 9 (Labor Bowling: Bowling is a great lifetime activity and is enjoyed by many
Day) adults, we feel that the technique is important to teach and the scoring is
another great integrative unit with math.

Health: We will be teaching alcohol this unit. A lot of teachers combine

this with smoking/vaping units but we feel it is important to teach it on
its own. We prioritize knowing limits, and avoiding binge drinking
habits. We rely heavily on the science of what alcohol does to your brain
and the legal ramifications to teach students the possible consequences of
heavy drinking.

5-6 10 Team Handnall: While this game is more popular in Europe than
America we still feel that it has great potential to teach key invasion
game principals and is a good team game that gets heart rate pumping
and lots of movement.

Health: We will be teaching alcohol this unit. A lot of teachers combine

this with smoking/vaping units but we feel it is important to teach it on
its own. We prioritize knowing limits, and avoiding binge drinking
habits. We rely heavily on the science of what alcohol does to your brain
and the legal ramifications to teach students the possible consequences of
heavy drinking.

7-8 10 Floor hockey: We use this very similarly to the field hockey unit. The
major difference is that it is inside and the ball (on hardwood) moves
significantly faster. This requires a lot of patience and teaching spacing
patterns and passing techniques so that teams do not bunch together.
Safety is a big issue in this unit and body awareness/spatial awareness is
developed night and day in this unit.

9-10 8 Favorite Games/Classics: These are games rather than sports that we
(Confre have taught and that the kids always enjoy, because this is a shorter unit
nces) we just want the kids to focus on having fun, getting their heart rate up
and getting in some good old fashioned play.

Health: For this health unit we will cover an epidemiology unit. Middle
schoolers can tend to be dirty, messy, and generally unclean. Mr. Bighorn
and Mr. Kline are of the opinion it never hurts to have a general reminder
to wash hands and clean up more often. We teach the difference between
communicable and non communicable disease and how to prevent illness
where possible.

11-12 9 (No Basketball: An all time favorite! This is one of the units where our

11
 school students heart rates get the most stress. It has a lot of lessons and skills to
day after teach and can be fun for all students of varying competitive levels.
Oct. 31)
Health: For this health unit we will cover an epidemiology unit. Middle
schoolers can tend to be dirty, messy, and generally unclean. Mr. Bighorn
and Mr. Kline are of the opinion it never hurts to have a general reminder
to wash hands and clean up more often. We teach the difference between
communicable and non communicable disease and how to prevent illness
where possible.

13-14 10 Pickleball: Pickleball is the last of our three net/raquet sports and one that
our students really love. It is similar to a giant game of ping pong and is a
great way to pair technique (paddles eliminate the spin you can do in
tennis so paddle placement is much different) with tactics (standing
frontcourt vs backcourt, no stepping in the kitchen). This game is
exploding in popularity in the US and we think our students will be
playing this more competitively in the future.

15-16 10 Volleyball: This is one of the best sports for middle schoolers as there are
a lot of key concepts: timing, power, placement, spacial awareness,
communication, etc. This is more time consuming than some as it is
usually a totally new set of skills but its one of our classes favorite
activities.

Health: For our last unit of the semester we will be teaching mindfulness.
Our program is really passionate about mental health so we included this
as an extra enrichment to the mental health education unit in the year 2
plan. We will highlight the mental and physical symptoms of stress and
anxiety and present a variety of breathing techniques and coping
mechanisms for when we are feeling both good and bad. This is great to
teach right before finals!

17-18 10 Dodgeball: We know that there is a lot of dislike for dodgeball in PE.
That being said we still feel that the game has merit in the classroom and
is a good way of practicing throwing skills and strategy. Safety is a major
concern during this unit and we teach a lot of variations of dodgeball as
to avoid kids building pent up aggression over the course of the unit. The
kids still really enjoy it and is a nice way to wind down before
Winter/Summer break.

