Heart Healthy Kids Physical Activity Handbook - Jump Rope For Heart

Welcome to Heart Healthy Kids ! 

This program has been created to help elementary teachers 

like you incorporate physical activity for your students into your 

daily classroom schedule. Activity habits developed early in life 

can carry over into adulthood and this program places emphasis 

on reducing inactivity and increasing daily participation in moderate 

physical activity. 

Recent re s e a rch has shown that health is improved by 

engaging in as little as 20 to 30 minutes of moderate physical 

activity 3 to 4 times per week. For youngsters, this can be achieved 

by accumulating the re q u i red amount of activity t h rough two, 

10 minute bouts of moderate physical activity enjoyed on a daily 

basis. This program’s goal is to engage students in a variety of 

activities each day in order to raise heart rates and impro v e 

health. And the best part of all is that these activities can be 

easily incorporated to achieve the expectations set out in the 

Ontario Ministry of Education Curriculum. 

Included in this package are manuals for all the 

teachers in your school plus one training video to provide a 

visual understanding of the activities. Please share and circ u l a t e 

the video to all of the teachers at your school but use the manuals 

to guide your activities on a day to day basis (if re q u i red, the 

manual may be photocopied). In order to help this program run 

as smoothly as possible, templates of all the charts etc. that you 

will need have been included in the manual. 

We hope that you enjoy using this program and are excited 

to get started. 

Table of Contents 

Heart Healthy Kids 

O v e r v i e w 3 

Key Features of 

Heart Healthy Kids 3 

The Te a c h i n g / 

Learning Progression 4 

Warm Up and 

Cool Down Routines 5 

M o n d a y A c t i v i t y- 

Word Power 6 

Word Power Template 

and Word Lists 7 

Tu e s d a yA c t i v i t y - 

Just Map It! 9 

Just Map It! Templates 1 0 

We d n e s d a yA c t i v i t y- 

C a r d i o F u n k 1 1 

Cardio Funk Routine 1 2 

T h u r s d a y A c t i v i t y - 

D e s k e r c i s e 1 3 

Deskercise Te m p l a t e s 14 

F r i d a y A c t i v i t y - 

Stop and Go 1 5 

Stop and Go Activity cards 1 6 

C o m p a n i o n 

Discussion Wo r k s h e e t s 2 1 

Feedback We l c o m e 2 6

H e a rt Healthy Kids 

Key Features of 

Heart Healthy Kids 

1 All of the activities can be 

performed in the classroom. 

2 Older students can 

take leadership roles. 

3 All fitness components 

are involved: flexibility, 

endurance, strength, agility. 

4 Teachers and students 

can adapt the activities 

to suit their classroom 

structure and individual 

needs (add or reduce 

intensity as desired). 

5 Templates for all the 

activities have been 

provided. 

6 To provide variety and 

motivate interest there 

is a different activity for 

each day of the week. 

Monday: Word Power 

This activity uses action words to 

describe a variety of movements 

that students perform. 

Tuesday: Just Map it! 

This activity leads students through 

various courses of activity that they 

perform on the spot ( e.g., a triathlon). 

Wednesday: Cardio-Funk 

This easy to follow aerobics routine 

contains a variety of movements 

that students can perform at or 

near their desks. 

Thursday: Deskercise 

This activity teaches simple 

jumping and stepping combinations 

using numbered squares to make 

learning easy and fun. 

Friday: Stop and Go 

A circuit of activity from desk 

to desk where students perform 

different movements using activity 

flash cards placed around the room. 

Physical activity is linked directly to the health and educational 

well being of children. Physically active children sleep better, eat 

better and are less likely to smoke. Children who are physically active 

on a regular basis tend to be more alert, happy and miss fewer days 

of school due to illness. Vi g o rous bouts of physical activity enjoyed 

on a regular basis by children may result in a more active adult 

p o p u l a t i o n . 

Heart Healthy Kids is a physical activity program designed to: 

• Engage all children in vigorous physical activity for two 

10 minute periods before each recess or at other times 

during the school day. 

