SHAPE Journal Spring 16

THE
SHAPE
MICHIGAN
Journal
SPRING 2016
SOCIETY OF HEALTH AND PHYSICAL EDUCATORS - MICHIGAN
In si d e:
MISSION: POSSIBLE!
AT MISSION POINT RESORT
OCTOBER 6-8, 2016
teacher articles
information on essa!
create your own games
convention news and

registration
eastern and western

physical education
2015 award winners
Leadership 2016
Executive Committee
Executive Director
VOTING MEMBERS
President
Brian Tass
coachtass@gmail.com
Secretary
travis gucky
mrgucky@gmail.com
Past President
MIKE lemerise
mike.g.lemerise@gmail.com
Treasurer
Fred Price
fprice504@comcast.net
President Elect
JEFF STEVENSON
SteveJ01@wsdmi.org
Roger Jackson
mahperded@gmail.com
Convention
ManageRr
Rebecca Langdon
mahperdinfo@gmail.com
BOARD OF DIRECTORS
Health
regional representatives
Region 1
Vacant
Region 4
JENNIFER RIVERA
jrivera2@livoniapublicschools.org
Region 2
DALE BERRY
dberrymsu@gmail.com
Region 5
vacant
Region 3
SCOTT PRZYSTAS
przystass@ghaps.org
Vice President
carol poenisch
cpoenisch@comcast.net
Vice President Elect
naomi watts
omiwatts@gmail.com
Past Vice President
jennifer olson
olsjenni@gvsu.edu
Physical Education
Vice President
STANDING COMMITTEES - CHAIRPERSON

Awards
Dale Berry
dberrymsu@gmail.com
Nominations
jEFF STEVENSON
SteveJ01@wsdmi.org
Grants and
Scholarships
FRED PRICE
fprice504@comcast.net
Convention Planning
MIKE LeMERISE
mike.g.lemerise@gmail.com
Constitution/Bylaws
TRAVIS GUCKY
mrgucky@gmail.com
AD-HOC COMMITTEES
Financial Fitness
ROGER JACKSON
mahperded@gmail.com
Social Media, Branding,
Marketing
NATE MOORE
mooren@gmail.com
Student Leadership
HALEY BARNES
hbarnes@adrian.edu
JRFH/HFH COORDINATORS
Legislative, Public
linda
ebeling
Relations, and Advocacy
mijumphoops@yahoo.com
ROGER JACKSON
mahperded@gmail.com
joanne desy
jdesy@tkschools.org
Publications
BRIAN TASS
coachtass@gmail.com
DEANNA SKELCY
dskelsy@cvs.k12.mi.us
Dance
Vice President
MAXINE DeBRUYN
debruyn@hope.edu
ELIZABETH KATTNER-ULRICH
kattneru@oakland.edu
Past Vice President
amy bickley
Bickley@owosso.k12.mi.us
NICOLE FLINN
flinn@hope.edu
Future Professionals
Vice President
HALEY BARNES
hbarnes@adrian.edu
Past Vice President
JOEY CHA
Joey Cha chaj@mail.gvsu.edu
jill waliczek
jawalicz@svsu.edu
jordan williams
Jordan.Williams@arbor.edu
Recreation
Vice President
PHIL GOODMAN
f8nleaders@gmail.com
NATE MOORE
mooren@gmail.com
Past Vice President
VACANT
Past Vice President
sawyer duncan
Sawyer.W.Duncan@wmich.edu
Parliamentarian
Michael Roskamp
roskampm@gvsu.edu
Journal
THE
SHAPE
MICHIGAN
SOCIETY OF HEALTH AND PHYSICAL EDUCATORS - MICHIGAN
In This Issue
Message from the Executive Director . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Message from the President . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
SHAPE Michigan SE Regional Workshop-Region 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teachers of the Year . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
SHAPE Michigan Social Media Links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Outstanding Major of the Year Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
SHAPE Michigan Jump Rope for Heart Grants, Awards and Scholarships . . . . . . . . . . . . . . . . . . . . . 10
SHAPE Michigan Awards Nomination Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
SHAPE Michigan Grant Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
SHAPE Michigan Scholarship Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
SHAPE Michigan Mini Grant Application . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Bowling Beyond the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
In-school Roller Skating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
News from Past President Jen Egan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Create Your Own Games Unit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
A Second Thought on Recess Mileage Clubs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Future Professionals Update . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Eastern and Western Physical Education: The Same Worldwide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Call for Presentations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
A New Chapter-A New Adventure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Running Club . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Assessing and Measuring Dance Experiences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Creating A Personal Learning Network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
SHAPE Michigan Membership Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Guidelines for SHAPE Michigan Journal Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Liaison Agencies
American Heart Association
Brittany Merritt
brittany.merritt@heart.org
517-349-3102
Michigan Dance Council

Open
Michigan Department of Community Health

Karen Yoder
yoderk@michigan.gov
United Dairy Industry of Michigan
Brianna Banka
brianna@milkmeansmore.org
Michigan Department of Education

Mary Teachout (Health)
teachoutm@michigan.gov
517-335-1730
EPEC
Candy (Lee) Kokinakis
ckokinakis@michiganfitness.org
Michigan Fitness Foundation

Mike Maisner
mmaisner@michiganfitness.org
517-908-3824
Michigan Action for Health Kids

Roger Jackson
mahperded@gmail.com
Michigan High School Athletic Association

Gina Massolini
517-332-5046
The SHAPE Michigan Journal 1
SPRING 2016
MESSAGE From the PRESIDENT

A Passionate Vision for Youth Fitness
Brian Tass
SHAPE Michigan President
As the coats start to come off and we put the boots away for the season, I see more and more children and families out and
about for walks. I notice more bikes, backyard soccer games and some games of pig in the driveway. My own two daughters
beg me to do these types of things with them daily. Spring has sprung!
Everywhere there are young people who are physically active. How can physical education teachers bring that enthusiasm and
motivation for fitness into their classes? Several key thoughts follow.
The seeds for valuing physical activity are planted very early. Elementary school physical education is the most critical time
to influence a students view of physical possibilities. It is essential to provide environments with attainable challenges to
encourage children.
Fitness activities should be fun. There are an abundance of resources available describing inviting strategies to nudge youth
out of their comfort zone, motivate them to try new things and keep the interest of the whats next generation. Regional
workshops exist right here in Michigan to help teachers learn cutting-edge strategies to encourage students on a lifeline
journey to health-related fitness. Beyond that, using social media to connect with others across the globe about best practice
and innovative approaches using technology can make learning exciting for both the teacher and students.
Fitness activities are for everyone in the physical education classroom. There are no prerequisites for participation. No one is
left on the bench. Full inclusion is a realistic standard in physical education. Everyone can improve daily if they embrace the
FIT principle: frequency, intensity and time.
Movement literacy is essential for improving fitness. Physical education teachers are responsible for developing competent,
skillful movers. Like learning the alphabet, sounds and speech patterns toward reading, the fundamental building blocks of
movement are the primary tools for participation in physical activity and physical activity is the way to a healthy, active life.
Curriculum content, motivational strategies and positive environment are all crucial in this area.
Most importantly, fitness begins with us. Actions really do speak louder than words. It is up to every physical education
teacher to be a product of the product. Through our own healthy and active lifestyle, we are sharing that productivity, health,
happiness and physical activity are related. Fitness is not just a two-week unit; it is a lifestyle. While working with your
students, be active yourself and share in that gift of health-related fitness.
My message is simple-share the energy to inspire, educate and empower a population of healthy, active people. It all starts
with you, your students and your program.
SPRING 2016
IMPORTANT MESSAGE From the EXECUTIVE DIRECTOR

ESSA: Changing the Landscape for
Physical Education and Health Education!
Roger Jackson
There is a new law of the land when it comes to public elementary and secondary education in the United States, and Physical
Education and Health Education have a seat at the table as part of a Well-Rounded Education! There are opportunities ahead
that have not existed before to improve programs and access professional development funds, but only if you make sure you
are part of the process in your district!
The Every Student Succeeds Act (ESSA) was signed into law this past December by President Obama. It has taken more than
seven years to come up with a replacement for No Child Left Behind, and it was a true bi-partisan effort.
Many of us have worked for those past seven years to get Physical Education and Health Education included in what used
to be known as Core Academic Subjects (NOT to be confused with Common Core Curriculum!). Under the new law, the
term Core Subjects no longer exists. This was intentionally done to make sure there was no comparison to Common Core
Curriculum.
The definition is now Well-Rounded Education (ESSA Title I) and includes over seventeen other subjects. By being included
in this definition, Title II funds should be available to districts for professional development in all the subject areas.
The Carol M. White PEP Grants, the only source for grant money specifically tied to Physical Education will no longer exist
after 2016. That funding source will be lumped in with about 20 other previous programs in the form of competitive block
grants, distributed by the states. The money starts coming to the states on July 1, 2017.
Those block grants come under Title IV, Part A. Three major categories of funding are listed under Part A: Well Rounded
Education, Safe and Healthy Students, and Effective Use of Technology.
The Highly Qualified Teacher language is gone.
Most power, and almost all funding decisions, will be transferred to the states.
The 2016-2017 school year will be a transition year to the new format.
Schools districts must submit a needs assessment to the state department of education! It is imperative that health and
physical educators step up to promote their programs and express their needs. MAKE SURE YOU ARE INVOLVED IN THE
PROCESS!
Here is a link to an eguide: Getting Started With ESSA
http://www.shapeamerica.org/advocacy/essa.cfm/
SPRING 2016
2016 - 26th Annual SHAPE Michigan Region 4

Physical Education Workshop
Mike LeMerise
Past President of Shape Michigan
and Workshop Leader
This year we had 16 speakers, all professionals in their field.

We had adapted physical education activities and technical
activities related to physical education. We also had other
activities such as the Chinese students who put on a dance
and badminton. We are grateful to Wayne State University
for sending students each year to our Workshop.
The regional committee also put on a very nice breakfast
for all the participants. This was led by Carol Poenisch
and her crew of other Regional members. This being our
26th annual Workshop, we have been able to get out all
the kinks over the years. The evaluation process has been a
very important tool to stay current with issues in physical
education and health. Each year the committee meets
and discusses newer and current ideas and activities in
this professional field. We are grateful to those who have
contributed over the years and given this Workshop a
special meaning.
I would also like to thank Becky Langdon Hagerty and
Roger Jackson for their help from the SHAPE Michigan
Administrative Office. They have been tremendous
contributors in the organization of this special Workshop,
so lets keep this in mind that the future looks very bright
and that our members should continue attending, speaking,
and also to help us create future workshops.
We all look forward seeing you at the SHAPE Michigan
Convention on October 6 through 8 on Mackinac Island at
Mission Point Resort. See you at Mission Possible.
Committee Members are: Fred Price, Bob Marijanovich,
Jennifer Rivera, Phil Goodman, MaryAnne Rickens, Mary