Health: For our last unit of the semester we will be teaching mindfulness.
Our program is really passionate about mental health so we included this
as an extra enrichment to the mental health education unit in the year 2
plan. We will highlight the mental and physical symptoms of stress and
anxiety and present a variety of breathing techniques and coping
mechanisms for when we are feeling both good and bad. This is great to

12
 teach right before finals!

2. Safety Precautions - MYLTIN

Safety is and will always be our top priority within the CSPAP. We will ensure that each student
will be taught and prepared for physical safety in our classroom. Along with preparation with the
students, Mr. Bighorn and Mr. Kline have their duty to provide safety in the classroom with a
checklist. This checklist consists of Pre-Instruction, Facilities & Equipment, and Instruction &
Class Management. First, pre-instruction is to determine if there is the appropriate equipment for
the game, apply verbal safety instructions to the students, make sure each student is properly
dressed with rubber-soled shoes, and provide visual signs throughout the gym to reinforce verbal
safety. Secondly, we need to double-check the facilities and all equipment. To ensure facility
safety, the gym must be clear of any objects that can potentially cause injury. If we are in a unit
that requires an object to be thrown in the air, the ceiling must be properly secured in case of any
potential hazard. The equipment must be able to withstand gameplay to ensure the safety of the
students. Any signs of damage to equipment will not be used until replaced or fixed. The playing
area and if outdoors, must be cleared of debris and objects that may fall or roll in the area. Lastly,
instruction and class management need to be addressed at all times. As educators, we need to
always double-check our activities to ensure it is up to par with the student's skill levels. To
prevent complex lessons, we start with the basic skill levels and work our way up to more
advanced lessons once the student has progressed with their skills, and we as educators believe
they are ready for the next level. Students will always be warned of the potential dangers of an
activity and will not be forced to do an activity they do not feel comfortable doing. In an event
we have lessons that require a spotter, first, we will instruct how to be a top-tier spotter and then
we will group students that match other students body-built to ensure proper spotting.

● Conduct: Bullying and Harassment will not be tolerated in this classroom. Students are to
respect one another to ensure proper safety. Students will be taught how to respect
boundaries of one another by participating in multiple lessons that will perform correct
actions for personal space. This will also cover the consequences of a student damaging
facilities and equipment. Students will not receive a warning for these mis-conducts as
these are serious actions in our environment and will be removed from the classroom.
● Dress: Students are required to have proper dress attire that is non-restrictive and rubber-
soled shoes. This is just not for our policy but to more importantly ensure the safety of
the students physical activity.
● Physical Exams: Students are required to get a physical exam done by their provider or
the school nurse before any physical activity. This will give Mr. Bighorn and Mr. Kline
the benefit of the doubt that each student can participate in the lessons under the doctor's

13
 clearance. It also provides documentation that the student is physically okay to perform
these activities.
● Instructions: Pre-Instructions will give the students a great understanding on what to
expect within each lesson. Speaking upon safety can never be achieved enough no matter
how much a student is familiar with the lesson. Mr. Bighorn and Mr. Kline treats all
students the same when it comes to instructing safety to the students.
● Special Staff Training: As Mr. Bighorn and Mr. Kline are CPR and First Aid certified, we
require any teacher that may be a part of this classroom including substitute teachers to
be CPR and First Aid certified as well. It is more responsible to have these certifications
and not need them than to need them and not have the certifications.
● Procedures of an Accident: First the student is to be assisted by Mr. Bighorn or Mr. Kline
right away. While one teacher is occupying the student, the other teacher will gather the
other students and remove them from the scene (depending on the seriousness of the
accident). Once the scene is clear, medical attention will be provided and will progress
with the necessary steps needed in order to keep the student calm and stable. If needed,
911 will be called as soon as possible and students are to go into the locker rooms until
the situation is over.