• Encourage children to be active re g u l a r l y . 

• Enhance children’s understanding of the 

benefits of physical activity across the life-span. 

• Accommodate existing timetables. 

• Meet Ministry of Education and Training 

expectations for Health and Physical Education. 

• Foster cross-curricular learn i n g . 

• Allow for student input and adaptation. 

• Be fun! 

3 Heart Healthy Kids

The Te a ch i n g / L e a ning r Pro gre s s i o n 

Getting Started 

• Watch the training video and read through this 

manual to learn more about all the activities pro v i d e d . 

• Use the video to learn the movements. 

P e rf o rm the actions slowly to learn the correct form . 

• Make sure you have everything you need for each of the activities. 

• I n t roduce the program to your students and discuss the 

i m p o r t a n c eof being physically active. 

• Be creative about classroom arrangements. 

• E n s u re there is enough space to perf o rm the activities safely. 

• Encourage focusing better on feeling the action rather 

than on technical pro f i c i e n c y . 

• Within the first few sessions, all children 

should be familiar with the activities. 

Working Harder 

• Establish routine use of the pro g r a m . 

• Help students stay focused on keeping up the new activities. 

• Focus the students’ attention on the present benefits they feel. 

• R e c o rd children’s responses to the activities. 

• C reate pro g ress charts and achievement 

guides to monitor and re w a rd gains. 

Keep it Going 

• Use the motivational and adaptation strategies on the 

activity description page to keep up the momentum. 

• Encourage physical activity as a normal and 

enjoyable part of each day. 

• Think of diff e rent ways to encourage students 

to be more active outside of school. 

• Concentrate on keeping the activities enjoyable. 

• Find a level of activity that works for each child. 

• Encourage student input. 

• Have students imagine how their bodies would 

feel if they didn’t engage in daily physical activity. 

Companion 

Discussion Wo r k s h e e t s 

In addition to participating 

in the physical activities, 

teachers and students can 

describe the benefits of regular 

physical activity, develop 

activity profiles and identify 

community resources. Students 

can suggest other ways physical 

activity could be offered at 

school, at home and in the 

c o m m u n i t y. Use the worksheets 

at the end of this booklet to 

discuss with your students the 

benefits of physical activity. 

Anticipated Rate 

of Student Learning 

Students will vary in the length 

of time it takes to learn all the 

movements. Some activities 

will be easier for students to 

follow than others. For 

sequenced activities t e a c h e r s 

m a y need to teach and repeat 

parts in the first few sessions. 

W h e n students can follow all 

the movements, the activity can 

b e intensified (e.g. by 

increasing the speed). When 

students are able to perform 

the intensified activity, the 

next stage would be to keep 

the intensity and m o d i f y / 

personalize the m o v e m e n t s 

(e.g. by adding e x t r a 

movements). The most 

important aspect for teachers 

to keep in mind is to keep 

the students active during 

the sessions. 

Each activity takes approximately 6-7 minutes to complete. 

By adding in the 2 minute warm up and 1 minute cool down, you 

will provide your students with a 10 minute bout of physical activity. 

By using this program twice daily you will provide your students 

with a minimum of 20 minutes of physical activity per day! 

Heart Healthy Kids 4

Important preparation 

for Physical Activity 

The warm up and cool down 

are very important parts to any 

p h y s i c a l a c t i v i t y. The warm up 

helps your body get ready for 

exercise by stretching your 

muscles and raising your heart 

rate slightly. The cool down 

is important because it helps 

to stretch out your muscles 

after an activity and to lower 

your heart rate at a slow, gentle 

pace. The routines on this 

page should be done before 

and after every activity 

period each day. 

The Warm Up Routine 

This warm up should be used before each 

of the activity periods every day. 