Ann Reardon, Nancy Overman, Nancy Thoenes, Carol
Poenisch, Sue Kendall, Carolyn McGannon, Brian Tass,
Roger Jackson, Deanna Skelcy, Joyce Krause, and Mike
LeMerise.
Special Thanks to: Laura Melvin - Staff at Meads Mill
Middle School in Northville.
Also to our speakers for 2016: Greg Czar, Angi Deng, Caryl
Dazer, Sue Kendall, Deanna Skelcy, Sandy Sanders, Darcy
Knoll, Nancy Graybill Gagnon, Dr. Erin Centeio, Susan
Ford, George Lowe, Jen Egan, Tom Strenger, Jim Clawson,
Bob Marijanovich, and Brian Tass. Special Chinese Dance:
By Haihu Quin.
Open Vendors: US GAMES, SPEEDSTACKS, UNITED
DAIRY OF MICHIGAN, RUGBY MICHIGAN, SHAPE
MICHIGAN WEAR, SKILLASTICS, AND GENTLE
BIRTH.
Looking into the Future: We are presently looking into
the Country Day High Facility for next year. This years
participants indicated that they would like more healthrelated topics, more of the fitness testing standards,
technology Ideas, pickleball at all levels, grant ideas
and fund raiser ideas, information on ESSA or EVERY
STUDENT SUCCEEDS ACT - EST-2015 information on
hows and whys, tips from the evaluation process, adaptive
and class management area. This is a great vision for 2017.
Would you like to help by being a speaker, vendor, or both?
Join US!
SPRING 2016
Daily calcium
consumption
is critical for
preventing
further damage
from lead for
Flints at-risk
children.
YOUR DONATION WILL BE MATCHED
DOLLAR-FOR-DOLLAR.
Michigan Farm Families and Dairy Processors have committed up to
$50,000 in matching funds. So your dollar will have twice the impact.
SPRING 2016
2015 TEACHERS OF THE YEAR

elementary Teacher of the Year
Elizabeth Dunn
Huron Valley School

We are proud to grant the Elementary Teacher of the Year

award to Elizabeth Dunn of Huron Valley School. She is a
leader in Physical Education and provides quality innovative
Physical Education programs to her students. She has
written and implemented PE curriculum and has found a
way to bring healthy, active lifestyle opportunities to her
students with biking, skateboarding, archery, golf, fishing,
yoga and many other games!
Beth has a Bachelor of Science degree from Eastern Michigan
University; she has a Masters degree from the University of
Michigan with additional course work at Marygrove College
and Wayne State University. She has been in education for
35 years. Beth started in Elementary and has come full circle
teaching physical education at every level from college back
to elementary. Beth has taught at Heritage Elementary for 8
years where she has the opportunity to mentor new teachers.
Heritage is a Covey Lighthouse Leader in ME School one of
only 60 in the world.
Beth has been a member of AAHPERD and MAHPERD
for close to twenty years. During this time she has written
and received over 17 grants / mini-grants to bring new
opportunities to her students. She has created and helped
run a successful recess program, monitoring behavior/rules,
providing playground equipment, setting up new football
and soccer fields, providing guide lines to keep students safe
and active, providing a listening ear for students to problem
solve issues on recess, helping students solve those issues.
She has promoted after school activities with Jump Rope
Club and by helping with Run Club. She has coached
Volleyball at the middle school and is active in the
community by being a team leader for Great Strides (Cystic
Fibrosis). She has volunteered for Milford Memories (local
Festival). She was a county superintendent for Four H for
several years and is a coordinator for Jump Rope for Heart.
Huron Valley Schools has a district wide event on the first
Saturday in February. This year Huron Valley raised over
$72,000 for the American Heart Association.

Beth believes in bringing PE home. She has started a book
bag program, where one student from each classroom brings
home two books that they read with their family and then
journal thoughts about the book each week. One book is on
nutrition and one is on anti-bullying. A fitness calendar goes
home every month for students along with their family to
complete daily tasks then turn them into earn Dun Dollars.
The dollars can then be used at the Dunn Dollar store. She
gives out homework assignments where students need to
identify healthy food choices. She sends out a newsletter biweekly to keep parents informed.
Beth has presented at the MAHPERD state convention
numerous times; No Budget No Problem, Holiday Games,
Bring It Outside, Fun With Food, and Fitness Can Be Fun to
name a few. She is a great asset to our association and for all
of her accomplishments we are proud to present her with the
2015 SHAPE Michigan Elementary Teacher of the Year!
ELEMENTARY TEACHER of the Year
Gail Frederick
Monteith Elementary School
Society of Health and Physical Educators is proud to

announce Gail Frederick of Monteith Elementary School as
an Elementary Teacher of the Year.
Gail has served as a public school elementary physical
education teacher for the past 25 years. She has dedicated
her entire professional career to teaching ALL students.
She received her bachelors degree from Michigan State
University, her secondary provisional teaching certificate
from Eastern Michigan University, Master of Arts from
Michigan State University, and is certified in Adapted
Physical Education.
Her program is a sequential inclusion of district, state and
national physical education standards while differentiating
instruction allowing all students to succeed. She emphasizes
personal health and fitness through teaching and personal
example. Each day she uses the lunch hour to show students
SPRING 2016
2015 TEACHERS OF THE YEAR

how she exercises using her fitness walk. She is an avid
fitness enthusiast and enjoys circuit training, tennis,
walking and biking. She continues to attend and present
at MAHPERD regional and state conferences along with
district presentations. She supports Wayne State University
by opening her classroom for students to visit as part of their
educational programs. She also continues to support both
Eastern Michigan University and Wayne State University by
accepting students teachers from both programs. She finds
great reward in mentoring less experienced teachers, while
still learning from her seasoned colleagues.
Gail began her career with Southfield Public Schools and
subsequently obtained her job at Monteith Elementary
School in Grosse Pointe. Her teaching methods reflect her
passion for fitness and personal health. She is well known in
the community as a positive role model for both students and
teachers. Mrs. Frederick has been an integral part of shaping
the elementary physical education curriculum in Grosse
Pointe, by placing an emphasis on personal fitness, team
building, problem solving, and active lifestyles. She remains
a mentor, an advocate for quality physical education and a
favorite among students in Grosse Point.
During her career, Gail has been listed on the MAHPERD
Board of Directors as the Vice President and Past Vice
President of the Physical Education division. She has written
many articles for the MAHPERD Journal, and has worked
the American Heart Association in raising funds through the
Jump Rope for Heart Campaign. During her career she has
raised over $1 million dollars in funds. She has also coached
Tennis at the JV and Varsity level for boys and girls.
As you can see from reading above, SHAPE Michigan is
honored to have Gail Frederick as a part of our organization
and would like to present the Elementary Physical Education
Teacher of the Year Award to her for 2015.
ELEMENTARY PHYSICAL EDUCATION

TEACHER of the Year
Carly Glanzman
Kenowa Hills Public Schools
as an Elementary Physical Education Teacher of the Year.

Carly received her Bachelor of Science degree from Grand
Valley State University and is currently working on her
Masters Degree in Adult and Higher Education. Carly
is known to conduct quality PE programs as reflected in
NASPE standards and guidelines for K-12 PE programs. She
utilizes various teaching methodologies and plans innovative
learning experiences to meet the needs of all her students.
She serves as a positive role model epitomizing personal
health and fitness.
Carly has attended numerous MAHPERD conventions as
well as presenting at the West-Michigan Regional Workshop.
She has created many blogs and printable documents for
parents, students, and teachers to use as resources around
the world. Her YouTube account contains over 400 video
clips of activities everyone can use in the classroom and out.
She is noted as being an educator who forms relationships
with each of her students. Some students fear PE and Carly
finds a way to include each student and helps them find
their comfort zones. She established a belief that everyone
has value and that if everyone tries their best, and works to
get better, then they can be successful. She also never allows
anyone to put down the performance of other students.
There is more cheering in her class than anywhere in her
school. She uses her ability of knowing each student to find
activities where each student can shine. Students cant wait
to get into her PE classroom.
She has a huge passion for her position and spends countless
hours planning and preparing activities that engage and
teach young children the importance of health and fitness.
Her lessons facilitate fitness programs that reach out of the
gymnasium and into the homes of her students. She is an
effective and responsible communicator within the building
and works with not only the students and parents, but also
with her colleagues.
Carlys unique ability to capture the hearts of young children
and get them excited about being healthy, active and
physically fit sets her apart from other physical educators
everywhere.
With these and many other accomplishments, we are excited
to present her with the 2015 Elementary Physical Education
Teacher of the Year.
Society of Health and Physical Educators is proud to

announce Carly Glanzman of Kenowa Hills Public Schools
SPRING 2016
Follow us on our:

Website: www.shapemichigan.org

Facebook: SHAPE Michigan

Twitter: @SHAPEMichigan

Links to:

Membership Application/Renewal

http://www.cvent.com/d/1rq5d2/1Q

Mission Point Convention!

http://www.cvent.com/d/9fq1rl/1Q

SPRING 2016
SHAPE MICHIGAN
MAJOR OF THE YEAR
AWARDS 2015
Haley Barnes
Adrian College
Lonnie Flores
Eastern Michigan University
Michaela Bundy
Central Michigan University
Sawyer Duncan
Western Michigan University
Kristina Anderson
Northern Michigan University
Ashley Czehowski
Grand Valley State University
Joey Cha
Grand Valley State University
Stephanie Tabor
University of Michigan
Chelsea Matley
Aquinas College
David Licari
Wayne State University
David Brown
Hope College
Jacilyn Clark
Hope College
SPRING 2016
2015 SHAPE Michigan Grant and Mini Grant Winners!

n SHAPE Michigan Grants

Name School
Area Awarded
Kim McCool Scripps Middle School Lake Orion

$300.00
Scott Przystas
Mary A. White El ementary Grand Haven
$990.00
Amanda Hutchinson Lake Orion High School Lake Orion
$1,000.00
Jeff Thompson
Onsted Middle School
Onsted
$855.00
Casey Bain
Marble Elementary School
East Lansing
$991.00
Steven Crawford
Edwardsburg Intermediate School
Edwardsburg
$500.00
Jonathan Kephart
Otter Lake Elementary School Lakeville
$1,000.00
Keith Verellen
The Chatfield School Lapeer
$1,000.00
Erica Hope Camp Abilities Wayne State Univ.
$1,000.00

n SHAPE Michigan JRFH Mini Grants

Amy Mowery
Tomek Eastern Elementary
Fenton
Jared Kay Amanda Moore Elementary Romeo
Chad Coolman Rogers City Middle Schoool/High School Rogers City
Courtney Hagbom St. Thomas Aquinas Parish School
East Lansing
Angela Goodwin Ross Park Elementary Norton Shores
Christina Killian
Keewahdin Elementary
Port Huron
JoAnne Desy Lee Elementary
Thornapple Kellogg
Jared Lawson Houghton-Portage Elementary Houghton
$500.00
$500.00
$500.00
$1,000.00
$500.00
$500.00
$1,000.00
$500.00
n 2015 Scholarship Winners!

Stephanie Tabor University of Michigan
David Licari Wayne State University
Michele Kaseta Wayne State University
Rebecca Lighton Grand Valley State University
Kevin Schneider Western Michigan University
Amanda Mitchell Central Michigan University
Danielle Nowicki Hope College
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
$1,000
SPRING 2016
SHAPE Michigan Awards Nomination Form

I know a dynamic leader who would be an excellent candidate to receive an award from SHAPE
Michigan.
Teacher/Educator/Leader of the Year (T.O.Y.)
Elementary Physical Education
Middle School/Junior High Physical Education
Secondary Physical Education
Aquatics
Dance
Sports and Athletics Leader of the Year

Adapted Physical Education
Health
College/University Leader
Recreation Leader of the year
Social Justice/Diversity Award

Susan J. Kolp Young Innovator Award
Honor Award for Distinguished Service
Please complete as much of the information below as possible so we are able to contact the nominee.
I am nominating:
Nominee Name: _________________________________ Title: ________________________________
Home Address: ___________________________ City: __________________________ Zip: ________
Home Phone: _____________________________ Alternate Phone: ____________________________
School/Work Address: __________________________________________________________________
City: _________________________________ Zip: ___________ Work Phone: ____________________
Email: _______________________________________________________________________________
My Contact Information:
Name: ______________________________________ Title: ___________________________________
Home Address: ____________________________________ City: ____________________ Zip: ______
Home Phone: ______________________________ Alternate Phone: ____________________________
School/Work Address: ___________________________________________________________________
City: __________________________ State:
Zip: ________ Phone: ______________________
Email:_________________________________________
am nominating
nominatingthis
thisperson
personbecause:
because:___________________________________________________
II am
____________________________________________________________________________________
SHAPE Michigan Office: Date Received:
SHAPE Michigan
2016 Grant Application
Type or print clearly