B. Physical Activity During School - MYLTIN

While physical activity is important for physical educators, it is also important that we can get
other staff members to understand the importance of physical activity for our students. Physical
activity in other classrooms besides the gym is a key topic for CSPAP. Students very often get
weary throughout their classes and a cognitive “pick me up” can go a long way. Here are some
activities that can be incorporated throughout every class in OMS:
● 30 Second Halfway Boost: This activity can be applied halfway through the class
period if needed. Teachers across OMS will have the opportunity to apply a daily
movement that will be predetermined for the day in their class such as jumping
jacks, high needs, jumping up and down, etc. We will encourage teachers to use
this boost to give the students energy to efficiently get through the rest of the
period.
● Recess in Middle School: The older students get, the less recess time they receive.
To have recess continued throughout middle school can give the students more
time for physical activity. OMS can reduce the time in the advisory period to
allow students to have a 15 minutes recess period between 6th and 7th period.
This time frame is for students willing to be active. Students are to use this time to
get their heart rate up. The students that do not want to participate will use this
time as a study hall instead.

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 C. Physical Activity Before and After School - HANK
Another key aspect of CSPAP is physical activity before and after school. Our goal is to get
students 60 minutes of physical activity everyday. While our students get a chunk of their daily
allotment in PE, there is still a lot of room for physical activity outside of the classroom. Here at
Ottawa Middle School we want to provide our students with a variety of options for activity
outside of the classroom. Listed below are some options for our students:
● OMS Sports: We are so lucky here at OMS to offer a variety of team and individual
sports at a variety of levels from varsity to instructional. The Whirlwinds compete in the
following sports available for any student to play: cheerleading, cross country, football,
volleyball, basketball, wrestling, and track.
● Spring Lifters Club: In the spring of every school year we host a weightlifting club that is
housed across the street at Ottawa High School. Interested 7-8th graders can go an learn
about safety, development, and programming in the weight room. They will learn the
basics of the sport and the benefits of long-term resistance based exercise. This is open to
any 7th or 8th grade student (due to space requirements 6th grade is not offered at this
time), we want anyone and everyone to come out NOT JUST ATHLETES! Mr. Bighorn,
uses his background in lifting to provide high quality programming and developmentally
appropriate lifting programs.
● Cookers Club: While not specifically physical activity related, eating healthy is major
health goal of our curriculum and nutrition is something that Mr. Bighorn and Mr. Kline
are passionate. This 4 week, 16 day (M, Tu, W, Th) club in April offers a crash course in
cooking skills and fostering an appreciation for healthy foods. One day out of the week
will focus more on how to shop efficiently/cost effectively for healthy foods and how to
plan meals that can be used for leftovers. The club is taught by the OMS culinary teacher
but has programming/planning ties with Mr. Bighorn and Mr. Kline’s health standards.
● Sunrise Yoga: December and January in Kansas is cold, dark, windy, and brown - the
perfect weather to sleep in and slumber through the first part of any day. This year Mr.
Kline is launching a before-school sunrise yoga group on Tuesdays and Thursdays. The
focus will be on invigorating the body and filling our students minds with energy before
the school day. Plus it will be a great introduction to yoga for many students. All students
are welcome to sign up.

D. Staff Involvement - MYLTIN

As educators at Ottawa Middle School, we need to ensure that all staff members are in
communication with each other when it comes to physical activity. Staff Involvement is essential
when it comes to CSPAP. We are the teachers of the students and we must lead by example. To
have a wellness program within the school community will help build the structure for a strong

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foundation in physical activity. We have strategized some possible physical activity initiatives
that are found to be successful in other schools. They consist of the following:

● 30-Minute Morning Walk/Run Program: This program is a daily commitment that will be
available to all staff, Monday-Friday, at 5:30 am in Ottawa Middle School. Staff will
have the opportunity to become active before school begins each day. There will be a
designated path that will be throughout the hallways and stairways. The staff has the
choice to either walk or run. To ensure commitment from each staff member, there will
be a daily sign-in sheet for each member to keep track of their progress.
● The Smallest Winner: Making a program that is competitive, motivating, and fun can
bring in more staff members to join. This program is based over a 90 day period
(Monday-Sunday). As it is staff members only, it will be $10 to join and 100% of the
money will be returned in an award. The more the members, the higher the payout. The
meaning of this program is to see which member can lose the most weight within the 90
days. There will be weigh-ins on day 1 and day 90. There will be first, second, and third
place winners.

