Trikke 3CV Curriculum

Transcription

Curriculum Writers Dr. Kathy Ermler Emporia State University Dr. Joella H. Mehrhof Emporia State University Dr. Joan Brewer Emporia State University Dr. Vicki Worrell Emporia State University Lauren Loucks Emporia State University Amy Townsend Emporia State University Leighton Nakamoto Kalama Intermediate School, Hawaii Carving out a new PE
Curriculum Guide for
Trikke CV
Trikke CV Curriculum
Physical Education Curriculum
The following curriculum is intended as a leaping off point for a new kind of physical
education; one which is standards-based, focuses on clearly defined daily objectives and
includes formal and informal assessments
As the new physical education paradigm shift answers the demands of schools, parents
and society at large, the Trikke CV curriculum guide mixes fun and a sense of discovery with
overall fitness, and then folds that fun into educational and social activities that promote the
development of the whole person. The teacher should find this curriculum guide useful, and
the students should be challenged by rewarding activities.
The Trikke CV curriculum is divided into three educational levels.
The first level is the Elementary Trikke CV curriculum guide. It would be appropriate
to begin teaching Trikke CV skills to children in the third grade. The elementary
curriculum guide is a five day unit built on the NASPE Physical Education Standards.
The essence of this curriculum guide is to provide children in grades three through
five with the basic skills to effectively and efficiently ride a Trikke CV.
The second level is the Middle School Trikke CV curriculum guide. This is a two week
unit appropriate for students in grades sixth through eighth grade. The middle
school curriculum guide is also built on the NASPE Physical Education Standards.
The essence of this curriculum guide is to extend the student’s ability on the Trikke
CV and to extend and enhance the basic skills.
The third level is the High School Trikke CV curriculum guide. This is a series of
fitness activities that can be done on the Trikke CV. This curriculum guide is built on
the skills developed in the elementary and the middle school. The activities in the
high school unit SHOULD NOT be undertaken if the students have not completed
the elementary and middle school activities.
Trikke CV Curriculum Guide
Page 2
Table of Contents
Disclaimer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4
Trikke CV Basic Information . . . . . . . . . . . . . . . . . . . . . . . .
5
Elementary Trikke CV Curriculum . . . . . . . . . . . . . . . . . . . .
6
Middle School Trikke CV Curriculum . . . . . . . . . . . . . . . . . . .
21
High School Trikke CV Curriculum . . . . . . . . . . . . . . . . . . . .
43
Permission Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54
National Physical Education Standards . . . . . . . . . . . . . . . . .
55
Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58
Page 3
Trikke CV Disclaimer
Teacher’s Manual
Riding on anything with wheels has the potential for personal injury and
even death. Although Trikke 3-wheelers may seem more stable and less
dangerous than other wheeled vehicles and/or wheeled shoes or boots,
inherent risks remain. While standing on the vehicle, students can lean
back without applying the brakes and the vehicle can roll out from under
them, leaving them the risk of landing on their rear-end, back, or even
head. Falling hard on pavement can easily break bones, cause abrasions,
disfigurements, head-injuries and even cause death.
A Trikke 3-wheeler can also suddenly jack-knife if a rider leans too
heavily on the handlebars and turns too sharply. As well, a rider may go
out of control for any number of known or unknown reasons, resulting in
forceful collisions with other persons or property. There is also the
possibility of a vehicle failing or breaking while in use, resulting in
unforeseen crashes and potential injury or death. Special safety training
is a vital component of any Trikke activity program. Organizations and
individual riders are solely responsible for teaching and learning all the
safety lessons for proper riding. These same organizations and
individuals accept full and complete responsibility for any and all
damages and/or injuries which involve the Trikke carving vehicle in any
way.
These organizations and individuals fully release Trikke Tech, Inc. (TTI)
and any of its shareholders, officers, employees, agents, contractors or
associates from any and all claims against TTI, including but not limited
to any claims for damages, losses, expenses, or pain and suffering, that
any organization or individual may suffer due to interaction in any way
with Trikke products. Thereby, these organizations and individuals
completely hold TTI harmless for any injury to person or property due to
the use or misuse of Trikke products.
Page 4
Trikke CV Basic Information
Teacher’s Manual
What is a Trikke CV?
Trikke carving vehicles provide riders of all ages and skill levels to experience a new way to propel
themselves on wheels, getting a full-body workout in the process. Utilizing a combination of arm thrust,
twisting, shifting of body weight and coordinated timing, the three wheels provide the rider with a naturally
stable platform on which to ride. Trikke’s patented carving technology allows the three-wheeled vehicle to
“camber” (or “lean”) from side to side while keeping all three wheels on the ground. This unique carving
ability opens the door to a variety of fun physical fitness activities, all experienced while riding around on a
stable and ergonomically designed 3-wheeled vehicle.
As well as being a robust, full-body fitness machine, the Trikke 3-wheelers also provide complimentary
brain-teasing with the built-in riddle of “what makes it go?” While there are many different physical
principals at work to create forward propulsion on the Trikke 3-wheelers, the main law of physics is called
the “conservation of angular momentum.” Basically this law provides that where there is a mass in motion
making a turn, if the radius of that turn is diminished (i.e. the mass moves closer to the center of the turn
and/or the turn becomes tighter/smaller), the velocity must increase. So, by continuously turning and
moving the mass towards the center of each turn, one encounters the camber-thrust that one needs to
propel forward. Of course, one must learn the proper timing of leaning and turning, and swinging the
momentum from one turn to the next, but, that is the fun and the satisfaction of this new and exciting
lifetime activity.