_______________________________________________________________________________________________________________
NAME
_______________________________________________________________________________________________________________
JOB/POSITION DIVISION(s) Health, PE, Recreation, Dance
_________________________________________________________________________________ $________________________
PROJECT TITLE GRANT AMOUNT REQUEST

_______________________________________________________________________________________________________________
SCHOOL/UNIV/AGENCY
_______________________________________________________________________________________________________________
SCHOOL MAILING ADDRESS CITY/ST/ZIP
_______________________________________________________________________________________________________________
WORK PHONE MOBILE/HOME PHONE EMAIL
_______________________________________________________________________________________________________________
APPLICANT SIGNATURE DATE
_______________________________________________________________________________________________________________
ADMINISTRATORS SIGNATURE, TITLE (Required to be eligible) DATE
_______________________________________________________________________________________________________________
Superintendents name & Address if different from applicants school (for promotion
notification)

Applicant Requirements:
Applicant must be a current SHAPE Michigan member both during the application
process and the following year for
applying the grant funds.
SHAPE Michigan should be noted as a funding sponsor in all written material.
Guidelines for SHAPE Michigan Grants ($100 - $1,000)
The following items should be answered and numbered as listed in your grant
proposal.
1. Describe the project by emphasizing the importance, uniqueness of the project
and # of participants impacted.
2. What are the objectives of the project? Be specific.
3. How will the project be implemented? Describe: organization, activities, # people,
timeline.
4. Budget: Grant amount request must be detailed, i.e. in-kind, equipment,
supplies/materials, food, transportation, etc.
5. Evaluation, how will you determine if the objectives have been met?
Continued

SPRING 2016

6. Is this a new, existing or expanded project? Indicate what provisions, if any, will be
made to continue this project.
7. Describe how the project will benefit the participants, the organization or the
community.
8. Are there user fee associated with this project? Will the applicant/organization
make any monetary gain as a result
of this grant? If yes, explain.
9. Additional materials, documentation.

Submit the completed application form with required signatures as the cover sheet
with proposal.

APPLICATION DEADLINE: June 3, 2016

Grants will be awarded at the 2016 SHAPE Convention on Mackinac Island.
The Awards Luncheon will be Saturday, October 8 at Mission Point Resort.

If you have questions regarding SHAPE Michigan or JRFH/HFH grants, please call the
SHAPE Michigan office. 517-347-0485 FAX 517-347-8145

Mail to:

SHAPE Michigan Grant Committee
P.O.Box 27187
Lansing, MI 48909
SHAPE Michigan Scholarships

If you can check YES in the following boxes, you are eligible to apply
for a $1,000 SHAPE Michigan Scholarship!
c Current member of SHAPE Michigan
c Have at least a 3.0 GPA on a 4.0 scale
c Have at least junior status
c Have full-time status (undergraduate or graduate)
c Major in Physical Education, Health Education, Dance Education,
Recreation Leadership or other allied fields
c Be active in extracurricular, community, and leadership activities

SPRING 2016
SHAPE Michigan
2016 Scholarship Application
CONTACT INFORMATION (Please type or print legibly)
First Name___________________________ Last Name ________________________________

Address_____________________________________________ Phone____________________________
City__________________________________________ State______ Zip Code_____________________
E-mail___________________________________ SHAPE Michigan Member? Yes No
ACADEMIC INFORMATION
Major(s)_____________________________________ Minor(s)____________________________________
Current Class Standing Junior Senior Post Baccalaureate Graduate
Overall GPA _________
I am enrolled in at least 12 credits as an undergraduate or 6 credits as a graduate student Yes No
I will be enrolled in at least 12 credits undergraduate or 6 credits grad work in Fall 2016 Yes No
I agree to submit to mahperded@gmail.com a typed final report of 1-3 pages to the Scholarship Committee, no later
than the annual convention of the following year after acceptance of the Scholarship funds, describing the extent to which
the scholarship aided in my professional preparation.
Students awarded a scholarship will be expected to attend the MAHPERD conference held in November to accept the
scholarship in person.
Signature_____________________________________________________________________________
YOUR APPLICATION PACKET MUST INCLUDE:
1. This completed application form.
2. A typed essay of no more than five (5) typed pages (double-spaced & 12 point font) that discusses your future goals,
extracurricular activity, community service, professional development, and leadership opportunities.
3. Your most current Transcript, as well as evidence you are enrolled for classes for Fall 2016.
4. Two (2) letters of support from your college/university advisor and/or other professors or supervisors familiar with
your academic work, extracurricular activity, community service, professional development, and leadership work.
These letters are to be sealed in an envelope and included in
your application packet.
INCOMPLETE PACKETS WILL NOT BE ACCEPTED
PLEASE SEND YOUR COMPLETE PACKET NO LATER THAN June 3, 2016 TO:
SHAPE Michigan Scholarship Committee

P.O. Box 27187
Lansing, MI 48909
If you have any questions or require additional information, please contact the MAHPERD Office at
mahperded@gmail.com.

SPRING 2016
SHAPE Michigan
Mini Grant Application for Jump/Hoops Coordinators
Coordinators Name:___________________________SHAPE Michigan Member ___Yes ___No
School Name:_______________________________________________________________
Street Address:_________________________________City:__________________ZIP:_______
School Phone:___________________Home__________________Cell_________________
Email:________________________________________
Event: (Circle) JRFH or HFH Number of Participants________ Date held____________
Mini Grant Project Title?________________________________Amount Requested_________
Note: You must be a current SHAPE Michigan member and have held Jump Rope/Hoops for
Heart Event this school year.
Applicants Signature _____________________________________Date___________
Principals Name: Print_____________________________________
Signature_____________________________________ Date__________
Application Deadline: June 3, 2016
Guidelines for $6,000 in Mini Grants ($100-$500) & 2 Grants of $1,000 each!
Written proposal must include the following:
Population that the grant will serve Rationale for the
Project
Objectives of the Project
Specific activities planned to accomplish the objectives
Timeline for the Project
Project budget (Equipment/materials/services needed and cost) Method(s) by
which the project success will be evaluated
Mail to: SHAPE Michigan
P.O. Box 27187
Lansing, Michigan 48909
Questions? Contact mahperded@gmail.com www.shapemichigan.org

SPRING 2016
Bowling Beyond the Curriculum

MEET A NATIONAL BOWLING FOUNDATION GRANT RECIPIENT
AMY COLEMAN
Phil Goodman, Figure 8 Networking
Bowlers Ed Specialist Bowling Centers Assoc. of MI
Recreational Representative Shape Michigan
It was approximately three years ago when Amy Coleman

came on the Bowlers Ed radar screen. When delivering
the bowling equipment to Discovery Elementary in
Williamston, Amy was helping the teacher, Lynette
Pembleton, prepare for the day. Amy was the student teacher
in her final semester at Michigan State University. After
hearing many great things about Amy from Lynette, a few
minutes were taken to introduce the in-school bowling
program to her. Since that time and in her third year of
teaching, Amy has taught bowling to many students and last
year had the largest single school After School Bowling Club
from a tiny town just outside Lansing. This past December,
Amy applied for the National Bowling Foundation Grant
to receive her own in school bowling equipment. The
Foundation Committee made an excellent decision to
award her the grant and the equipment was received in early
February.
Throughout her youth, Amy played many sports including
bowling. She excelled in hockey and played at Michigan
State University, being named captain her last two years.
Growing up as an active participant in sports has led to her
career as a Physical Education Instructor and dedication to
shaping students perception of physical activity. She noted,
Positive or negative experiences in the gymnasium largely
determine whether or not students wish to continue to be
physically active, and it is my goal to make these experiences
positive so my students will develop healthy life habits from
a young age.
Amy was fortunate to find a position after graduation and
is currently teaching at Three Oaks Elementary School
near Three Rivers. Each year she has included the bowling
unit in her curriculum and plans to continue it throughout
her career. Having had the opportunity to spend time in
her class, her passion to teach youth as well as provide
opportunities to use the skills taught in class are evident.
She is dedicated to fighting obesity in youth and stated,
With the epidemic of childhood obesity in America I am
committed to making a difference in the lives of children by
teaching them to embrace an active lifestyle, make changes
for better health, and develop leadership and teamwork
skills. With this approach, the Bowling H-A-S It Club which
provides Healthy eating, Activity, and Social interaction
Sports that can offer success to students who are

not the strongest or fastest are often hard to find,
yet are immensely important to provide. Bowling
is one such sport and even more it can be played
as a lifelong sport. Bowling is a great activity to not
only teach physical skills such as the underhand roll,
balance, and many fitness concepts, but also many
social and emotional skills such as responsibility and
sportsmanship.
Amy Coleman River Valley
Elementary School/Three Rivers
was a perfect fit. Her small school in a tiny town brought 33
students for 10 weeks after school to the bowling center.
When developing youth bowling or any other programs,
its critical for partnerships to established with people who
have a passion to provide youth the opportunity to learn and
participate in sports and recreational activities. It wasnt luck
that a small town provided the largest single after school
bowling program last year. The importance of knowing the
people in your community and partnering for the better of
all cannot be understated.
Bowling will be a regular activity at Three Oaks Elementary.
Amy plans to use the bowling equipment beyond her
curriculum with family nights, after school activities, and
fundraising. Who is ready to become the next recipient?
SPRING 2016
Society of Health and Physical Educators - Michigan

Society of Health and Physical Educators - Michigan
CONVENTION 2016
O
6 8, 2016 2016
CONVENTION
P
R
-M
I
, MI
M ISSION
CTOBER
OINT
ESORT
ACKINAC
SLAND
OCTOBER 6-8, 2016

Mission Artie
PointKamiya,
ResortJoey
- MFeith,
ackinac
sland
, MI
Keynotes:
andIMike
Kuczala
Events: Fishing Event, 5K Sponsored by New Balance, Scavenger Hunt
Keynotes: Artie Kamiya, Joey Feith, and Mike Kuczala

Bring Your families! Many things for ALL to do!
Events: Fishing Event, 5K Sponsored by New Balance, Scavenger Hunt
WE A RE
A C C EPTIN
G for
EXH
BringNO
YourW
Families!
Many things
ALL IBI
to do!TO RS
A N D PRESENTERS!
WE
ARE
O NL
IN E NOW
REGI ACCEPTING
STRA TI O N NEXHIBITORS
O W O PEN !
AND PRESENTERS!
ONLINE REGISTRATION NOW OPEN!
FORMS AVAILABLE AT:
WWW.SHAPEMICHIGAN.ORG
FORMS AVAILABLE AT:
WWW.SHAPEMICHIGAN.ORG
SPRING 2016
In-school Roller Skating

Kathleen Stryjecki
Erie Elementary
This is the 5th year in a row that students at my school,