Sitting on a Chair 

M a rching (8x) 

Heel Taps (8x) 

Stand Ups (4x) 

• m a rch around the chair and march on the spot 

Standing behind the Chair 

M a rching (8x) 

Heel Taps (8x) 

Jump Ups (4x) 

• m a rch on the spot 

Side lunges leading to the RIGHT (4x) 

Lunges to the back leading with 

the RIGHT and hold the last one (4x) 

Heel Ups and hold the last one (4x) 

Toe Taps and step together after the last one (8x) 

• m a rch on the spot and pre p a re to repeat leading to the LEFT 

Side lunges leading to the LEFT (4x) 

Lunges to the back leading with 

the LEFT and hold the last one (4x) 

Heel Ups and hold the last one (4x) 

Toe Taps and step together after the last one (8x) 

• m a rch on the spot and pre p a re to move into the activity 

The Cool Down Routine 

This cool down should be used after each 

of the activity periods every day. 

M a rching on the spot 

Step Touch (4x) 

Knees Up (8x) 

Side Lunges (4x) 

Back Lunges and hold the last one (4x) 

Heel Ups then switch legs (4x) 


M o n d ay A c t i v i t y :Wo rd Powe r 

Step 1 

Step 2 

Step 3 

Watch the video to learn what this activity looks like. 

Lead the activity by pointing to the words displayed 

on the chart that you create (see instructions below) 

and by timing how long each movement is perf o rm e d . 

F rom the word lists on the next two pages, select 

10 words for each category: locomotion, stability 

and manipulation (discuss what each term means). 

Remember that all these movements are perf o rmed 

on the spot. 

L o c o m o t i o n 

S t a b i l i t y 

movements used to move the 

body from one point to another 

(e.g., running, walking, swimming). 

movements in which the body remains 

in place but moves around its horizontal 

or vertical axis (e.g., stretching, twisting, 

b a l a n c i n g ) . 

M a n i p u l a t i o n movements that involve giving force to 

objects or receiving force from objects 

(e.g., throwing, kicking, dribbling). 

Print the selected activity words onto an overhead, 

bristol board or the chalkboard using the Word Power 

chart template on page 7. Use diff e rent coloured markers 

to note intensity (see template). 

Step 4 Allow the children to find a space to move fre e l y . 

Step 5 

Step 6 

Step 7 

After the 2 minute warm up, direct students to 

engage in easy to moderate movements using some 

of the low intensity words on the Word Power chart. 

* All movements, even if they suggest travelling, are 

p e rf o rmed ‘on the spot’ (e.g., running on the spot). 

Begin to select words that prompt more intense actions. 

Once the activity is complete, perf o rm the cool down. 

Intensification Ti p s 

1 Start with words the children 

recognize, then choose more 

challenging examples. 

2 Choose from the 

categories that involve 

vigorous movements. 

3 Some of the word ‘zones’ 

involve more challenging 

movements and combinations 

(jump and tuck). At first, 

choose one word from an 

easy category, one from 

a more difficult category 

and then back to the easy 

category. Later, choose one 

from the easy and two from 

the more difficult. Ratios of 

easy to more difficult might 

be: 1-2-2; 1-2-2-1; 1-2-2-2-1. 

For example, 1-2-2-1 could 

be: walk-run - skip - creep. 

Cross Curricular Tips 

1 Allow students to group 

words together and display 

them on a chart. 

2 Encourage students to 

use the movement words 

to describe body actions 

in physical education. 

3 Write movement stories 

that encourage listening and 

action. For example: I was 

walking down the street 

when suddenly a gust of 

wind gathered up a pile 

of leaves and swirled them 

around and around. One leaf 

escaped and floated gently 

to the ground under a tree. 

4 Invite students to write 

movement stories they 

can read to each other 

as a warm up in physical 

education classes (the 

students move to the verbs 

as they are read aloud). 

5 Make a collection of 

movement stories for 

students to use at home. 


Wo rd Power Chart Te m p l a t e 

N o t e 

L o c o m o t i o n S t a b i l i t y M a n i p u l a t i o n 

Primary level students may 

have difficulty understanding 

the titles of the columns and 

trying to determine intensity 

at the same time. At first, 

teachers may want to sort 

the words by category only. 