Physical educators will find that the Trikke 3-wheelers provide fun and satisfying challenges for students of
all skill levels, while enhancing overall health and well-being by utilizing all the major muscle groups and
developing cardiovascular fitness in a low-impact and mentally engaging manner. Coordination, balance
and agility are also developed as students learn the importance of turning, leaning and transferring weight
at just the right time to create the forward momentum. As well, each student will learn confidence as they
master this completely new and fun method of propulsion that can be enjoyed for the rest of their life, all
the while enhancing their muscle strength, muscle endurance, cardiorespiratory fitness, and overall wellbeing.
The activities in this manual are recommended for use in a non-competitive way so that each student is
excited about his or her own progress. While the Trikke 3-wheelers can be used in a more competitive
format, we have found that in the early stages, it is best for the encouragement of all students, if they are
only competing with themselves, so as not to alienate students of lesser natural athletic ability. In this way,
all kids can experience an activity that promotes their physical and emotional health and fitness for life.
Page 5
Trikke CV
Elementary School
Curriculum Guide
Page 6
Trikke CV Fitness
Day 1 – Getting to Know the
Trikke
1. Develop basic knowledge of
Trikke CV terminology.
2. Develop basic skills of riding
a Trikke CV on flat ground.
3. Understand the safety rules
of riding a Trikke CV and the
importance of wearing all
safety equipment while
Trikke CV riding.
National Physical Education
Standards
Standard #1 - Motor skill
competency
Standard #2 - Movement
concepts
Assessments
• Direct observation
• Partner checks
• Review of safety rules
Safety Checks
• Properly wear all ASTM
approved safety equipment.
• Be aware of fellow students,
as well as obstacles, ruts and
bumps in the riding area.
• Understand importance of
keeping BOTH hands on the
Trikke CV at all times.
Lesson Equipment
• Trikke CVs for every student
or every two students
• Safety equipment for every
student
Teacher’s Manual
Safety Warm-up
• Jog around the area stopping quickly and safely when music
stops. This references the need for stopping safely when
asked. Repeat exercise asking students to stop on nearest
line.
• Jog and move in different pathways and directions without
touching others. This reinforces appropriate spacing.
• Discuss how to wear a helmet. Distribute baggies with surgical
caps inside. Have students write their names on their baggies.
Have students put on a surgical cap and then a helmet.
Partner Check
Group size: Partners
• Partners assess if helmet and safety equipment is on correctly.
Discuss safety rules of the Trikke Carving Vehicle (CV). Rules
follow at the end of this lesson.
Lesson Focus
Standing on the Trikke CV
Group size: Individual and Partners
• Have the Trikke CVs lined up on one side of the area. Have the
students stand on the ground between the trailing arms of the
Trikke CV.
• Have students grab the handlebars and squeeze the hand
brakes. Make sure both brakes are on and step up on the
Trikke CV platform, one foot at a time.
• Balance, stand and sideways rock the Trikke CV.
• Have a partner stand in front of the Trikke CV holding onto the
front structure while another partner on Trikke CV lean to one
side and then the other side. Switch places and repeat.
• While partner holds front structure, have the partner say
right, left or both while the riding partner applies the
handbrake with that hand.
Types of Rides
Group size: Individual
Scooter Ride
• The easiest way to get the Trikke CV in motion is to have the
students have one foot on the Trikke CV platform and use the
other foot to give themselves a scooter-like push to get the
Trikke in motion.
• On a signal, have the students scooter-like push the Trikke CV
to the other side of the riding area.
Scooter with a bit of Rock and Roll Ride
• Introduce rock and roll ride. This is the type of riding the
students need to develop in order to ride the Trikke CV
Page 7
•
•
efficiently.
Have the students lean (lean the Trikke CV), turn (turn the
handlebar) and push with the outside leg all at the same time.
On a signal, have the students scooter ride and as they begin
to move, have them ‘rock and roll’ the Trikke CV to the other
side of the riding area.
Poison Pit
• Have the students start on the Trikke CV on one side of the
riding area.
• On a signal, have them ride to the other side and they may not
step off the Trikke CV. If they do, their shoe is poisoned and
they must start over.
• Have the students see how many trips they can make across
the area without stepping off the Trikke CV.
One Minute Rides
• Have the students start on the Trikke CV anywhere in the
riding area.
• On a signal, have them ride for one minute using each of the
two types of Trikke CV riding.
• At the end of one minute, call out a different type of ride.
Closure
• Review the two types of Trikke CV riding.
• Ask students to share thoughts on how to propel the Trikke CV
more efficiently.
• Review the safety rules.
Page 8
Trikke CV Rules
Teacher’s Manual
TRIKKE CV RULES
Rule #1:
Wear all safety equipment
when riding the Trikke CV
including
helmet, elbow pad and knee
pads.
Rule #2:
Always keep both hands on
the handlebars while
riding on the Trikke CV.
Rule #3:
Keep weight centered
between the front and back
wheels.
Do not lean backward or too
far forward on the
Trikke CV.
Rule #4:
Make sure the brake cables
are not twisted around the
front structure of the
Trikke CV before riding.
Page 9
Trikke CV Fitness
Day 2 – Improve the Ride
Objectives –
By the end of the class the
students will:
2. Improve and maintain healthrelated fitness levels.
3. Identify the parts of the
Trikke CV
riding.
Standards
Standard #1 -Motor skill
competency
concepts
Standard #4 - Health-enhancing
fitness
Assessments
• Partner and self checks
• Parts of Trikke CV Worksheet
Safety Checks
• Review rules of Trikke CV
riding.
Lesson Equipment
student
• Polyspots or cones
Teacher’s Manual
Partner-Check
• Have partners check to make sure helmet is being worn
correctly. Review all Trikke CV safety rules with partner (see
Day 1).
Warm-ups
Stop and Start
• Have the students easy ride the Trikke CV anywhere in a
designated area for about one minute with the goal of trying to
ride the entire time without stepping off the Trikke CV. On a
signal, students should immediately stop. Students who do not
come to an immediate stop should be informed told that the
signal means “come to a complete and immediate stop.”