Erie Elementary, have participated in an in-school roller
skating unit. We rent the skates and safety equipment
from SkateTime, a company located in Indianapolis. Each
student is charged a fee for the in-school field trip and
many families give extra money to help pay for families
in need. Students in grades K-5 are able to participate and
learn the basics of skating over a 4-week unit. Parents and
upper elementary students volunteer to help the younger
students with tying skates and holding a hand if needed.
We also utilize rolling chairs for assisting students who
need more help with their balance. To ensure a safer skating
environment, students can start learning the basics on the
gym mats and the carpeted room that connects to the gym.
I love teaching roller skating because of the excitement it
brings to the
climate of
my school.
Students
cannot wait
to get started
and that
enthusiasm
is wonderful
to see.
Also, as
an educator I can see improvement quickly and theres
nothing better than seeing a students face light up when
theyve learned to conquer a new skill! If youd like more
information on the program, visit SkateTime.com.
News from Past President Jen Egan
ife has been busy since being on the Executive Board

of MAHPERD in 2013. I have taken some exciting
journeys, one of which includes the Gerstacker Fellowship
with Saginaw Valley Sate University. The Gerstacker
Fellowship Program was established in 2005 with a
$1.5 million endowment by the Rollin M. Gerstacker
Foundation.Its purpose is to provide a leadership
development program for a teachers and administrators
each year, and, create a new cadre of educational leaders
throughout the State of Michigan who will increase the
quality of K-12 education in their communities. I was
blessed to be selected to be a part of this fellowship and I
have loved every minute of it (even though the workload
is tough). The
curriculum for
this leadership
development
program spans
twelve months
with monthly
weekend
meetings
commencing
in January. Topics include: organizational development,

organizational change, communications, ethics, human
resources, finances, global education and leadership,
politics, and diversity. The curriculum also includes an
international
travel
and study
experience. I
got to travel
to Poland
and Finland
and visit their
schools and
educational
settings. What an experience! Poland and Finland are
scoring high on the PISA exam, which makes them a
valuable country to visit. What was so GREAT about the
Finnish and Polish Schools??? Recess and Physical Activity
are critical part of the day. These students all also speak
2 3 three languages fluently. Most important teachers are
respected for their work and paid high salaries J Looking
forward to seeing you all at the 2015 ShapeMI Convention
in Lansing!
SPRING 2016
Create Your Own Games Unit for Upper Elementary Physical Education Students
Jennifer Rivera
Region 4 Representative
long time ago, when I was a novice teacher, one of

the most difficult things for me to do was to let go of
the perceived control that I had over my classroom and
hand it over to the students. Today, this hasnt gotten much
easier for me. I still get anxious about the entire adventure
of relinquishing that old authoritarian commandstyle of
teaching. While dabbling in the world of more learnercentered teaching methods, my students inspired our unit
entitled Create Your Own Game(s).
Our students get a heavy dose of examples before we set
them loose to create their own game(s). The students
are introduced to other students games from previous
years and are taught games from other countries as an
anticipatory set to creating their own games. This produces
a perfect opportunity to discuss other cultures and the
relevance of cultural diversity in generating novel ideas/
solutions.
Students are asked to modify games by: changing the
equipment, changing the rules, or changing the setup. For
example, we ask students, What if we play basketball with
a Football? (a.k.a. Flickerball) or What if we play baseball
but you dont have to run to the next base until any batter
hits the ball far enough that you think you have a good
chance of making it to the next base? or What if we play
volleyball with no boundaries? (a.k.a. Walleyball). Of
course, some of these games have already been invented

but questions like these help inspire our students to start to
think outside of the proverbial box.
Ultimately, the Create Your Own Game(s) unit allows
our students to craft original games that engage them in
deeper thought processes including sequencing, predicting,
and problem solving. Innovative educators can incorporate
their important cognitive, pyschomotor, and personal-social
skills by simply requiring students to create a game that
includes your learning targets. We ask our students to create
a game. All they need to do is list the equipment they will
need to play their game, list the rules for the game,
and describe/draw the setup for the organization of
their game. We dont require that the game have a
name because a lot of the time it is more fun to play
it and then ask the class what to call it. We get great
buy in from the students when they can contribute to
the creation of one of these games.
Some students may struggle to come up with their
own game. When this happens, ask the student what
their favorite game is and then ask if he/she might be
able to modify it to create a new or slightly different
version of the game by changing the equipment,
rules, or the setup of the game. For example, if the
student says basketball, you might suggest having
students play basketball while riding on a scooter.
Continued next page
SPRING 2016
When the student discovers that shooting a basket becomes

difficult from a seated position, you might ask if he/she had
another idea for modifying the game to make it easier to
score a point. Getting students to answer probing questions
(even if they are leading questions) is more work on your
part and theirs. Certainly, giving an obvious solution to a
struggling student seems more time efficient in the shortterm but independent, problem-solving students become
more effortlessly taught in the long run and that is what
we strive for in physical education. We strive to have our
students maximize their capabilities, right?
Its all in the details Tips for a successful launch of the
Create Your Own Game(s) unit. Start small. Ask a few
students to meet with you after school, before school or
during lunch to come up with their own game(s). Use these
students as an experimental group and see how they (and
YOU) do. Work out the kinks, so you can attempt it with
a single class. Even our students demonstrate their newly
created games to another small group before they present
their game to the entire class. This provides chances for you
and your students to make adjustments to your designs
and their presentation before they are exhibited to an entire
class.
Giving students carte blanche to design their own games
can be scary and exciting. This activity works best with
students who are old enough to draw on prior schema to
help imagine a new twist on an old game (10 years old and
up). We allow students to get equipment out once their
group has turned in a written plan for the design of their
game. Make no mistake; the creative process can become
messy! Be prepared to help guide your students at every step
including cleanup. It is not luck that makes our students
become responsible young adults. It is thoughtfully planned
experiences that provoke, engage and inspire our students
to learn that with more freedom comes more responsibility
and vise versa
SPRING 2016
A Second Thought on Recess Mileage Clubs

Scott Przystas
A healthy lifestyle helps kids become better learners. Its

a simple concept that makes sense, however one-third of
kids in this country are overweight or obese. With our
kids averaging upwards of seven hours of screen time each
day, getting less time in PE classes and having access to
unhealthy foods and beverages in schools, we have some
work in front of us. Many schools are searching for the
best way to help children become more physically fit and
healthy. However, according to Angela Hanscom, the
founder of TimberNook (www.timbernook.com), we are
going about it all wrong. Hanscom says if we truly want
children to be strong and physically adept, we need to allow
for more opportunities for free play and less adult-directed
movement activities. Heres why:
1. Walking laps is not meaningful
Playing pick up football games and racing other kids
around the playground are some of the best memories
I have from recess early on. Recess was one time in the
day that was a break from instruction and the adult
world. We did run laps around the track but it was for
physical education class, not recess. For most children,
walking laps isnt meaningful. But with recess time being
cut extremely short, children are already given limited
time to enjoy meaningful play activities. These types of
experiences, says Hanscom, allow children to decide
what they want to play, who they want to play with and
move their bodies the way nature intended.
2. Free play benefits the neurological system
A childs neurological system is designed to naturally
seek out the sensory input it needs on its own. The
children dictate what type of movement they need at any
given time. How do we respect childrens need to move
in different ways? Hanscom says that by allowing them

plenty of time and space for free play, which is where
children move and challenge their bodies in new ways,
they will be constantly testing their limits and getting to
the next development level. Taking away their free play
time and replacing it with adult-directed exercise limits
the type of movement experiences these children receive.
Some children may benefit from the walking, however
others may need to go upside down, swing, jump, run,
balance or roll at that time. Children will be missing
out on the sensory input they may have needed at that
moment. As adults we may feel like we know whats best
for children, but, says Hanscom, a childs neurological
system begs to differ.
3. A few laps wont change the cardio system
For some students, walking laps may not even be
vigorous to bring the heart rate up for some children,
especially with recess sessions only 15-20 minutes.
Research shows that for the heart and other muscles
to benefit and get stronger, children need to be
participating in a moderate to vigorous activity for at
least 30 minutes. Therefore, walking laps falls short of
making our children healthier. Hanscom recommends
that students dont need exercise in school. Instead she
suggest that they need more opportunities for free play
in outdoor settings where they can naturally challenge
their muscles, minds and senses. If we truly want to
foster healthy development, we need to start giving
children more time and space to play.
For more information on TimberNook and other free play
ideas visit www.timbernook.com
Future Professionals Update

from Haley Barnes
We will be holding the Student Leadership Development Conference (SLDC) at Mission Point Resort on Mackinac
Island on Thursday, October 6th. So far, we have 12 nominees, but are always looking for more.
Students from WMU, CMU, and Adrian College attended the SHAPE America National Convention in
Minneapolis.
SPRING 2016
SPRING 2016
Eastern and Western Physical Education:

The Same Worldwide
Joyce Krause
Waye State University
College of Education
Wuhan China in late May/early June is slightly

overwhelming, the temperatures are edging toward 100
degrees and it seems like most of the 10 million citizens are
driving or out walking on the city streets and sidewalks.
Joyce Krause, Wayne State University (WSU) employee

and former president of MAHPERD (1993/94), had the
opportunity to visit Central China Normal University
(CCNU) at that time this year. Bo Shen, Assistant Professor
in Kinesiology, Health and Sport Studies (KHS) at WSU,
graduated from CCNU and he invited Joyce to speak to
some of the 1,500 physical education majors about culture
and physical education in the Detroit metro area. She spoke
to a group of 200 undergraduates, graduates and faculty
about programs at:
Detroit Public Schools, Clippert Academy (Middle
School-Brian Sworik), William Robinson Elementary
School (Patsy Stahl)
L
ivonia Public Schools, (Sheryl Archibald, Director),
Stevenson High School (Julie Adams), Holmes Middle
School (Renee Woods), Rosedale Elementary (Michelle
Guerriero)
O
xford Community Schools, Oxford High School
(Dave Brown, Katie Goetz, Richard Nicks)
Through the combination of these districts, she was able

to show lessons in swim, yoga, bowling, soccer, football,
fitness, and tennis. The Detroit area looked good!
The Chinese experience

Small groups of university students met with Joyce
throughout the week. She answered their individual
questions and helped them practice speaking English. Their
English was much better than her Chinese!
The students asked intriguing questions about U. S. society
concerning citizens freedom to travel, the mixture of
cultures in the area and evidence of guns in communities. A
few of the CCNU physical education pedagogy students will
be coming to WSU in the fall to work on BA/MA degrees.
Dr. Shen was able to take Joyce to Wuhan high school and
middle school physical education classes. CCNU student
teachers are placed at both of these schools and they live
at the school during their student teaching tenure. The
programs were similar to those in the U. S. The class sizes
SPRING 2016
Learn about China
were large, programs were mostly outside (the weather is

like Florida), students all had equipment to do practice
drills, and the skill work was equivalent (volleyball set,
basketball lay-up and running starts).
Dean Jean Wang and Dr. Shen did everything to make this
an exciting trip that was easy and absorbing. They were
successful! The Dean has spent several months at WSU and
he wants to extend the opportunities for his students.
meet you, talk to you and take your picture!!
Michigan
physical
educators
are urged
to welcome
the Chinese
students who
will be at WSU
this next year
and will be at
the convention.
Members will
enjoy their
enthusiasm
and their
physical
education
experiences.
Theyll want to
Hubei Province (Wuhan is its capital) is 600 miles west

of Shanghai on the Yangtze River (similar to the U.S.
Mississippi River for transporting goods and people). Its an
extremely political state. The Communist Party was active
here against the Japanese encroachment during World War
II. The Hubei Historical Museum has a huge wing dedicated
to the U.S. and its aid to China during that war.
SPRING 2016
Society of Health And Physical Educators - Michigan

ANNUAL STATE CONVENTION
October 6 - 8, 2016
Mission Point Resort - Mackinac Island
CALL FOR PRESENTATIONS PROGRAM PROPOSAL
We invite you to submit a presentation proposal for the 2016 Society of Health And Physical Educators Michigan (SHAPE Michigan). Convention programming is based primarily on this annual Call for
Presentations, bringing practical and relevant information to HPERD professionals and students. By
featuring you and your peers as presenters, SHAPE Michigan provides convention attendees with the
s!trongest forum for information exchange, problem solving, and networking.
Selection Criteria
Proposals received by the deadline will be forwarded to the Convention Manager and program planning
committee. Your proposal will be evaluated on the following:
overall quality and innovation;
s ignificance and relevance to health, physical education, recreation, or dance education disciplines;
well-defined focus;
sound research/theoretical basis; and
practical applications of materials.
Notification of acceptance and a detailed confirmation letter with your arranged time will be mailed
approximately September 1, 2016.
Program Scheduling & Length
Sessions are usually 1-hour (50-55 minutes) in length, but can be arranged for longer increments such as
2, 3 or 4 hours. Workshops and presentations over 1 hour MUST be pre-approved and confirmed by the
Convention Manager.
Primary Contact Person
The person whose name is first listed on the proposal will serve as the lead contact for the program
and information will be sent through that contact. Please do not list individuals as co-presenters unless
you have a definite commitment that they will be able to appear on the program with you on any of
the convention days. Group presentations: It will be Primary contacts responsibility to inform other
members of presentation details.
Program Description
Each proposal should be as specific as possible, especially in the title and description of your program.
The title should be concise (10 words or less) and descriptive of the program content.
Th
e 50 to 100-word program description will be used in the final Convention program book
(subject to editing). This description provides the basis upon which attendees select their sessions.
Therefore, please write this description with the reader in mind. Explain what the audience will
learn from your session, the focus of the session, what information can be implemented in their
schools, etc.
Continued next page
SPRING 2016
Presentation Deadline:
MAY 1, 2016
QUESTIONS? Please contact SHAPE Michigan (517) 488-5663
Convention Manager, Rebecca Langdon-Hagerty,
rebecca.langdonhagerty@shapemichigan.org
Soliciting purchase of books, materials, or services
Presenters wishing to sell merchandise must purchase an exhibit booth.