Primary students can then try 

out each activity listed in a 

column before they have any 

input as to the intensity level 

of the activity. The chart can 

then be reprinted in the various 

colours. Another option would 

be to select a few words for 

each column. Students can 

try out the activities and, as 

a class they can discuss the 

intensity level. 

• Fill in the chart using the words on the following pages 

• Use diff e rent coloured markers to note the intensity of each movement 

i.e. green = low intensity 

blue = moderate intensity 

black = high intensity 

Primary Word Power 

L O C O M O T I O N 

walk 

shake 

run 

pop 

hop 

zig zag 

skip 

march 

gallop slither 

bicycle 

jump 

creep 

climb 

swim 

spring 

leap 

slide 

fly 

dash 

bear walk 

tip toe 

stroll 

crawl 

sneak 

dance 

7 Heart Healthy Kids 

S TA B I L I T Y 

ready 

crouch 

stretch 

run 

twist 

tuck 

statue 

freeze 

stork stand 

reach 

point 

flex 

tighten 

bend 

sit 

brake 

balance 

rattle 

hide 

crunch 

hug 

M A N I P U L AT I O N 

skip rope 

build 

swing a bat 

juggle 

bounce a ball 

balloon 

kick 

paint 

lasso 

dip 

sweep 

dress up 

catch 

use a hoola hoop 

bowl 

roll 

throw a snowball 

toss a frisbee 

pull

Junior Word Power 


walk 

run 

hop 

skip 

gallop 

bicycle 

jump 

flee 

climb 

swim 

dodge 

side step 

toe tap 

fly 

dash 

pump 

hurdle 

shuffle 

scurry 

sneak 

stutter step 

high step 

spin 

blading 

WATER SPORT 


flutter kick 

front stroke 

back stroke 

row 

water ski 

hang ten 

surf 

kneel 

pose 

grip 

carry your 

surf board 

toss the life saver 

wax up your 

surf board 

paddle 


lunge 

pivot 

stretch 

turn 

twist 

tuck 

statue 

freeze 

sink 

reach 

point 

curl 

rise 

straddle 

inflate 

deflate 

balance 

rock 

squeeze 

squat 

duck 

pounce 

drop 

flex 

pretzel 


throw 

catch 

dribble 

swing a bat 

juggle 

play tennis 

ring toss 

kick 

tug of rope 

paddle 

dig 

slapshot 

hackey-sac 

row 

ski 

baton twirl 

spike 

volley 

bump 

volley-serve 

block 

toss a frisbee 

ride horseback 

wheelie 

Intermediate Word Power 


propel 

dodge 

walk 

rim 

heel-toe 

toe taps 

rollerblade 

skateboard 

bicycle 

swim 

hop 

flee 

jaunt 

waddle 

waggle 

strut 

creep 

sneak 

scurry 

shuffle 

jump 

fly 

gallop 

dash 

skip 

swim 

jog 

wiggle 

squirm 


bending 

thinking man 

disco pose 

baywatch 

ready 

CN Tower 

Statue of Liberty 

Heiseman 

Trophy 

pose 

vogue 

rapper 

sink 

flex 

pretzel 

inflate 

rebound 

freeze 

squat 

hang ten 

surf 

steer 

bow 

pivot 

lunge 

twist 

balance 

squeeze 

still 


punt 

dribble 

slalom ski 

juggle 

swing a bat 

forehand 

backhand 

spike 

strike 

shoot 

paddle 

box 

kick 

iron 

mow the lawn 

wash the car 

wax the car 

paint 

wash windows 

chop wood 

video games 

cricket 

field hockey 

lacrosse 

wash the dishes 

hang the clothes 

make the bed 

swing a hammer

Tu e s d ay A c t i v i t y :Just Map it! 

Step 1 Watch the video to learn what this activity looks like. 

Step 2 Transfer one of the sample maps provided onto an 

o v e rhead, the chalkboard or bristol board using the 

black masters on page 10. 