Repeat these actions two or three more times or until the
students can successfully complete the task.
Lesson Focus
Punch Ride
• Another way to propel the Trikke CV is by turning the
handlebar left and right in a rapid punching motion.
• On a signal, have the students punch ride the Trikke CV to the
other side of the riding area.
Starting from a Dead Stop
• Demonstrate starting the Trikke CV from a dead stop.
• Have the students stand on the Trikke CV platform, engage
both brakes and then rock forward as the brakes are released.
• Have students start riding from a dead stop. Allow them to
ride in any learned manner in the riding area and then on a
signal come to a complete stop. Repeat this several times.
S-Turns
• Review riding by scootering and by ‘rock and rolling’ the Trikke
CV.
• Introduce and practice S-Turns. Have students start on one
side of the riding area. Place several sets of 5-6 polyspots in a
straight line across the gym. On a signal, the students weave
between the polyspots trying not to touch the spots.
Follow the Leader
Group size: Pairs
• Organize the students into pairs. Have each pair form a single
file line. The first person leads the partner around the area.
Emphasize spacing and the necessity of not touching the
Page 10
partner’s Trikke CVs. Have each student lead for a short time.
Closure
• Hand out the “Parts of a Trikke CV” student guide. Students
can take the completed worksheet home to study. Use the
blank sheet as either a quiz or a self-check at the end of this
unit.
Page 11
Trikke CV Parts
Teacher’s Manual
Page 12
Trikke CV Parts
Teacher’s Manual
Page 13
Trikke CV Fitness
Day 3 – Fitness First
Objectives –
students will:
1. Improve the efficiency of the
basic Trikke CV riding skills.
2. Use basic Trikke CV riding
skills in game-like activities.
Standards
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Partner and self checks
Heart rate check
Safety Checks
•
•
Properly wear all ASTM
Review rules of Trikke CV
riding.
Lesson Equipment
•
•
•
Trikke CVs for every student
Safety equipment for every
student
Polyspots
Teacher’s Manual
Partner Check
• Have partners review safety rules and proper usage of the
safety equipment.
Warm-ups
Follow The Leader
Group size: Pairs
• Organize the students into pairs. Have each pair form a single
file line. The first person leads group around the area.
Emphasize spacing and the necessity of not touching partner’s
Trikke CVs. Have each student lead for a short time.
Follow the Leader Switch
Group size: 3 students
• Follow the Leader Switch is performed in the same fashion as
Follow the Leader except when teacher calls “Switch”, the
leader goes to the end of the line and thus the group has a new
leader. When the teacher says “Reverse”, all in the group
must turn 180 degrees and the person at the end now becomes
the new leader.
Obstacle Course
• Scatter polyspots around the riding area.
• Have students begin anywhere in the riding area.
• Indicate the direction all students should travel.
• On a signal, students begin to slalom around the course going
in the same direction.
• On a second signal, the students change direction and begin
traveling in the opposite direction.
• On each signal, the students must change the direction of their
travel.
Lesson Focus
Indianapolis 500
• Before class, set up a Trikke CV track similar to the one
provided with this lesson.
• Give the students 30 seconds to find a cone at which to start.
• On a signal, one partner rides the Trikke CV around the outside
of the course while his/her partner completes a word search. A
word search example is at the end of this lesson.
• When the person returns to the “pit” area, the partner riding
the Trikke CV works on the word search and the other person
rides the Trikke CV.
• This sequence continues for a specific amount of time.
Page 14
Closure
Partner Checks
Group size: Pairs
• Have one person on the Trikke CV and the other person calling
any of the Trikke CV skills listed on the four walls.
• Have the person on the Trikke CV perform the skill and have
the partner provide his/her partner with feedback on how to
improve the skill.
Page 15
Trikke CV Fitness
Teacher’s Manual
Trikke CV Indianapolis 500
Page 16
Teacher’s
Trikke CV Fitness
Manual
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Find the following words:
AEROBIC
AXLE
BRAKE
CARVING
FITNESS
FLEXIBILITY
FOLDING
HANDGRIP
HEARTRATE
PLATFORM
RIDE
TRIKKE
YOKE
Page 17
Trikke CV Fitness
Teacher’s Manual
Day 4 – Fitness Riding
Warm-ups
Objectives –
students will:
a Trikke CV.
2. Develop ability to control
speed and direction while
riding.
Obstacle Course
• Scatter polyspots around the riding area.
• Have students begin anywhere they would like in the riding
area.
• Indicate the direction all students should travel.
• On a signal, students begin to slalom around the course going
in the same direction.
• On a second signal, the students change direction and begin
traveling in the opposite direction.
• On each signal, the students must change the direction of their
travel.
Standards
competency
fitness
Assessments
•
•
•
Direct observation
Partner distance challenge
Heart rate check (after two
minute rides)
Safety Checks
•
•
•
riding.
Establish a traffic free area
for the interval fitness riding.
Lesson Equipment
•
•
student
Lesson Focus
Interval Fitness Riding
• Before class, set up an extended riding area that is safe and
protected from traffic.
• All students begin at the same starting point.
• On a signal, the students begin to ride their Trikke CVs around
the area. Have all students ride for a two minute time period
(check heart rate).
• The teacher stops the students and has them dismount and
perform various stretching activities for about two minutes.
• On a signal, the students continue to ride their Trikke CVs
around the area for another two minute time period (check
heart rate).
• After another two minutes, the teacher stops the students and
has them dismount and perform some abdominal strengthening
exercises for two minutes.
• On a signal, the students continue to ride their Trikke CVs
around the area for another two minute time period (check
heart rate).
