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Types of stretching

Types of stretching. Active: the person stretching provides the force of stretch Passive: a partner provides the force of the stretch Static: slow sustained stretch for 10-30 sec. Ballistic: bouncy stretch reserved for those involved in sports that require quick movements

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Types of stretching

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  1. Types of stretching • Active: the person stretching provides the force of stretch • Passive: a partner provides the force of the stretch • Static: slow sustained stretch for 10-30 sec. • Ballistic: bouncy stretch reserved for those involved in sports that require quick movements • PNF:combination of active/passive stretch usually with a partner or some kind of ‘aid’

  2. Factors affecting flexibility • Muscle temperature: affects the muscle’s stretch beyond it’s normal elasticity • Age: adults tend to lose the elastic properties and without a flexibility program the muscle tissue isn’t as compliant to stretch • Gender: females tend to be more flexible than males • Tissue interference: body fat or musculature can create joint limitations

  3. Class activity • Create a scope and sequence of the concepts of flexibility that you believe K-12 students should know before they leave school.

  4. Training Principles • Overload: stretch to the point of mild tension • Progression: gradually increase the amount of time each stretch is held • Specificity: to increase flexibility in a particular area, exercises for that particular muscle group must be done • Individuality: address each student’s limitations in a flexibility program

  5. FITT • F= 3+ times per week to warm muscle • I = to point of mild tension • T = 4-5 reps of 10-30 sec • T = slow,static stretch of all muscle groups • See Appendix D for contraindicated exercises

  6. Class Activity • You are doing a field experience at a school that has a set warm up policy at the beginning of class. Within that warm up, the CT has exercises that are questionable or contraindicated. You are uncomfortable having students do the exercises. What will you do?

  7. Class activity • How will you address the principle of ‘individuality’ for flexibility training within your daily schedule of 30+ students per class?

  8. Class activity • You have several students with disabilities in your class. One is wheel-chair bound, one is mildly autistic, one has visual impairments, and one is hearing impaired. How would you address their individual learning needs in your class as you teach and involve them in flexibility concepts?

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