Step 3 Display the map in an area where all can see. 

I n t roduce the students to the map and the movements. 

Step 4 Allow students to find enough space for free movement. 

Step 5 Start the 2 minute warm up. 

Step 6 Begin the Just Map It! activity. Maintain a dialogue 

(or ask a student to provide this), describing where the 

class is travelling and what they are doing. The students act 

out the movements on the spot. When naming the activity, 

be sure to announce the movements, intensity level* and 

duration. Add breaks or rest periods as needed. 

* Use diff e rent coloured markers to note the intensity of each 

movement (ie green = low intensity; blue = moderate intensity; 

black = high intensity) 

Step 7 Having finished the course, start the cool down. 


Cross Curricular Ti p s 

1. Arrange the terrain 

challenges to represent 

travel from, for example, 

Toronto to Thunder Bay: 

run along the Niagara 

escarpment, through the 

trees and over the lakes 

of northern Ontario, and 

down the highland slopes 

toward Lake Superior. 

2. After going through the 

process with the given maps, 

students may wish to create 

their own movement maps 

to share with the class. 

They should be reminded 

that they need to create a 

movement legend. It may 

be helpful for the class to 

first select the symbols to 

be used for the different 

movements. Students can 

then design maps, using 

the template as a guide. 

Students could create 

maps of how to get to 

their school, house or 

backyard, or to a country 

they are studying. 

3. Have the students 

research activity oriented 

vacations and adventures. 

For example, canoeing 

through a series of 

lakes in Algonquin Park; 

horseback riding in 

the Rockies. 

4. Invite guest speakers to 

present travelogues that 

h a v e included physical 

a c t i v i t y. For example, 

w h i t e w a t e rrafting, cycling, 

snowshoeing, kayaking. 

Intensification Ti p s : 

1 . I n c rease the length of time students are continuously active. 

2 . Encourage children to jump higher, swim faster and reach 

further over obstacles. 

3 . Change the means of travel to more difficult movements. 

4 . M o re advanced and experienced students may wish to simulate 

skiing and snowboard challenges or skateboard adventure s . 

5 . Encourage students to invent interesting and safe activity challenges.

Theme: Tr i a t h a l o n 

walking 

Intensity 

jogging 

sprinting 

flutter kick 

front crawl 

back crawl 

forward pedaling 

backwards 

pedaling 

downhill coast 

Low Medium High 

Theme: Hiking Tr i p 

walking 

crouching 

(low stepping) 

high stepping 

jumping 

leaping 

hurdling 

climbing 

front crawl 

Intensity 

Low Medium High 

Theme: Backyard Adventures 

running 

kicking 

throwing 

hoola-hooping 

skipping 

slap shot 

batting 

skateboarding 

roller blading 

tennis 

climbing 

Intensity 

Low Medium High

We d n e s d ay A c t i v i t y :C a rdio Funk 


Bring in appropriate music to accompany the routine 

(you may want to ask your students to bring in music 

they like once the routine has been mastere d ). 

Step 2 P e rf o rm the warm up. 

Step 3 Teach the class the routine by breaking it down 

into smaller chunks until each is mastere d . 

Step 4 Once mastered, add arm actions, 

bounce and/or new movements. 

Step 5 Invite students to lead the class. 

Step 6 Once complete, perf o rm the cool down. 

Intensification Ti p s : 

1 . Encourage students to accentuate 

the movements to add vigor. 

2 . Allow students to add bounce and create 

g e s t u res (e.g., hand claps) if appro p r i a t e . 

3 . Have students work in pairs for support and motivation. 


Cross Curricular Ti p s 

1. In physical education classes 

try other video routines. 

2. Invite guests to join in 

For example athletes, 

minister or priest, 

recreation director. 

3. Ask students to work in 

groups to design their own 

cardio routine, incorporating 

movements introduced in 

class and others they’ve 

developed. Let students 

choose the music to 

match their routine.