• After another two minutes, the teacher stops the students and
has them dismount and perform some upper arm
strengthening exercises for two minutes.
• Repeat the sequence of stretching, abdominal and upper arm
sequence between the two minute rides
Closure
• Have students check their heart rates at the end of the class.
Page 18
Trikke CV Fitness
Teacher’s Manual
Day 5 – Trikke CV Challenge
Warm-ups
Objectives –
students will:
1. Improve on the efficiency of
the basic Trikke CV riding
skills
2. Improve and maintain healthrelated fitness levels
S-Turns
• Review riding by scooting and by ‘rock and rolling’ the Trikke
CV.
• Practice S-Turns. Have students start on one side of the riding
area. Place several sets of 5-6 polyspots in a straight line
across the gym. On a signal, the students weave between the
polyspots trying not to touch the spots.
Standards
Lesson Focus
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
•
•
Quick Assessment Challenge
• Challenge the students to complete the tasks listed on the
Trikke checklist.
• The students must perform the task 3 times - once for self,
once for a partner and once for the teacher.
• The students can perform the tasks in any order, but they try
to complete all tasks before the end of the class period.
• See the end of this lesson for checklist example.
Closure
• Designate a specific flat riding area for the students to remain
while completing the cool-down.
• Have the students easy ride anywhere in this area for one
minute.
riding.
Lesson Equipment
•
•
•
student
Trikke CV checklist
Page 19
Trikke CV Fitness
Trikke CV Tasks
Self Check
Able to do
Needs more
work
Teacher’s Manual
Partner Check
Teacher Check
Able to do
Able to do
Needs more
work
Needs more
work
Start riding from dead
stop
Ride Trikke CV for 1
minute without
touching the ground
Perform scooter Trikke
CV
riding
Perform rock and roll
Trikke CV riding
Identify 5 parts of the
Trikke
CV
Ride a slalom pattern
Name two Trikke CV
safety rules
Page 20
Trikke CV
Middle School
Curriculum Guide
Page 21
Trikke CV Fitness
Day 1 – Types of Rides
Warm-ups
Objectives –
students will:
1. Develop basic knowledge of
Trikke CV terminology.
Trikke CV riding.
•
Standards
competency
concepts
Assessments
• Partner checks
• Review of safety rules
Safety Checks
bumps in riding area.
Lesson Equipment
student
•
•
Teacher’s Manual
Jog around the area stopping quickly and safely when music
stops. This references the need for stopping safely when
asked. Repeat exercise asking students to stop on nearest
line.
Jog and move in different pathways and directions without
touching others. This reinforces appropriate spacing.
Discuss how to wear a helmet. Distribute baggies with surgical
caps inside. Have students write their names on their baggies.
Have students put on a surgical cap and then a helmet.
Partner Check
• Partners assess if helmet is on correctly. Discuss safety rules
of the Trikke Carving Vehicle (CV). Rules follow later in this
lesson.
Lesson Focus
Standing on the Trikke CV
Group size: Individual and Partners
• Have the Trikke CVs lined up on one side of the area. Have the
students stand on the ground between the trailing arms of the
Trikke CV.
• Have students grab the handlebars and squeeze the hand
brakes. Make sure both brakes are on and step up on the
Trikke CV platform, one foot at a time.
• Balance, stand and sideways rock the Trikke CV.
• Have a partner stand in front of the Trikke CV holding onto the
front structure while another partner on Trikke CV lean to one
side and then the other side. Switch places and repeat.
• While partner holds front structure, have the partner say right,
left or both while riding partner applies the handbrake with that
hand.
Types of Rides
Scooter Ride
• The easiest way to get the Trikke CV in motion is to have the
students have one foot on the Trikke CV platform and use the
other foot to give themselves a scooter-like push to get the
Trikke in motion.
• On a signal, have the students scooter-like push the Trikke CV
to the other side of the riding area.
Page 22
Punch Ride
• Another way to propel the Trikke CV is by turning the
handlebar left and right in a rapid punching motion.
Rock and Roll Ride
• Introduce rock and roll ride. This is the type of riding the
students need to develop in order to ride the Trikke CV
efficiently.
• Have the students lean (lean the Trikke CV), turn (turn the
handlebar) and push with the outside leg all at the same time.
One Minute Rides
• Have the students start on the Trikke CV anywhere in the
riding area.
• On a signal, have them ride for one minute using each of the
three types of Trikke CV riding.
• At the end of one minute, call out a different type of ride.
Closure
• Review the three types of Trikke CV riding.
• Ask students to share thoughts on how to propel the Trikke CV
more efficiently.
• Review the safety rules.
Page 23
Trikke CV Rules
Teacher’s Manual
TRIKKE CV RULES
Rule #1:
Wear all safety equipment when
riding the Trikke CV including
helmet, elbow pad and knee
pads.
Rule #2:
Always keep both hands on the
handlebars while
Rule #3:
Keep weight centered between
the front and back wheels.
Do not lean backward or too
far forward on the Trikke CV.
Rule #4:
Make sure the brake cables
are not twisted around the
front structure of the Trikke
CV before riding.
Page 24
Trikke CV Fitness
Day 2 – Improve the Ride
Objectives –
students will:
speed and direction while on
a Trikke CV.
riding.
Standards
Standard #1 -Motor skill
competency
concepts
fitness
Assessments
• Safety sheet
Safety Checks
• Review rules of Trikke CV
riding.
Lesson Equipment
student
• Polyspots or cones
Teacher’s Manual
Partner-Check
Group size: Partner
• Have partners check to make sure helmet is being worn
correctly. Review all Trikke CV safety rules with partner (See
Day 1).
Warm-ups
Hornet 300
designated area for five minutes (300 seconds) with the goal of
trying to ride the entire time without stepping off the Trikke
CV. Have students use all three types of riding to propel the
Trikke CV.