Presentations soliciting purchase of books, materials, or services will not be accepted. For more
information contact the Convention Manager.
Expenses
Presenters who are involved in the fields of health, physical education, recreation, and dance education
must register to attend the convention if they plan to attend sessions other than the one they are
presenting (exception: out-of-state presenters), and are responsible for their membership dues,
Convention registration fee, and all related travel and hotel accommodations. Please explain this policy to
all individuals you invite to share your program. Presenting at SHAPE Michigans annual convention
provides you with recognition at a major convention and the opportunity to share concerns and ideas
with your peers and colleagues.
Meeting Room Setup/Audiovisual
Please indicate desired room set-up. Rooms with high ceilings and space for active demonstrations are
limited, so special set-up needs must be pre-arranged with Convention Manager, or limited to available
set-up criteria.
Speakers are strongly urged to bring their own audiovisual equipment such as slide projectors, LCD
projectors, laptops, or video cameras, or other high-tech audiovisual that SHAPE Michigan does
not provide. If your presentation requires equipment other than that shown below, you will please
provide it at your own expense.
Each program will have available to it any or all of the following items (you must request these from
SHAPE Michigan no later than 1 month prior to convention to assure their availability):
screen for any kind projector set-up
CD player - cassette tape player
flip chart on easel with colored markers; easel
Microphones are provided on an as needed basisdepending upon room size, need for hands-free
demonstrations. Make arrangements with the Convention Manager.
NOTE: All other audiovisual requirements are the responsibility of the presenter. Internet
connections, and LCD projectors are not supplied by SHAPE Michigan.
Continued next page
SPRING 2016
Society of Health And Physical Educators Michigan

Annual State Convention October 6 - 8, 2016 Mission Point Resort, Mackinac Island
!
!
CALL FOR PRESENTATIONS - Program Proposal
Submitted by: _________________ Email: ___________________ Phone________________

Please complete form below for each session submitted, including repeat sessions, and return to Convention Manager at SHAPE
Michigan, PO Box 27187, Lansing, MI 48909, or fax to 517-347-8145. Retain a copy for your records. Please provide contact
information so we may reach presenters during both summer & fall. Complete information as it should be printed in convention
programs and schedules.
!!
!
!
Presenter Name (as desired on Badge)

Phone Number --Daytime
School/Agency
Additional Phone numberevening/home/cell
________________________________________________________________________________________
Email address (required this is the main way for correspondence)
Fax number
________________________________________________________________________________________
Mailing Address for correspondence Street/city/state/zip
__________________________________________________________________
!PRESENTATION TITLE: ______________________________________________

!Length 1 hr each if this presentation is longer than 1 hour, please get approval from Manager.
be able to offer a Repeat session? Yes No
! Preferred Day:Would you
THURSDAY
FRIDAY
SATURDAY
ANY
!!
Topic:
Health
Physical Education
Recreation
Sport & Athletics
Dance
Professional Development Adapted
Motivational
!!
Audience Level:
Pre-K - 6 K-12
MS
HS
Univ Student
All
!
Additional Contact/Presenter Information
Room Set Up:
Audiovisual:
Perimeter seating for active demonstration for # people _____

Theater - no tables
Classroom - tables
Screen for LCD or other projection
TV/VCR
CD player/ Ipod Connection

Microphone
!!
PRESENTATION DESCRIPTION
Flip chart on easel, colored markers
Easel
Internet Connection
: (50 100 words) Please provide presentation description on back of this form
or attach it, labeled with Presenter name & Contact information. Include names of any other presenters who will participate in
this presentation. This description provides the basis upon which attendees select their sessions. Explain the focus of the session,
main points, objectives or goals of your proposed program, what the audience should learn from attending your session, what
information can be implemented in their schools, and include why this session should be considered for this convention.
SPRING 2016
NOTICE: Attendees, you may bring your families and stay an extra day!
Welcomes
the
Welcomes the
Society
HealthAnd
And Physical
Physical Educators
Michigan
Society
ofofHealth
Educators(SHAPE)
(SHAPE)
Michigan
th
Thursday, October 6 Sunday, October 9, 2016
Thursday, October 6th Sunday, October 9, 2016
ROOMDESCRIPTIONS
DESCRIPTIONS &
& RATES,
RATES, based
based on
occupancy
ROOM
onsingle
singleorordouble
double
occupancy
Garden
Queen
Rooms
One
queen
bed
in
the
main
lodge
$85.00
Garden Queen Rooms One queen bed in the main lodge $85.00
Garden
Double
Rooms
Two
double
in thelodge
straits$105.00
lodge $105.00
Garden
Double
Rooms
Two
double
beds inbeds
the straits
Straits
View
Double
Rooms
Two double
in thelodge
straits
lodge
water
views $115.00
Straits
View
Double
Rooms
Two double
beds inbeds
the straits
with
waterwith
views
$115.00
Straits
View
King
Rooms
One bed
kinginbed
in the lodge
straitswith
lodge
with
water
views $115.00
Straits
View
King
Rooms
One king
the straits
water
views
$115.00
Lakeside
Garden
Rooms
Two double
in the
main
lodge
with
& $125.00
lake views $125.00
Lakeside
Garden
Rooms
Two double
beds inbeds
the main
lodge
with
garden
& garden
lake views
Lake
View
King
Rooms
One bed
kinginbed
in thelodge
mainwith
lodge
with
water
views $135.00
Lake
View
King
Rooms
One king
the main
water
views
$135.00
Junior
Suites
Two
roomroom
accommodation
with one
king
bed
& a bed
sitting
$165.00
Junior
Suites
Two
accommodation
with
one
king
& room
a sitting
room $165.00
Family
Suites
Two
bedroom
unit with
to three
the straits
main lodge
$175.00,
to quad occupancy
Family
Suites
Two
bedroom
unit up
with
up tobeds
threeinbeds
in the&straits
& main
lodgeup$175.00,
up to quad occupancy
Hot
Tub
Suites
One
king
bed
in
the
straits
lodge
with
outdoor
deck,
patio
furniture
and
outdoor
hot
tub
$195.00
Hot Tub Suites One king bed in the straits lodge with outdoor deck, patio furniture and outdoor
hot tub $195.00
TheThe
above
roomroom
ratesrates
do not
6% sales
local
10% resort
above
doinclude
not include
6% tax,
sales2%
tax,
2%assessment,
local assessment,
10%levy.
resort levy.
A one
time
charge
of
$6.00
per
person
will
apply
for
luggage
transfer
from
the
mainland
to the resort
back.
A one time charge of $6.00 per person will apply for luggage transfer from the mainland
to theand
resort
and back.
Children
17
years
of
age
&
younger
stay
for
free.
Children
12
&
under
eat
for
free.
Children 17 years of age & younger stay for free. Children 12 & under eat for free.
$25.00
additional
per guest
for triple
and quad
occupancy.
$25.00
additional
per guest
for triple
and quad
occupancy.
RESERVATION
INSTRUCTIONS
RESERVATION INSTRUCTIONS
Reservations
can can
onlyonly
be made
by calling
group
reservations
at (800)
833-7711.
Reservations
be made
by calling
group
reservations
at (800)
833-7711.
All reservations
must
be
made
by
Tuesday,
September
6,
2016.
Rooms
are based
availability
at the time
of time
calling
All reservations must be made by Tuesday, September 6, 2016. Rooms
are on
based
on availability
at the
of in.
calling in.
A
n An
advanced
deposit
of
one
nights
room
and
tax
is
required
to
confirm
your
reservation.
Mission
Point
Resort
accepts
Visa, Visa,
advanced deposit of one night's room and tax is required to confirm your reservation. Mission Point Resort accepts
Mastercard,
American
Express
& Discover.
Credit
card card
will be
charged
for the
at theattime
of booking.
Mastercard,
American
Express
& Discover.
Credit
will
be charged
fordeposit
the deposit
the time
of booking.
If paying
by check,
reservation
willheld
be held
fordays
10 days
pending
receipt
the check.
If paying
by check,
reservation
will be
for 10
pending
receipt
of theofcheck.
Reservations
be canceled
at least
14 days
to arrival
to receive
full refund.
Reservations
mustmust
be canceled
at least
14 days
priorprior
to arrival
to receive
full refund.
FERRYSERVICE
SERVICETO
TOTHE
THEISLAND
ISLAND
FERRY
Sheplers
Ferry
Company
service
will offer
the guests
of SHAPE
Michigan
a discounted
price
pertrip
round
tripfor
ticket
for&adults
Sheplers
Ferry
Company
ferryferry
service
will offer
the guests
of SHAPE
Michigan
a discounted
price per
round
ticket
adults
& children.
Complimentary
self parking
valet parking
are available.
ride is approximately
minutes.
children.
Complimentary
self parking
or valetorparking
are available.
The ferry The
ride ferry
is approximately
20 minutes.20
Please
visit Please visit
http://www.sheplersferry.comfor
forthe
theferry
ferryschedule
scheduleand
& plan
your travel
travel aaccordingly.
You may
mayalso
alsolike
likeSheplers
Sheplers
Ferry
Facebook
http://www.sheplersferry.com
plan your
accordingly. You
Ferry
onon
Facebook
to
to receive
discounts
special
offers.
receive
discounts
and &
special
offers.
HORSEDRAWN
DRAWN SHUTTLE
SHUTTLE SERVICE
SERVICE With every ferry that pulls into the harbor is a hotel shuttle that transports guests & luggage
HORSE
With every ferry that pulls into the harbor is a hotel shuttle that transports guests & luggage to the resort. This service is $5, per
to the resort. This service is $5, per person, and cash is paid directly to the driver. For special requests please call Mackinac Island Carriage
person, and cash is paid directly to the driver. For special requests please call Mackinac Island Carriage Tours Taxi at 906-847-3323.
Tours Taxi at 906-847-3323. This service is not owned, or operated, by Mission Point Resort. The distance between the ferry dock and
This service is not owned, or operated, by Mission Point Resort. The distance between the ferry dock & resort is less than mile for
resort
lesswish
than to
enjoy
mile for
those who
wish
to enjoy
a leisurelyLuggage
stroll through
will by
stillthe
be horse
taken drawn
to the resort
thoseiswho
a leisurely
stroll
through
downtown.
items downtown.
will still be Luggage
taken to items
the resort
shuttle.by
the horse drawn shuttle.
EXPLANATION OF TRANSPORTING PERSONAL ITEMS
Upon arrival to the ferry dock, all vehicles & guests will be greeted by a Sheplers dock porter
Upon arrival to the ferry dock, all vehicles & guests will be greeted by a Sheplers dock porter
Dock porters will unload all luggage items and tag them with a Mission Point Resort tag
Dock porters will unload all luggage items and tag them with a Mission Point Resort tag
All luggage items will be loaded onto a cart & the guest will receive luggage claim tickets for all items
All luggage items will be loaded onto a cart & the guest will receive luggage claim tickets for all items
Upon arrival to the island, the cart with luggage items will be taken to the resort by horse drawn carriage
Upon arrival to the island, the cart with luggage items will be taken to the resort by horse drawn carriage
Guests will have the option to walk to the resort or take a horse drawn shuttle service. The distance is approximately mile
Guests will have the option to walk to the resort or take a horse drawn shuttle service. The distance is approximately mile
Upon
arrival
to the
resort,
front
agent
ask your
for your
luggage
tickets
Upon
arrival
to the
resort,
the the
front
deskdesk
agent
willwill
ask for
luggage
claimclaim
tickets
All
luggage
will
be
delivered
by
our
bellmen
to
your
hotel
room
All luggage will be delivered by our bellmen to your hotel room
Upon
departure,
bellmen
come
to the
sleeping
room
to provide
outgoing
Upon
departure,
bellmen
willwill
come
to the
sleeping
room
to provide
outgoing
tagstags
Items
will
be
held
in
a
secure
holding
area
on
the
mainland
until
they
are
claimed
the outgoing
claim
ticket
Items will be held in a secure holding area on the mainland until they are claimed withwith
the outgoing
claim
ticket
If
you
have
business
items
to
transport,
please
contact
your
Conference
Service
Manager
for
shipping
instructions
If you have business items to transport, please contact your Conference Service Manager for shipping instructions
EXPLANATION OF TRANSPORTING PERSONAL ITEMS
SPRING 2016
A NEW CHAPTER- A NEW ADVENTURE