Cardio Funk Routines 

Combination #1 

• m a rching on the spot 

Grapevine (step right, step behind, 

step right, step together) leading to the RIGHT (8x) 

Forward Grapevine (step forward, 

step forward, step forward, step together) (4x) 

Jumping Jacks (8x) 

• back to the beginning THEN ADD 

Knee Ups (8x) 


Toe Touches (8x) 

• back to the beginning LAST TIME 

THROUGH then march on the spot 

N o t e 

This page provides the Cardio 

Funk Routine in written form, 

showing the two combinations 

that make up the activity. Yo u 

can use this page to help you 

when leading the class or it 

can be transferred onto large 

chart paper to be displayed as 

a guide for the students when 

performing the routines. 

Combination #2 

• m a rching on the spot 

Grapevine leading to the RIGHT (4x) 

Forwards Grapevine (4x) 

Double Ski Jumps (jumping from 

side-side bouncing twice on each side) (8x) 


Step turn (step in a box formation) (2x) 


Double time Running Man (jump and 

extend your leg back, bounce twice, switch legs) (8x) 

• back to the beginning LAST TIME THROUGH 

then MARCH on the spot and pre p a re or cool down 


T h u rs d ay A c t i v i t y :D e s ke rc i s e 


Step 2 Practice the diff e rent movement patterns. 

Step 3 Using the provided movement patterns on page 14. 

Choose 3 patterns to be perf o rmed for each session. 

Step 4 B e f o re you begin the activity, have your students create 

8 small squares of construction paper numbered from 1-8. 

Students will be able to learn the routine easily by using 

the numbered squares placed on the floor to show them 

w h e re to step (affix with tape, if necessary). 

Step 5 P e rf o rm the warm up. 

Step 6 Use the numbered squares (pre p a red by the students) 

to introduce and teach the patterns to be perf o rmed. 

C reate a visual display, as shown in the video, to support 

your instructions. 

Step 7 Work toward mastery of the pattern s . 

Step 8 I n c rease speed and add changes in dire c t i o n . 

Step 9 Once completed, perf o rm the cool down. 



1. Add arm actions and 

bounce where appropriate. 

2. Remove the numbered 

squares and ask students 

to perform the patterns 

from memory. 

3. Create a movement routine 

which incorporates all of the 

learned patterns without the 

use of the numbered squares. 


1. Manipulate or create 

new numbered squares 

to develop number sense. 

For example, let’s count 

by 2’s, order decimals and 

fractions from lowest to 

highest. Introduce operational 

cards (+, -, x, /, =) to formulate 

numerical equations. 

2. Substitute numbers with 

letters to spell words or 

to create sounds. 

3. Use this activity 

to teach dance steps. 

Teaching Ti p s : 

1 . Use the visual display as shown in the video to facilitate teaching. 

2 . When introducing a pattern, the learning pro g ression 

should proceed as follows: 

• tap the pattern with each foot 

• step the pattern in both directions 

(leading right; leading left) 

• p e rf o rm the whole pattern in half time 

• p e rf o rm the whole pattern in normal time

Around the Wo r l d 

• moving in a diamond pattern 

• tap 1, 2, 3, 4, (with one foot) 

• step 1 together, step 2 

together and so on 

• 2-foot jump 1, 2, 3, 4 

Straddle V- S t e p 

• the movement is: out - out - in - in 

• right tap 1, left tap 2, 

right tap 3, left tap 4 

2-Foot Jumping Straddle V- S t e p 

• same pattern as straddle v-step 

except that were jumping 

with 2 feet 

• jump and straddle 1-2, 

jump back 3-4, 

jump and straddle 5-6, 

jump back 3-4 

Top to Bottom 

• both feet move at the same time 

• jumping pattern 

• jump to the top 1-2, back 3-4, 

back 5-6, together 7-8 

W- S t e p 

• moving in a W pattern 

• tap 1, 2, 3, 4, 5 (with one foot) 

• step 1 together, step 2 

together and so on 

• 2-foot jump 1, 2, 3, 4, 5 

H o p s c o t c h 

• pattern simulates hopscotch 

• 1 foot, 2 foot, 1 foot 

• hop 1, jump 2-3, hop 4 and back

Fri d ay A c t i v i t y :Stop and Go 


Step 2 Photocopy and cut out the STOP and GO activity cards 

p rovided (you may want to laminate the cards and keep 

them as a class set for future sessions). 