Lesson Focus
Starting from a Dead Stop
• Demonstrate starting the Trikke CV from a dead stop.
• Have the students stand on the Trikke CV platform, engage
both brakes and then rock forward as the brakes are released.
• Have students start riding from a dead stop. Have them ride
using one of the learned manners in the riding area and then
on a signal come to a complete stop. Repeat this several
times.
S-Turns
• Introduce and practice S-Turns. Have students start on one
side of the riding area. Place several sets of 5-6 polyspots in a
straight line across the gym. On a signal, the students weave
between the polyspots trying not to touch the spots.
One Foot Riding
• Demonstrate picking up one foot from the Trikke CV while in a
stationary and easy riding position.
• From a stationary position, practice picking up one foot and
leaning the body to the opposite side. Switch and pick up the
other foot.
• Easy ride the Trikke CV. On a signal, have the students lean
from side to side picking up heel of un-weighted foot.
Follow the Leader
Group size: Three per group
• Organize the students into groups of three. Have each group
form a single file line. The first person leads the group around
Page 25
the area. Emphasize spacing and the necessity of not touching
other Trikke CVs. Have each student lead for a short time.
Follow the Leader Switch
Group size: Three per group
• Follow the Leader Switch is performed as above except when
teacher calls “Switch” the leaders goes to the end of the line
and thus the group has a new leader. When the teacher calls
“Reverse”, all in the group must turn 180 degrees and the
person at the end now becomes the new leader.
Closure
• Review S turns and un-weighted foot.
Page 26
Trikke CV Fitness
Day 3 – The Hills are Alive
Objectives –
students will:
the Trikke CV riding on slight
uphill and downhill paths.
skills in game-like activities.
Standards
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
•
•
riding.
Lesson Equipment
•
•
student
Teacher’s Manual
Partner Check
• Have partners review safety rules and proper usage of the
safety equipment.
Warm-ups
Hornet 400
designated area for about six minutes (400 seconds) with the
goal of trying to ride entire time without stepping off the Trikke
Trikke CV.
Circle Riding
Group size: Pairs
• Have students find a partner and get either a piece of chalk or
polyspots.
• Have each pair draw or place polyspots in a large circle.
• On a signal, have the student give a slight push to get the
Trikke CV in motion and then continue to move the Trikke CV
on the outside of the circle until the teacher signals a stop.
Activity Extension: To help reinforce the idea of leaning the Trikke
CV and swinging the hips, place two marks somewhere inside the
circle (or suggest the circle is a clock face and mark a 6 and 12
o’clock mark. Have the students ride around the outside of the
circle. When they reach one of the marks, they forcefully swing
away from the circle and switch directions in one motion.
Inclines and Hills
• Before class, find an open, outside area that has just a SLIGHT
incline.
• Explain the connection between the turning circles and uphill
riding. Uphill riding requires punching with the arms and
throwing the hips.
• Demonstrate the difference between flat riding and uphill
riding.
• Have students attempt to ride up the incline to the top and
then turn around and coast back to the beginning.
• See how many times students can get up and down the hill in a
specified amount of time (five minutes).
Activity Extension: To challenge students to increase the difficulty
of the incline, move to an area that has a slightly greater incline
than the first practice area. Have students find someone to
challenge.
• Explain the object is for the first student to ride the Trikke CV
Page 27
•
•
•
up the hill as far as s/he can go. Once the student cannot go
up the hill any further, his/her partner puts a chalk mark or
polyspot down to mark that spot.
The other partner then rides up the hill and tries to beat the
spot the partner has reached. If s/he does beat the partner,
that person gets a T.
Switch places and repeat. The person who can go the furthest
up the hill gets a letter.
The object is to be the first person to spell TRIKKE.
Closure
while completing a cool-down.
• Students perform an easy ride anywhere in this area for one
minute.
• At the end of one minute, the teacher demonstrates a specific
stretch to perform either on or off the Trikke CV
Page 28
Trikke CV Fitness
Teacher’s Manual
Day 4 – Fitness First
Warm-ups
Objectives –
students will:
a Trikke CV.
speed and direction while
riding.
Hornet 400
designated area for about six minutes (400 seconds) with the
goal of trying to ride entire time without stepping off the Trikke
Trikke CV.
Standards
competency
fitness
Assessments
•
•
•
Direct observation
Partner distance challenge
Heart rate check
Safety Checks
•
•
•
riding.
Establish boundaries and
speed on downhill riding.
Lesson Equipment
•
•
•
student
Chalk or polyspots to form
circles
Lesson Focus
Self-Check
• Have Trikke CV skills posted on all four walls or around the
riding area (see attached list).
• Have students work down the list working on each skill for one
minute. When the instructor calls change, the students work
on the next skill for one minute.
Lesson Focus
Interval Circuit
• Before class, set up a Trikke CV circuit similar to the one on the
provided with this lesson.
• Explain the course and the stations to the students by having
the students ride the course with you and stopping and
BRIEFLY explaining each station and task.
• Give the students 30 seconds to find a station at which to start.
• On a signal, the students perform the task for the station at
which they started for a specific amount of time (30 seconds to
one minute).
• When they complete the task, they make one complete lap
around the course and move forward one station and complete
that task.
• This sequence continues for a specific amount of time.
Closure
Partner Checks
Group size: Pairs
• Have one person on the Trikke CV and the other person calling
any of the Trikke CV skills listed on the four walls.
• Have the person on the Trikke CV perform the skill and have
the partner provide his/her partner with feedback on how to
improve the skill.