Mike Roskamp
Past-President
After spending the past 30+ years as a member of the

Michigan physical education community, I have made
the decision to embark on a new career path and a new
professional/life adventure. As I begin this new chapter in
my life, I look back on my involvement with MAHPERD,
and especially the opportunity I have had to meet so many
of you as a result of my involvement and feel blessed.
In 1982 I began my career as a physical educator, and since
then have had the opportunity to serve Grace Christian
School, Tucson, AZ; Zeeland Christian School, Zeeland,
MI; Calvin College, Grand Rapids, MI; and have spent
the past 13 years at Grand Valley State University. Over the
past few years I have contemplated the remaining years of
my professional career, and in doing so have been unable to
overlook my lingering desire to return to K-12 education in
a leadership role that extends beyond physical education.
This past spring, after continuing these conversations with a
few folks close to us, my wife and I were challenged to cast
the net more broadly and consider opportunities to serve
that might extend beyond West Michigan. After making
an agreement with my wife that any geographic relocation
must involve moving south of the snow belt, I began
exploring leadership opportunities in places that would
provide an adventure in a warmer climate. So I am now
in my 2nd full week as the Principal of Northside Christian
Middle/High School in St. Petersburg, Florida.
I will always have fond memories of MAHPERD
conventions, board meetings, and especially of the many
folks I have come to know, respect, and appreciate as a
result of my involvement with the organization. I am also
very thankful for the opportunity I have had to grow and
develop my leadership skills through my involvement as a
board member and during my time serving as president.

MAHPERD has made a significant contribution to my life
as a physical educator, but also as an educational leader. As I
begin this new professional adventure, I want to thank many
of you who are reading this for your friendship, support,
patience (), and encouragement as we shared in a part
of each others personal and professional journey over the
past several years. I consider many of you friends for life,
and I sincerely hope that if you ever have an opportunity
to visit this part of the Sunshine State, you will look me up.
(Disneyworld and Tigertown are both less than two hours
away.)
Blessings to all of you! Please continue to do an excellent
job of serving your students, schools, and communities,
and please step up and find opportunities to serve
your professional organization as well. Good things are
happening in Michigan! Be part of the change you want to
see!
Blessings!
Not a SHAPE MICHIGAN Member yet?
JOIN NOW!
Get discounted member rates for the
SHAPE CONVENTION!
Complete the membership application online.
Mail in or by fax!
SPRING 2016
Running Club
Deanna Skelcy
Elementary Physical Education Teacher
Shawnee Elementary
Chippewa Valley Schools, Macomb, MI
have been running for more than 30

years. Much longer than I have been
teaching. Running gave me direction
in my life as high school freshmen
when I went out for the cross country
team, not knowing what I was getting
myself into at the time. My second day
on the team we were hosting a dual
meet on our home course that required
runners to complete 21/2 laps in the
park, a lap around the sports field then
return for a reverse lap around the
park to the finish line. I took my place
on the starting line as a Varsity runner
because I was the fifth runner for
our team. In order to score as a team
there needs to be 5 runners. When I
crossed the finish line I was thinking
that wasnt so bad; however I did not
receive a Popsicle stick, the method for
scoring places at the time. Apparently I
had left out one of the laps in the park
and been disqualified. But the damage
was done, I was hooked and a runner I
became.
Running has led me on a journey that
has spanned my life, to new places,
new friendships, new adventures, has
helped pay for college and led me to
the man I married.
Some people have asked me how I got
into running. As a freshman in high
school I was trying to find my way in
the hall when the cross country coach,
who I knew as a substitute teacher at
the junior high invited me to go out
for the team. What did he see in me?
I was a pudgy 14 year old whose only
experience with sports was trying
out for the junior high cheerleaders
and the rec softball team I had played
on. I didnt even know what I was
getting myself
into, had never
really joined
anything before
and dont know
why I followed
his advice at
the time but I
did and it has
changed the
course of my life.
As teachers we
have the power
and ability to shape and mold the lives
that we teach and sometimes we may
not even know we are doing so through
interactions both in the classroom and
out. My experience with running is
great and I have been fortunate to be
around very knowledgeable people and
coaches whom I have learned many
things. But someone does not have to
be a running guru to have a positive
impact on the sport and lifelong
physical activity of running or the
individuals who engage in it.
One of the most influential coaches I
have been in contact with as a young
person never ran a step in his life. Yet
he was a much decorated high school
cross country, track and field coach,
with his high school teams winning
multiple state championships. He even
coached athletes that went on later to
compete in the Olympic Games. He
learned from those around him and
shaped many young lives.
As an elementary physical education
teacher I have introduced running
to my students in and out of the
classroom. I have tried many things
with varying levels of involvement
and have some advice that will help

someone interested in bringing this
type of running program to his/her
school. The following 3 principles
should be a guideline when considering
an extracurricular running program in
schools. Keep it simple, start small and
have fun!
Keep it simple and manageable.
Depending on someones level of
comfort and knowledge it may be
a good idea to seek out another
individual that can help manage
students or do guest lectures. This
could be another school personnel
or parent. I have had other teachers,
parents and grandparents of students
involved in my running clubs. I had a
dad who owned a gymnastics gym and
he engaged the students in fun warm
ups and stretching activities which
game me a chance to get things set up
and organized. Reach out to parents
and secondary coaches as well. The
high school cross country coach helps
me out by mowing our elementary
cross country mile path and bringing
athletes to help along our 5k race route.
Another place to seek out support is
the local running store which has many
SPRING 2016
resources available to help people who

are interested in running.
Start small, one day per week and
maybe only offered to one grade level,
or the first 30 students to sign up.
Some years my club has exceeded 100
students which can make management
difficult. I have limited participation
to 4th and 5th graders while adding
3rd graders in the Spring. This limit is
based on the numbers of students and
supervision needed. I request parent
volunteers to assist by supervising
along the course or jogging with the
students. I even have some teachers
that come out to walk or jog with us.
Having fun is an integral part of any

club or extracurricular activity! And
there is much fun to be had in running,
look at young children. They run and
are often times laughing as they are
running. At the elementary level it is
less about physical training and more
about exposure to key principles that
will help them develop into individuals
that will engage in running throughout
their lives.
At my school I invite 3-5 graders to
participate in the running club. I have
5-6 meetings once per week before
school for 1 hour. A typical meeting

allows time to meet, stretch and do
some warm up exercises. I then will
discuss a different running related topic
each week.
I am lucky to have a large grassy area
and 200 meter asphalt track on our
school grounds as well as blacktop
all around our school. I also have an
800 meter loop using school bike path
and residential sidewalks. Each week
we increase the amount of time that
we are running. I have the runners
run for time so that we are all done
at the same time and kids are not just
hanging around waiting because they
were the faster ones. If they are faster,
they get to run further during the
time that I have given them. They are
encouraged to walk if they need. We
discuss setting individual goals which
may not be walking at all or walking
2 houses and begin jogging again. It is
one thing to talk about setting goals,
but until they are actually faced with
the reality of what running feels like
they wont be able to experience the
sense of accomplishment of meeting
those goals. Younger runners think
that they always have to run fast. Go to
any 5k road race and observe the start
of the race, more often than not there
will be young runners sprinting with all
their heart off the line only to gas out in
less than 400 meters. Pacing oneself is
the hardest lesson to learn in distance
running.
Because the students enjoy running
at different paces, I incorporate fast
running into each weekly practice. The
following are some examples that focus
on faster running and are fun as well:
I ndian files: focus on keeping group

together, groups of 4-6 jogging
single file. First runner has a relay
baton, rubber chicken, stick or other
throwing implement and throws it .
The last runner takes off and chases
the relay baton, retrieves it and
rejoins the group at the front. He
leads the group for a bit then throws
the baton for the next runner, etc.
Do this for a set period of time. This
will take some time for the runners
to understand what to do but is a
very fun activity.
I ns & outs: focus on changing pace,
done on a track in which the runner
jogs or walks the curves and runs
or sprints the straights. Can do
repetitions or for time.
R
elay hand offs: after explaining how
runners hand off batons in a relay,
practice open exchanges where the
runners are looking at the incoming
runner and holding their hand for
the baton to be placed in. I set up 2
relay exchange zones on the track
using cones. Have runners line up
at each exchange along the side of
the track. Start a few runners at
each zone. As a runner hands off the
baton to a waiting runner at the next
exchange zone he will get to the end
of that line and wait for another turn.
Do this for a set amount of time.
R
elays: These can be on a track
or grassy area that has cones to go
around, or shuttle (back and forth
style). Locomotor skills, various
motor skills, etc. At Halloween I have
used pumpkins for the relays!
S tride outs: focus on lengthening

stride, 50-100 meters, 4-10
repetitions with a short walk or jog
in between.
T
agging games like capture the flag,
or any game where there is running
proves very enjoyable with students.
They have so much fun that they
dont look at it as training, which is
the point!
B
uild ups: focus on starting easy and
increasing speed at the end, 50-100
meters, 4-10 repetitions with a short
walk or jog in between.
Activities to practice pacing oneself are

talk-jogs, minute runs and prediction
runs. For a talk-jog, students can find
a partner or stay in their warm up
SPRING 2016
groups. A topic or question is given

to the group for their discussion on
the run. At the completion of the
run, students are asked to report back
what they and their partner discussed
during the run. These conservations
can be quite funny and inspirational.
Past questions I have used include: if
you had a superpower what would it
be? Which book character would you
most want to have for your best friend?
What is your most favorite place to
visit? These questions and the ensuing
conversation serve to bring students
closer together and take their mind
off the physical discomfort sometimes
associated with running. And when
they are talking, the pace naturally
slows and becomes aerobic in nature
which is the goal.
The size of a running club is going
to determine what activities will be
successful or not. Larger groups will
have additional planning to organize
and implement appropriate activities
for the group. When my running club
is 50-100 I try to group the students
in smaller groups for a more personal
feel. I arrange the groups with an equal
mix of 3-5 graders and girls and boys
with friends or classmates together in
a group. Part of each weekly practice
is spent in their groups. I may say for
the group to stay together on the warm
up lap or be a relay team. The groups
come up with their name, which brings
about a sense of unity. It is also a good
opportunity to assign older students
leadership responsibilities.
A very important part of the running
club is discussion about a running
related topic which includes getting
rid of side cramps through the use
of belly breathing, proper footwear,
pacing, layering clothing for different
temperatures, what to eat prior to
running or after, proper stretching and
strengthening, perseverance, personal
effort and setting goals.
Belly breathing is a good topic to