STOP activities are more static in motion, like bicep curls. 

GO activities are more active like jogging on the spot. 

Step 3 Distribute the activity cards throughout the classroom at each 

student’s seat (one card per student). Remember to alternate 

STOP and GO cards. (Depending on the number of students 

you may use more than one of the same card or create 

additional movement cards.) 

Step 4 I n t roduce the activity and the movements to be perf o rmed. 

P rovide instructions as to how students will be moving 

t h rough the circuit, for example, follow the person in 

f ront of you in a clockwise dire c t i o n . 

Step 5 Select the number of repetitions or length of time for the 

activity (e.g., 10 jumping jacks or hold the stretch for 10 

seconds). Create a signal to cue movement from one station 

to the next. 

Step 6 After the warm-up start the circuit and 

continue the activity for 8 minutes then cool down. 



1. Add lively music. 

2. Allow students to create 

other movements/activities 

as STOP and GO challenges. 

3. Increase the number of 

repetitions or length of 

time for the activity. 

4. Incorporate arm or 

leg movements where 

applicable. 


1. Investigate vacation sites 

across the province or other 

parts of Canada and the 

world. Allow the students 

to choose the destinations 

and develop activities that 

relate to each site. 

2. Create a circuit in 

preparation for the 

Olympics. 

3. Incorporate numerical 

questions at each station 

to determine the number of 

repetitions or length of time 

for the activity. Students 

can record their answers 

to facilitate assessment. For 

example, 2x5 Jumping Jacks. 

4. Scramble the letters of 

the name of the activity 

to be performed. 

5. Set up stations where 

students record the number 

of jumping jacks, push ups, 

tuck jumps, etc. performed 

during the allotted time. 

Performance can be noted 

over a series of sessions. 

Students can use this data 

to create Personal Fitness 

Portfolios, or the data can 

be used to teach grade 

level, data management 

expectations. (i.e., students 

can plot the data and 

analyze their performances 

over time).

S TO P 

✃ 

S TO P 

Ski sit or downhill coast 

Shoulder raises with book 

✃ 

S TO P 

S TO P 

✃ 

Push ups against desk 

Bicep curls with book 

✃

S TO P 

✃ 

S TO P 

Calf raises (heel lifts) 

Leg raises 

✃ 

S TO P 

S TO P 

✃ 

Rear support with book 

L u n g e s 

✃

G O 

✃ 

G O 

Jumping jacks 

Knee ups 

✃ 

G O 

G O 

✃ 

S k i p p i n g 

Jogging on the spot 

✃

G O 

✃ 

G O 

Marching 

Flutter kick 

✃ 

G O 

G O 

✃ 

Toe taps on chair 

Tuck jumps 

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S TO P 

✃ 

S TO P 

M a rch on the spot 


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G O 

G O 

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Companion Discussion Wo rk s h e e t s 

List or draw the good things that happen because you are physically active. 

Physically active people... 

D o D o n ’t 

List ways to become involved in physical activity in the community. 

List ways to become physically active in your community for less than $5.00 a month. 


How can I be more involved in physical activities at home? List ways children and pare n t s 

and relatives can be physically active together. 

1 . 

2 . 

3 . 

4 . 

5 . 

Coming Events: List events that are happening in your community this month, this 

week, that involve physical activity (e.g., Heart and Stroke Foundation’s Ride for 

Heart; folk dance festival; seniors walk-a-thon). Hint: You may want to examine 

local newspapers. 

List ways you can be physically active at recess with your friends or by yourself. 

1 . 

2 . 

3 . 

4 . 

5 . 