Page 29
Trikke CV Fitness
Teacher’s Manual
Trikke CV Skills
9
9
9
9
9
9
9
Riding from a dead stop
Rock and roll (carving)
Easy riding
Ride while picking up un-weighted
foot
S-turn
Circle turn
Punch riding
Page 30
Trikke CV Fitness
Teacher’s Manual
Trikke CV Circuit
Trikke CV Stop
#1
Jump rope
Trikke CV Stop
#2
Push-ups
Trikke CV Stop
#3
Sit-ups
Trikke CV Stop
#4
Medicine ball
toss
Trikke CV Stop
#5
Stretching
Trikke CV Stop
#6
Agility hop
Trikke CV Stop
#7
Balance on one
leg with eyes
closed
Trikke CV Stop
#8
Grapevine
between 2 cones
Trikke CV Stop
#9
Balance on other
leg with eyes
closed
Trikke CV Stop
#10
Agility ladder
Circuit activities are
placed on the inside of
the cones. Trikke CV
riding occurs on the
outside of the cones.
Page 31
Trikke CV Fitness
Day 5 – Trikke CV Trivia
Objectives –
students will:
the basic Trikke CV riding
skills when riding up and
downhill
Standards
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
•
•
•
riding.
Establish a traffic free area
for the trivia hunt.
Lesson Equipment
•
•
•
student
Trivia clue sheet, pencils, and
station answers
Teacher’s Manual
Warm-ups
Hornet 500
designated area for about eight minutes (500 seconds) with
the goal of trying to ride the entire time without stepping off
the Trikke CV.
Hills and Flats
• Make sure the students are in a location that contains a flat
area and an area with slight inclines.
• On a signal, have the students begin to ride comfortably in the
flat area.
• On the second signal, instruct the students to ride the incline
area as many times as they can until the all clear signal (go for
about one minute).
• On the all clear signal, the students again ride comfortably
around the flat area.
• Repeat this sequence for about five minutes.
Lesson Focus
Trivia Hunt
Group size: Pairs
• Before class, set up a Trikke CV trivia hunt. Trivia could be
focused on historical events of the school, sports or on any
subject matter the students are currently studying.
• Give each pair a clue sheet. Try to make the clues relevant to
the area in which they are riding.
• Explain that the students must ride with his/her partner the
entire time (partners cannot separate).
• On a signal, have the pairs ride to any clue (do not have to go
in order). The activity object is to ride to the area suggested
by the clue, write down the correct answer and then ride to the
next clue. Set a specific time limit (15 to 20 minutes) to
answer as many clues as possible.
Closure
• Have the students easy ride anywhere in this area for one
minute.
strength activity to perform either on or off the Trikke CV.
Page 32
Trikke CV Fitness
Teacher’s Manual
Day 6 – Station Work
Warm-ups
Objectives –
students will:
basic Trikke CV riding skills
when on all types of terrain
2. Demonstrate their knowledge
of Trikke CV safety
3. Identify parts of the Trikke
CV when assessed by a
partner
5. Work with a partner/group
during station work
Hornet 500
• Have the students easy ride the Trikke CV in a designated area
for about eight minutes (500 seconds) with the goal of trying
to ride the entire time without stepping off the Trikke CV.
Standards
competency
concepts
fitness
Standard #5 - Personal and
social responsibility
Assessments
• Heart rate check
Safety Checks
Lesson Equipment
student
• Task cards for each station
• Cones
• Note cards-Trikke CV parts
listed
Lesson Focus
Trikke CV Stations
Group size: Pairs
• Before class, set up Trikke CV stations based on the
information covered during the previous lessons.
• Each station has a task sheet describing the activities set for
that station. Stations may include, but not be limited to the
following:
1) Up and Back-how many times can the students ride back
and forth across a set distance (flat terrain).
2) Up and Down-how many times can the students ride up and
coast down an incline for a set distance.
3) Weave Through The Cones-manipulate the Trikke CV
through a set pattern of cones (flat terrain).
4) HR Check–check heart rate (could have students complete
a Trikke CV Safety worksheet).
5) Get It Started-begin with Trikke CV stationary and initiate
movement from the Trikke CV (students may not start with
one foot on the ground or use a push to initiate the
movement).
6) Super G-students coast down an incline by weaving through
gates that have been previously set up (two cones set
about 6-8 feet apart). Students may walk or ride up the
hill, but must follow the Super G pattern down.
7) Design a Course-students use cones to create a course
within a specific area. Students must ride through the
course during the allotted time at this station. At the end
of this station, students gather the cones so that the next
group can create a new course (flat terrain or incline).
8) HR Check–check heart rate and complete partner
assessment of Trikke CV parts. Have a note card with
Trikke CV parts listed. Partner A must show Partner B
where these parts are located.
• On a signal, the students perform the task at that station. This
sequence continues for a specific amount of time. It is
recommended that students spend 2-3 minutes at each station
before rotating.
Page 33
Closure
minute.
stretch to perform either on or off the Trikke CV.
Page 34
Trikke CV Fitness
Teacher’s Manual
Day 7 –Scavenger Hunt
Warm-ups
Objectives –
students will:
skills.
3. Demonstrate knowledge of
basic Trikke CV terms by
answering questions.
4. Work with a group to
complete the riding course.
Hornet 600
designated area for ten minutes (600 seconds) with the goal of
CV.
Standards
competency
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
•
Lesson Focus
Trikke CV Scavenger Hunt
Group size: 4-5
• Prior to class, map three different Trikke CV courses (each
approximately 15-20 minutes in length).
o Make three courses and have two groups complete the
same course while starting in opposite directions.
o Consider including uphill and downhill segments, flat
segments, and segments where students have to complete
an S-turn. If possible, incorporate all Trikke CV skills.
o Each course should have at least six checkpoints.
o Each checkpoint has a clue/question regarding basic Trikke
CV terminology.
• Divide the students into groups of 4-5. Each group receives a
Trikke CV course map and a Trikke CV course worksheet.