E. Family and Community Involvement - HANK

Family and community involvement are keys to CSPAP and vital in helping our students value
health and wellness in and out of the school. If the classroom is the only place where our
students are being enriched with physical/health education we are not doing enough to help our
students live healthful lives. We have designed a series of programs and events that we hope will
bring our families into our health commitment. Below are some of the things that we have
planned so far:

● OPSTalks (Ottawa Public Schools Talks): These are monthly takes on the popular
“TEDTalks” speaker series. Each month we hope to educate our community (any family
in USD 290 may attend although some topics will be geared towards more specific
groups) on a topic that we see as important/interesting. Mr. Bighorn and Mr. Kline
encourage both students and parents to attend. We hope to brand the OPSTalks as a fun
event for all. We want to invite guests/experts to share their perspective and we plan to
add humor, research, and storytelling elements into our community talks to further boost
their impact. See a schedule below for the OPSTalks for the 2022-23 school year.

Last Monday in TOPIC: Hydration Nation: Why kids need their water
September (with special guest, Natasha Hansen, KU Athletics,
Certified Nutritionist)

Last Monday in October TOPIC: Midterm Muscles: The surprising link between
physical activity and academic retention

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 Last Monday in TOPIC: Recovery is Preparation: The often misunderstood
November art of recovery is vital to athletic preparation and injury
prevention

Last Monday in January TOPIC: Flex Time: Why stretching and flexibility are
regularly overlooked keys to your physical health with
guest panel (Delaney Smith - UCLA Swim and Dive,
Haley Archuleta - Gonzaga Soccer, and Jackson Harvey -
University of Denver Lacrosse) ***Note: as guest are
personal friends across the country they will join via zoom

Last Monday in February TOPIC: Inner Zen: with shorter and colder days our kids
are at peak Seasonal Affective Disorder (SAD) season,
how to protect our minds from stress and prioritize our
mental health needs

Last Monday in March TOPIC: Performance Anxiety: How to conquer the pre-
competition/pre-test jitters (Special guest, Dr. Mary Fry -
Professor of sports psychology).

Last Monday in April TOPIC: Beans, beans, beans the magical…. Protein?: In
this farming-ranching community we want to bring other
protein sources to the table (than the typical
beef/pork/chicken standards) and the benefits of variety in
eating.

● Bikes, Brews, and Bagels: This is a community 7.5k or 15k bike race. Entry comes with a
small cost to provide bagels and “brews” (beer from local brewery for the adults, root
beer for the kids). There will be educational supplements on the benefits of “lifetime”
sports like cycling, the importance of riding with a helmet, and traffic signals bikers
should know. The race is casual and open to anyone in USD 290, even if they do not have
a background in cycling. The race will take place at the beginning of May.
● August/January PE Open House: This is an event for OMS parent/guardians and students
only. At the end of the month once kids have gotten settled into the semester and we
understand the group that we will have for the next several months we will invite all
OMS families together to learn more about our program. We will likely play a few of our
school’s favorite games and do a little parents vs. kids action.

● Health Fair: In December we will host a great event for anyone at our school. A health
fair is a great way to spur community involvement and show parents why making healthy
decisions is beneficial for the whole family. At the fair we plan to have booths with: flu
shot clinic with partnering local providers, guest speakers from health experts and school
SROs on the risks of vaping, partnering local health professionals (chiropractor, dietitian,
parks and rec representatives), free blood pressure readings, and so much more!

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Resources:

Institute of Education Sciences. (2021, January 12). School detail for Ottawa Middle School.
National Center for Education Statistics (NCES) . Retrieved November 7, 2021, from
https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?Search=1&ID=200001500462.

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USNEWS ED. (2021, August 12). Ottawa Middle School in Kansas - U.S. news education. US
News Education. Retrieved November 7, 2021, from
https://www.usnews.com/education/k12/kansas/ottawa-middle-school-266860.

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