Create a graph displaying the number of students who participate in physical activities: 

a) at recess or lunch time 

b) on the weekend 

c) after school 

You may wish to conduct a survey of the activities students participate 

in at your school and then tally the results and plot on the graph. 


What can teachers do to encourage children to be more active on a regular basis? 

S u g g e s t i o n Looks like Sounds like 

1. Join in with them Invite your students to “Lets walk around the whole 

walk with you at recess 

school during recess.” 

2. Value physical Never cancel physical “Physical education is an 

and health education education classes important part of your 

education.” 

3. Model the importance Take a walk during lunch “I enjoy noon-hour walking, 

of regular physical activity 

it restores my energy!” 

4. Devote time for programs Incorporate regular physical “The Heart Healthy Kids 

such as Heart Healthy Kids activity breaks during the day program improves health 

and learning.” 

5. Involve students in the Invite students to make “How can we make this 

decision-making process suggestions for improvement game more active?” 

“How could we play this at 

home with only 3 people?” 

What can schools do to promote active living? 

1 . P rovide quality physical and health education pro g r a m s . 

C reate balanced programs that pre p a re students for life-long 

participation in a variety of health-enhancing physical pursuits. 

2 . E n s u re that programs are taught by qualified and committed educators. 

Qualified educators organize and deliver high quality, 

safe programs that meet the needs of all students. 

3 . E n s u re equipment and facilities meet program needs. 

4 . Support professional development activities. 

5 . Establish quality intramural pro g r a m s . 

6 . Establish quality athletic pro g r a m s . 

7 . Work with community partners to provide opportunities 

for students to be involved in after-school pro g r a m s . 

8 . Work with parents to ensure all students have equal and ample opportunities 

to be involved in curricular and extracurricular programs at school and beyond. 

9 . Allow students to be active participants in the decision-making process 

(e.g., finding ways to encourage both girls and boys to be more active; 

deciding what equipment should be available for use during re c e s s ) . 

1 0 .Develop a culture that supports regular physical activity. 

Engage the entire student body in health-related ventures such as 

Heart Healthy Kids , Jump Rope for Heart and “Healthy Snacks” campaigns). 


What can parents do to promote their child’s involvement in physical activity? 

S u g g e s t i o n Looks like Sounds like 

1. Join in with them Inviting your child to play catch “Come on, let’s go outside 

and play a game of catch.” 

2. Encourage your child Pats on the back, high five’s “It’s great fun playing 

catch with you.” 

3. Encourage your child Taking your child and his or her “Why don’t you invite a 

to play with others friends to the park to play friend to play catch?” 

4. Buy or make equipment Making a road-hockey net “Let’s go to the skateout 

of plastic piping 

swap at the YMCA.” 

5. Value their achievements Taking pictures “I am proud of the way you 

have worked to improve.” 

6. Encourage involvement Signing up for “Would you like to join 

in community programs recreation programs a sport team or club or 

(Community Centres, YMCA) take (judo) lessons?”

We ’d like to hear from yo u ! 

Thank you for choosing to participate in the Heart Healthy Kids p rogram. 

Our hope is that physical activity will become a normal and enjoyable 

part of each day. 

If you would like to share a success story, a new activity for Heart Healthy Kids 

that you and your students have created, or would like more information about 

this program, please send an email to: Caro l . S c a i n i @ a t t c a n a d a . n e t 

This re s o u rce was created by: 

M a rni Goldberg, Heart and Stroke Foundation of Ontario 

Andy Anderson, Ph.D. 

C a rol Scaini, Te a c h e r 

Joanne Indovina, Te a c h e r 

James Wright, Te a c h e r 

Elspeth Hannan, Centre for Education and Tr a i n i n g

Call your local Heart and Stroke 

Foundation office at 1-888-HSF-INFO 

for the chapter nearest you. Or visit 

us on the web at www. h s f . o n . c a 

Designed by Designmode Communications Inc. Printed in Canada

Heart Healthy Kids Physical Activity Handbook - Jump Rope For Heart

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