• Students must stop at each checkpoint along the route and
answer the clue/question.
• Have one student in each group carry a Ziploc bag containing a
pencil, map and worksheet. Attach the Ziploc bag to the
handlebars.
• Have the students use a worksheet to record their answers
(see example at the end of this unit).
Activity Variations:
• Students could predict the time it will take their group to
complete the course.
• The students could be required to do various physical activities
at each checkpoint instead of answering a clue/question.
Lesson Equipment
•
•
•
•
•
student
Maps and worksheet.
Envelopes (6 per group and
one for each checkpoint)
Six clues-one to put in each
envelop (copy 6 times)
Closure
minute.
Page 35
Trikke CV Course Worksheet
1. Carving mechanism
2. Caster
3. Conservation of angular
momentum
4. Three point stance
5. Carving Vehicle
6. Gildo Beleski
Page 36
Trikke CV Fitness
Teacher’s Manual
Warm-ups
Day 8 – Trikke CV Biathlon
Objectives –
students will:
skills.
3. Work with a partner to
complete the Trikke CV
biathlon.
Standards
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
•
•
riding.
Lesson Equipment
•
•
•
student
Cones, foxtails, hula hoops
Hornet 600
designated area for ten minutes (600 seconds) with the goal of
CV.
Lesson Focus
Biathlon
• Prior to class, map a Trikke CV course. The course should be
about a quarter of a mile in distance. This course should
include target areas (hula hoops). View map offered as an
example.
• Divide students into pairs. On a signal, partner #1 rides the
Trikke CV around the designated course. When partner #1
gets to the target area, s/he gets off of the Trikke CV and gives
the Trikke CV to the partner.
• Partner #2 begins to ride the designated course. While partner
#2 is riding, partner #1 picks up three foxtails and attempts to
toss these (one at a time) into any of the targets.
• When partner #2 returns to the target area, s/he gives the
Trikke CV to partner #1. Partner#2 picks up three foxtails and
attempts to toss these into any of the targets.
• When partner #1 is given the Trikke CV again, s/he rides two
laps before returning the target area to give the Trikke CV to
the partner and once again shooting three foxtails at targets.
Partner #2 also rides two laps and shoots the three foxtails.
• On the third time, each partner rides three laps before
returning to the target area. After three laps, the pair works
back to one lap.
• At the end of the biathlon, the pairs should add up the total
points they accumulated tossing the foxtail into the hoops.
Activity variation:
• The total time to complete all the laps could be used as part of
the scoring in the biathlon.
Closure
• Have the students easy ride anywhere in the area for one
minute.
Page 37
Trikke CV Fitness
Teacher’s Manual
Biathlon Course
Trikke Stop
Trikke
Course
Foxtails
Shooting
Line
Targets
Page 38
Trikke CV Fitness
Teacher’s Manual
Day 9 – Trikke CV NASCAR
Warm-ups
Objectives –
students will:
skills.
complete the NASCAR Run.
Hornet 600
for ten minutes (600 seconds) with the goal of trying to ride
the entire time without stepping off the Trikke CV.
Standards
competency
concepts
fitness
Standard #5- Personal and social
responsibility
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
•
•
riding.
Lesson Equipment
•
•
•
•
student
Stop watch
Tally sheet and pencils
Lesson Focus
Trikke CV NASCAR Run
Group size: Pairs
• Prior to class, create an oval racing area of a distance at least a
quarter of a mile. Explain to the students that the next two
days will be the Trikke CV NASCAR Run.
• Have each student ride once around the oval track. Record
each student’s lap time (or have students ride the lap while
their partners time them).
• Have the students write their time and name on an index card
and place into a box. Have half of the students draw a card
from the box. The person’s name in which each person draws
is that person’s partner for the NASCAR Run.
• Have each pair add their total time together and place it on the
Trikke CV NASCAR tally sheet (see next page).
Day 1 NASCAR Run Activities
Qualifying Run–Have each pair ride two laps around the oval track.
One partner rides the first lap, and the other partner rides the
second lap. Record the total time for the pair to complete the two
laps on the tally sheet.
NASCAR Shootout – This is a two part race.
Part 1: 10 Lap Time–Have each pair ride ten laps (five laps each).
The pairs must alternate the rider for each lap (Person 1 rides lap
1, 3, 5, 7, 9 and Person 2 rides lap 2, 4, 6, 8, 10). As the pairs
complete their tenth lap, call out the time for recording.
Part 2: 10 Minute Lap Completion–Have each ride for ten minutes
(each student has his/her own Trikke CV). The students try to
complete as many laps around the oval in ten minutes as they
possibly can complete. At the end of ten minutes, the students
record the number of laps on the tally sheet. If there are not
enough Trikke CVs for every student, work in pairs. Alternate
riding the Trikke CV by having each student ride the Trikke CV for
two laps and pulling into a pit stop area assigned to each pair to
switch riders.
Closure
• Have pairs plan a strategy for tomorrow’s NASCAR events.
Page 39
Trikke CV Fitness
Teacher’s Manual
Trikke CV NASCAR Tally Sheet
Name
1 lap
(Pair time added
together)
Qualifying Run
10 Lap Time
Number of Laps
in 10 Minutes
Page 40
Trikke CV Fitness
Teacher’s Manual
Day 10 – Trikke CV Nascar
Warm-ups
Objectives –
students will:
skills.
complete the NASCAR Run.
Hornet 600
for ten minutes (600 seconds) with the goal of trying to ride
the entire time without stepping off the Trikke CV.
Standards
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
Lesson Equipment
•
•
•
student
Stop watch, tally sheets,
pencils
Lesson Focus
Trikke CV NASCAR Run
• Prior to class, create an oval racing area of a distance at least a
quarter of a mile. This course should be different than the first
day’s course.