start with because that can be a big
obstacle to running being a pleasurable
experience. Most side cramps are due
to the runner starting too quickly or
not being warmed up prior to activity
and can be alleviated by switching
breath control to the core muscles
versus the diaphragm muscles. To
practice belly breathing the runner
lays face up with their hand on their
stomach. They will feel a natural rise
and fall of their belly that matches
their breath. When they stand the
diaphragm muscles take over. To
bring the core muscles back into
control when someone is in a standing
position, push the stomach out upon
inhaling and pull the stomach in upon
exhaling. It is a strange feeling and
must be practiced but is most often
effective in relieving that side stitch
during running.
My running club last fall participated
in several local cross country races.
Even though we are an elementary
school, we were given the opportunity
to participate in either the open
division or the 6th grade division. I
would meet the runners at the race
site, we would do a short warm up
then they would compete in their race.
Whether they came in first or last I
congratulated them on being there and
trying their best.
Making the club fun is essential and
part of success. We have club t-shirts
that they wear on our meeting days.
There is nothing better on a cool crisp
morning than to see a large group
of children running laps around our
school while wearing their bright gold
run club shirts. I also purchased in
bulk small plastic toe tokens and put
them in a shoebox. Each practice they
come to the students get to pick out a
toe token that they put on their shoe. I
got special tie dye tokens for those that
come to the cross country meets or the
school 5k. I also give out special teal

tokens for students who achieve 40 laps
in the Fitnessgram PACER test held
in class. These are all coveted prizes
among the students. At the end of the
year I give out Run Club participation
certificates. Other incentives include,
bagels, ribbons, recognition on PA
announcements or bulletin boards and
positive post cards sent home.
I organized my run club about 8 years
ago and am constantly evolving the
program. I try different things to suit
the needs and interests of the students
involved. It has been very rewarding
to watch former run club members go
on to compete at the MHSAA track
and cross country finals for their high
school. It is a very satisfying experience
to work with students outside the
regular teaching duties and exposing
them to something that I love and am
passionate about.
One thing I have been trying to focus
on in the last several years is becoming
more involved in the local running
scene by giving back. I promote
local 5k runs among my students to
increase their awareness of running
related events and where to find
more information should they want
to become involved. I volunteer at
several local events as well as organize
a weekend 5k and one mile race at my
school that is open to the community.
This has in fact evolved to a side
business that my husband and I own
called Fast Dog Timing. Now we have
the opportunity to help other race
organizers with their events which is
very rewarding in many of the same
ways that teaching is rewarding.
SPRING 2016
HEART HERO
Allison, age 5
I was born with Ltransposition of the great arteries, a serious condition

where the main arteries are switched and pumping blood to wrong places
in the heart. I have had three surgeries so far to help switch my heart
around and to help it work better. Hopefully with the efforts of Jump
Rope For Heart, more can be learned about how to help hearts like
mine. Thank you American Heart Association!
Did You Know?

Among children 2 to 19 years old, 31.8 percent are overweight and obese. Thats
23.9 million children!
On average, American children and adolescents spend nearly four hours watching
television every day.
More than 14 percent of children enter kindergarten overweight and are four times more
likely than normal weight children to become obese by the eighth grade.
Overweight adolescents have a 70 percent chance of becoming overweight adults.
Numerous studies have demonstrated that increased physical activity is linked to better school performance.
Jump Rope For Heart is a national education and fundraising event created by the
American Heart Association and SHAPE America-Society of Health and Physical Educators.
Students learn to jump rope, learn the benefits of physical activity, healthy eating and avoiding tobacco;
and raise funds for research and programs to fight heart disease and stroke.
Funds raised through Jump Rope For Heart give back to children, communities and schools through the
American Heart Associations work:
Ongoing discovery of new treatments through research
Advocating at federal and state levels for physical education and nutrition wellness in schools
CPR training courses for middle and high school students
Millions of students have joined us in being physically active and in fighting heart disease and stroke by funding
research and educational programs. Be a part of this great event and your school will earn gift certificates for
FREE P.E. equipment from U.S. Games.
Call 1-800-AHA-USA1 or visit

heart.org/jump to get
your school involved.
2015, American Heart Association. Also known as the Heart Fund. 7/15DS9292
DS-9292 JRFH_FULL.indd 1
8/7/15 2:42 PM
SPRING 2016
Assessing and Measuring Dance Experiences

Nicole Flinn
Associate Professor of Dance
Hope College
Engaged and active instruction is best assessed by

engaged and active assessment. Patti Saraniero
What is the purpose of assessing students in the area of
dance education? Can dance assessments be objective and
provide authentic feedback for teachers and students? Is
there a way to assess the creative process present throughout
the dance standards and curriculum? This article will
invite you to investigate and unpack assessment resources
available for implementation in the dance education
classroom.
Todays schools place emphasis on the implementation of
quality assessment in order to demonstrate both student
growth, as well as, teacher effectiveness. Assessment
has become a vital part of instruction and evaluation to
determine whether or not curriculum goals are being
achieved. For teachers, the ability to develop assessments
using a variety of methods to reach a classroom of diverse
learners requires careful planning and execution. There are
many components necessary that work together to create
solid, user-friendly assessments.
Over the last decade, there has been a shift from traditional
assessments to performance assessments. Traditional
assessments focus on isolated facts and memorization
that require little higher-level thinking or application.
Performance assessments enable students to use more
complex, higher-order thinking skills. Opportunities for
students to problem-solve, create, design, collaborate, and
more have become a more widely used method to assess
student competency.
The areas of dance and physical education present a unique
opportunity to assess students in using performance-based
assessments. Traditionally, these movement experiences
were graded based on student participation, dressing for
class points, and skills tests. The assessments were not often
designed with clear purpose, clear targets with achievable
expectations, and the ability to demonstrate evidence of
learning outcomes. (Stiggins)
As a dance educator, designing curriculum for a K-12 dance
program, I asked many questions as to how I could better
assess my students progress, as well as, my own teaching.
Although, student participation and preparation for class

remained important to the experience, students deserved
more effective ways to demonstrate what they learned
and could do. I found it difficult to find meaningful and
purposeful ways to measure student growth in the dance
classroom. The expectation of dance assessment was to
be able to show evidence as to what my students were
learning through participation in kinesthetic and creative
performance-based experiences, but finding resources
and tools to do this presented a challenge. Of course, my
ultimate goal was for students to demonstrate proficiency,
confidence, and dance literacy. It was also important to
me that assessments were developed in a way that student
achievement of outcomes could be demonstrated in a
variety of ways. I continued to develop assessments, and
tried to design meaningful assessment experiences for each
student, yet felt I was still falling short. Assessing students
seemed to be a chore versus a celebration of teaching and
learning.
Some challenges of assessing dance performance for me
included: finding assessments that were linked to state,
national, and performance standards; consistently measured
the artistic processes of perform, create, respond and
connect; and provided authentic feedback to improve
instruction. I was in need of resources and professional
development to encourage me to move forward.
It wasnt until participating in a dance assessment course
from NDEO (National Dance Education Organization)
and my work on an assessment project called MAEIA
(Michigan Arts Education Instruction and Assessment) that
my understanding and awareness of the impact that quality
assessment could truly have on my teaching. Not only did
these experiences reinforce the importance of assessment
but improved my teaching and instruction and provided a
heightened awareness of authentic ways to assist students.
The following information about MAEIA describes a
resource of dance assessments that require students to
demonstrate their ability to perform, create, respond and
connect. The assessments are thoroughly developed and
include learning domains of physical, cognitive, social and
affective experiences, offering a breadth of experiences that
SPRING 2016
develop the whole person. There are a variety of assessments

that can be easily implemented to demonstrate, evaluate and
interpret student progress toward learning goals.
Michigan Arts Education Instruction

and Assessment
Are you in need of resources that will help you measure
successful learning in dance? Are you looking for ways to
provide quality and effective instruction and assessment
in dance? Would you like a bank of assessments to help
you measure dance standards and performance while
developing a broader understanding of dance and dance
literacy for your students?
The Michigan Department of Education partnered with
Michigan Assessment Consortium and dance teachers from
all around its state to create the Michigan Arts Education
Instruction and Assessment (MAEIA) project. The results
are 90+ dance assessments available to teachers around the
country. Aligned with K-12 National Anchor Standards
and MAEIAs performance standards, the assessments ask
students to demonstrate skill, creativity, understanding
and interpretation of dance. The MAEIA assessments were
field-tested by Michigan high school dance teachers in
2014-15 and by K-8 dance teachers in 2015-16. Following
field-testing, the assessments were revised in accordance
with the critical feedback from field-test teachers. The
assessments have been posted to a searchable website for
easy access and adaptability for teachers of all levels. The
MAEIA website also provides criteria and indicators of
model dance education programs and a review tool for
teachers and districts to use to evaluate and grow their
own dance programs. The dance community has multiple
new resources to assist not only dance educators, but the
physical education curriculum as well.
resource for showing the purpose and effectiveness of

dance in education. MAEIA provided a sense of unity and
confidence to what I was already doing. If you are ready to
upgrade your teaching and your students learning, do it
with MAEIA dance assessments. It has potential to bring
new life to the challenges and rewards of quality assessment.
References
Jefferies, S., Jefferies, T., & Mustain, W. Why assess in PE?.
PE Central. 16 Apr. 1997. Online. http://www.pecentral.org/
assessment/assessmentresearch.html. (March 2016)
Palmer Wolf, D.and Pistone, N. (1991). Taking Full
Measure: Rethinking Assessment Through the Arts. The
College Board.
Wiggins, G. (1998). Educative Assessment: Designing
Assessments to Inform and Improve Student Performance.
Jossey-Bass.
(2014) What should be the primary purpose of assessment
in physical education instruction?, Journal of Physical
Education, Recreation & Dance, 85:2, 45-46.
Nicole Flinn, M.A, is Associate Professor of
Dance at Hope College. She specializes in dance
pedagogy, curriculum development, arts integration,
assessment, and advocacy. She developed a K-12
dance program and worked in the district for 12
years. Nicole is the director of StrikeTime Dance
Company, a student resident company that promotes
dance outreach for children. She is on Board of
Directors for SHAPE Michigan, and an active
member NDEO, MDC, and DaCI.
For further information please go to

michiganassessmentconsortium.org/MAEIA and
maeia-artsednetwork.org.
In closing, MAIEA truly changed my understanding and
attitude about assessment. The assessments not only
brought validity and reliability to the measurement of
student learning, but they became an advocacy tool and
SPRING 2016
Creating A Personal Learning Network as Part of Your

Professional Network of Support
Nate Moore
A personal learning network (PLN) is crucial to staying

ahead in this world of ever-changing best practices.
Traditionally educators have found inspiration for growth
as professionals by attending face-to-face conferences. In
the past this form of professional development typically
was the only way educators could hone their skills, learn
new teaching techniques, talk to others in the field, and
genuinely think critically on how they could improve their
practice. This sort of professional growth is still considered
by many educators as the only option for development as
a learner; however, the kind of PLN that I am referencing
is in a virtual setting found on social media platforms such
as Twitter or Facebook. It is true, some might scoff at the
idea of advance their craft in a non face-to-face setting
as something that is not worthy of their time. But there
are advantages that a virtual PLN offers that make this
opportunity for positive, professional growth more efficient
and effective.
As educators we have all been there before. You receive
the flyer for what promises to be the latest and greatest
educator conference in your mailbox at the school in which
you work. You complete the registration process and find
a way to get approval from your administrator to attend
the conference. Then you keep your fingers crossed your
school district pays for the registration, prepare lesson plans
for your guest teacher, and then, as a way to save money,
you attempt to organize a carpool to the conference with
other attendees you might know, only to find out at the
conclusion of the conference it was not truly worth your
time. This is what makes attending face-to-face conferences
challenging, particularly if you do not know what to
expect when attending a conference for the first time or
lesser-known seminar. At times, unfulfilled face-to-face
conference expectations create much disappointment that
causes educators to not attend any conference or workshop
again. Thanks to the Internet and social media, there are
other options for professional learning such as creating a
virtual PLN.
A virtual PLN is a social network or combination of
networks such as blogs, Facebook, LinkedIn, or Twitter,
that an individual would refer to in the learning process as
it relates to professional development. A motivating part
of creating a virtual PLN is choice. Unlike face-to-face
conferences where choice is sometimes limited, a virtual

PLN is a dynamic, ever-changing environment to connect
with other professional educators that are inspired to share
their craft. Since you create your PLN, you are the one
to choose who you follow on social media platforms like
Twitter or Facebook or which professional educator blogs
you read. You also get to choose the manner in which you
participate with your PLN. A recommendation worth
consideration for beginners: first just read posts on Twitter
also commonly known as lurking of those you
follow and then join the conversation by making posts or
replies only when you are ready.
Efficient engagement is another advantage of being part of
a PLN. For example, there was an educator conference last
fall and although I was unable to attend in person, I was
still able to follow the event on Twitter. Now, am I implying
that my experience was the same as those who physically
attended the conference? No, but thanks to the professionals
I follow, I was still able to participate and collaborate with
other educators who were interested in the discussion at the
conference. Additionally, a few years ago, I had a question
about best practices that I was unsure how to best answer,
so I reached out to my PLN on Twitter. Within a few
hours, I had a number of professionals respond with lots of
inspiration for the direction in which to proceed. To say the
least, it was a helpful and motivating way to hone my craft. I
am grateful to the PLN support system I have in place.
There are many ways you can connect to a virtual PLN
through following various professional educator blogs,
Facebook pages, and Twitter handles. Although it is not
always necessary to have a social media account to stay
connected to a social network, it certainly makes the
experience more efficient. A helpful social media tip to the
beginner would be to choose a single platform like Twitter
or Facebook (not both) to start. This way, the process of
growing a network of support will not be overwhelming.
There is a good chance that many are reading this in print.
If you are, put down the text and pick up your mobile device
or laptop and start learning something new or share your
expertise via your PLN. If I can be of service, please follow
me on Twitter (@TheeMrMoore) and I will be happy to be
part of your network of support.
SPRING 2016
SHAPE Michigan
2016 Convention Registration and Membership Form
October 6-8, 2016
Last Name:____________________________First:__________________________
Street Address:_______________________________________________________
City/State/Zip:_______________________________________________________
Email (Required!)_____________________________________________________
School:_____________________________________________________________
NOTE: School PO's are NOT Considered Payment! Registration is Not complete until payment received!
SHAPE Michigan Membership must be active through November 30, 2016 to qualify for Member rates!
Registration Includes:
Sessions, Breakfast and
Lunch on Friday and
3 Day
2 Day
2 Day
Saturday Friday
Thursday Enter Your
Saturday!
(Th, Fri, Sat) (Fri, Sat) (Thurs, Fri) Only
Only
Only
Fee
Professional
Member
$175
$165
$150
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$135
$110
Professional
Non-Member
$225
$215
$200
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$190
$160
Future Professional
Member
$100
$90
$75
$80
$80
$55
Future Professional
Non-Member
$130
$120
$105
$110
$110
$85
Retiree and Emeritus
Complimentary
SHAPE Michigan Membership - New or Renewal

Professional
Future Professional
$0
$40
$20
Awards Luncheon
Number of tickets?
Tickets
$45 each
Saturday paid attendees can purchase luncheon tickets for $25 each!
__________
Total Fee To Be Paid:

Credit Card Information:
Card Number:
_____________________________ Exp. Date: ________ CSC#
________
Name on Card:
_____________________________ Amount to be charged:
_________
Billing Address
Street___________________________________________
City/State/Zip
________________________________________________
Make Checks Payable to: SHAPE Michigan, P.O. Box 27187, Lansing, MI 48909
SPRING 2016
GUIDELINES FOR SHAPE Michigan JOURNAL AUTHORS

Throughout the year, original articles are received and considered for publication in the SHAPE Michigan Journal. The Society of
Health and Physical Educators Michigan (SHAPE Michigan) publishes issues of this professional journal in fall, winter, and spring/
summer. Articles that share opinions and ideas as well as those based on serious scholarly research are welcomed and encouraged.
Each article is reviewed by two or three readers who are selected on the basis of areas of interest, expertise, and qualification in
relation to the content of the article. Authors need not be professional writers. Editorial board members are encouraged to provide
assistance in developing the article when there are great ideas that need to be shared. In peer reviewed and more scholarly works,
a blind review process is used whereby the name of the author and persons reviewing the article are known only to the editor (See
SHAPE MICHIGAN Peer-Reviewed Guidelines for additional information).
All journal submissions must be sent as email attachments (MS Word or Rich Text Format is preferred) to mahperded@gmail.com.
Below is a checklist of items to be considered when submitting material for publication.
The Manuscript
Must be word processed single spaced, left and right margins of 1 1/2 inches, 12 point font, pages numbered).
APA 6th edition (2009) style guide will be used for the Michigan AHPERD Journal.
Direct quotations of more than 3 lines should be single spaced, indented 1/2 inch, and kept to a minimum.
Length should not exceed 2,500 words (8 pages).
Should be written in third person.
Brief biographical information for each author should be provided on a separate page (name, school/university/agency
affiliation and email address for follow-up contact).
Documentation
References lists should be placed directly at the end of the article, arranged alphabetically by authors last name, according to
APA 6th edition formatting (see http://www.apastyle.org).
Each reference cited in the text must be listed and only those cited should be listed as references.
Documentation within the text should be made by placing the authors name and year of the publication within parentheses at
the appropriate point, i.e., at the end of the sentence or at the end of a direct quote, with page number.
Tables
Use tables for reporting extensive statistical information.
Data in tables should not be duplicated or extensively discussed in the text. Titles of tables should be succinct yet adequately
describe the contents.
Each table should be numbered, typed on a separate page, and reference made within the text as to where it should be placed.
Illustrations
Pictures, graphs, or other images help to break the monotonous look of text in the article and adds to its readability. Please use
them where appropriate. Pictures (headshots) of authors are also encouraged.
Original photos (SD cards, memory sticks etc.) and artwork should be provided for final production of the article (300 DPI in
.jpg, .gif or .tiff format are preferred).
Each image should be numbered and captions provided.
Submission Deadlines
TBD
Authors Statement
Authors must be willing to take public responsibility for the content of the manuscript. The lead author is expected to take
responsibility for the integrity of the work. The lead author must provide a signed statement certifying that the article has not
previously been published or submitted for publication elsewhere.
Ethical Statement
Authors are expected to abide by the highest ethical standards. As such, manuscripts that are found to be partially or entirely
plagiarized, or contain falsified data, will not be published, and the author(s) will be suspended from SHAPE MICHIGAN
publications for a minimum of three years.
SPRING 2016
GUIDELINES FOR PEER-REVIEW PROCESS

OF THE SHAPE MICHIGAN JOURNAL
Authors who are professionally engaged in the study of Health, Physical Education, Recreation, Dance and related fields are
encouraged to submit articles for review and potential publication in the Michigan Association for Health, Physical Education,
Recreation and Dances SHAPE MICHIGAN Journal. The editor of the peer-reviewed section will give priority consideration to
those articles that relate directly to HPERD issues confronting Michigan professionals. SHAPE MICHIGAN publishes the SHAPE
MICHIGAN Journal two to three times annually. Authors may not submit the same article to this Journal and any other publication
for simultaneous review.
Review Process
This is a blind review process, and at least two reviewers will read each article. The reviewers will evaluate the articles using the
following criteria:
Originality of subject matter Accurate coverage of subject matter
Interest to SHAPE MICHIGAN Journal readership
Contribution to HPERD body of knowledge
Concise, logical and clear writing style
Adherence to required format and style (APA 6th edition, 2009)
Since all reviews are blind, authors should submit one complete title page and include a second title page with only the articles title.
Authors should keep a back-up copy of their manuscript, as SHAPE MICHIGAN will not return it, except as a part of the editing
process, should the article be accepted for publication.
Copyright Information
SHAPE MICHIGAN holds the copyright to all information published in the SHAPE MICHIGAN Journal. However, SHAPE
MICHIGAN will consider requests for reprinting. Please direct such requests to the SHAPE MICHIGAN Executive Director,
Article submission process
For a more complete description of the author guidelines and to obtain answers to any questions related to the review process, please
write the Editor of the refereed section of the SHAPE MICHIGAN Journal:
TBD Contact Executive Director for information
Authors seeking publication in the SHAPE MICHIGAN Journal should include the following materials:
1) Cover letter indicating the desire to have materials reviewed for possible publication
2) E
lectronic Copy of the Manuscript (Microsoft Word or Rich Text Format preferred) sent as an email attachment to
3) Biographical information about the author(s). Digital pictures of authors are also encouraged.
The order of information included in the manuscript should be as follows:
1) Complete title page
2) Title page indicating only the title
3) Abstract
4) Text
5) References
6) Footnotes, if necessary
7) Tables
8) Figures
9) Acknowledgements, if necessary
*These guidelines were adapted from California Association for Health Physical Education Recreation and Dance retrieved November 16, 2009
from http://www.cahperd.org/publications/assets/PeerReviewedGuidelines_June2009.pdf and Florida Association for Health, Physical Education,
Recreation, Dance and Sport (FAHPERDS) retrieved November 23, 2009 from
http://www.fahperd.org/Jovr.html
SPRING 2016

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THE

SOCIETY OF HEALTH AND PHYSICAL EDUCATORS - MICHIGAN

create your own games

convention news and

eastern and western

2015 award winners

Vice President Elect

Past Vice President

STANDING COMMITTEES - CHAIRPERSON

Vice President Elect

Past Vice President

Vice President Elect

Past Vice President

Vice President Elect

Past Vice President

Vice President Elect

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SOCIETY OF HEALTH AND PHYSICAL EDUCATORS - MICHIGAN

Michigan Dance Council

Michigan Department of Community Health

Michigan Department of Education

Michigan Fitness Foundation

Michigan Action for Health Kids

Michigan High School Athletic Association

The SHAPE Michigan Journal 1

MESSAGE From the PRESIDENT

The SHAPE Michigan Journal 2

IMPORTANT MESSAGE From the EXECUTIVE DIRECTOR

The SHAPE Michigan Journal 3

2016 - 26th Annual SHAPE Michigan Region 4

This year we had 16 speakers, all professionals in their field.

Jennifer Rivera, Phil Goodman, MaryAnne Rickens, Mary

The SHAPE Michigan Journal 4

The SHAPE Michigan Journal 5

2015 TEACHERS OF THE YEAR

Huron Valley School

We are proud to grant the Elementary Teacher of the Year

$72,000 for the American Heart Association.

ELEMENTARY TEACHER of the Year

Monteith Elementary School

Society of Health and Physical Educators is proud to

The SHAPE Michigan Journal 6

2015 TEACHERS OF THE YEAR

ELEMENTARY PHYSICAL EDUCATION

Kenowa Hills Public Schools

as an Elementary Physical Education Teacher of the Year.

Society of Health and Physical Educators is proud to

The SHAPE Michigan Journal 9

2015 SHAPE Michigan Grant and Mini Grant Winners!

Kim McCool Scripps Middle School Lake Orion

n SHAPE Michigan JRFH Mini Grants

n 2015 Scholarship Winners!

The SHAPE Michigan Journal 10

SHAPE Michigan Awards Nomination Form

Sports and Athletics Leader of the Year

Social Justice/Diversity Award

Zip: ________ Phone: ______________________

The SHAPE Michigan Journal 12

SHAPE Michigan Scholarships

The SHAPE Michigan Journal 13

First Name___________________________ Last Name ________________________________

SHAPE Michigan Scholarship Committee

Bowling Beyond the Curriculum

It was approximately three years ago when Amy Coleman

Zip: Phone: ______________

First Name_ Last Name ______

Submitted by: _______ Email: _ Phone________

I ndian files: focus on keeping group

S tride outs: focus on lengthening