Day 2 NASCAR Run Activities
Qualifying Run–Have each pair must take two laps around the oval
track with one person riding the first lap and the other person
riding the second lap. Record total time for the pair to complete
the two laps. Record the time on the tally sheet.
NASCAR Shootout – This is a two part race.
Part 1: Caution Flag Activity–A caution flag is raised when there
has been an accident on the race track. In this activity, the
students complete ten laps of the race track. The pairs must
alternate the rider for each lap. At any time during the ten laps,
the teacher may raise a caution flag. When this flag is raised,
those riding must come to a complete and balanced stop. When
all clear flag is waved, the students can again begin riding, but
must start the Trikke CV from a dead stop. Raise the caution flag
two or three times during this activity. As each pair completes the
ten laps, call out the time for the recording.
Part 2: Figure 8 Whistle Challenge–Have the pairs attempt to
complete as many laps as possible in ten minutes. On a signal,
rider #1 begins to ride around the figure 8 track. After a period of
time (no longer than one minute), blow a whistle. When the
whistle is sounded, rider #2 must run to the Trikke CV and begin
to ride until the next whistle is blown. Rider #1 dismounts and
stands off the track waiting for the next whistle. The person who
is not riding must run to the Trikke CV. The person riding must
immediately stop on the sound of the whistle. At the end of ten
minutes, the students record the number of laps on the tally sheet.
Closure
• Have the students offer appropriate feedback to their partners
related to this event.
Page 41
Trikke CV Fitness
Teacher’s Manual
Trikke CV NASCAR Tally Sheet
Name
First Day Points
Qualifying Run
Caution Flag
Activity
Number of
Laps in 10
Minutes
Page 42
Trikke CV
High School
Curriculum Guide
Page 43
Trikke CV Fitness
Teacher’s manual
Lesson 1 - Trikke CV & Walk
Review Trikke CV rules and safety (see next page)
Objectives –
students will:
1. Improve efficiency of the
basic Trikke CV skills
2. Use basic Trikke CV skills in
game-like activities
Warm-ups
National Standards Physical
Education Standards
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
Lesson Equipment
• Trikke CVs
student
• Cones (if not on a track or
path)
Trikke and Trade
Group size: 3
• Using one-minute intervals, one person rides the Trikke CV,
another person jogs/runs, and the third person completes a
core fitness activity.
• At the end of one minute, the students rotate activities within
their group.
• Repeat until each team member has completed each activity.
Repeat 2-3 times or for a desired amount of time.
Lesson Focus
Opposites Attract
Group size: Pairs
• This activity can be done on a track or other circular pathway.
• In pairs, one partner walks the path while the other partner
rides the Trikke CV.
• Both partners start on the same starting line, but facing
opposite directions. The partners ride or walk in opposite
directions around the track/path.
• When the partners meet, they trade activities and continue
moving in the direction from which they came.
• Continue for a determined time period.
• Have students wear heart rate monitors and encourage them
to maintain their target heart rate.
Closure
Stretch Me If You Can
Group size: Pairs
• Have students identify muscles used in the above stated
activities (Trikke CV riding, walking, running and core
activities).
• As they identify the various muscles, challenge the student to
create/demonstrate a stretch for that muscle or muscle group.
• Use this activity as an opportunity to talk about the differences
in the various activities. This could lead into a discussion about
the benefits of cross-training.
Page 44
Trikke CV Fitness
Teacher’s manual
TRIKKE CV RULES
Rule #1:
Wear all safety equipment when
riding the Trikke CV including
helmet, elbow pad and knee pads.
Rule #2:
Always keep both hands on the
handlebars while
Rule #3:
Keep weight centered between the
front and back wheels.
Do not lean backward or too far
forward on the Trikke CV.
Rule #4:
Make sure the brake cables are
not twisted around the
front structure of the Trikke CV
before riding.
Page 45
Trikke CV Fitness
Teacher’s manual
Lesson 2 - Scavenger Hunt
Warm-ups
Objectives –
students will:
basic Trikke CV skills.
game-like activities.
Give’em the Run-Around
• Identify a Trikke CV skill and have students begin moving
around the activity area using the skill.
• On a signal, students stop riding the Trikke CV and run twice
around their Trikke CVs.
• The teacher identifies a new Trikke CV skill and the students
begin riding the Trikke CV again.
• Repeat for a determined amount of time.
Education Standards
Lesson Focus
Standard #1- Motor skill
competency
concepts
fitness
Assessments
•
•
Direct observation
Scavenger hunt task sheet
with heart rate check
Safety Checks
•
•
Be aware of fellow students,
Lesson Equipment
•
•
•
•
student
Pencils
Scavenger hunt task sheets
Trikke CV Fitness Scavenger Hunt
Group size: 2 or 3
• Prior to class, set up a scavenger hunt course. Be sure to
number each station.
• At each station, include a fitness activity for the group to
complete, a clue for how to locate the next station and a
symbol or letter that students must record on their scavenger
hunt task sheet.
• The letters placed at various scavenger hunt stations should
ultimately spell the fitness word of the day (e.g., aerobics).
• Divide the class into groups of 2-3. Provide each group with a
pencil and a scavenger hunt task sheet. To avoid having all
students start at the same scavenger hunt location, randomly
give groups the clue to a station where they should begin.
• If Trikke CVs are limited, have students rotate who rides the
Trikke CV following each scavenger hunt stop. Students not
riding should jog or speed walk to the next station.
Closure
Fitness Word of the Day
Group size: Same groups as above
• While on the scavenger hunt, students recorded a symbol or
letter at each station.
• Students take the letters and unscramble them to form the
fitness word of the day.
• Define and discuss the fitness term. Have students identify
fitness activities on the scavenger hunt task sheet relevant to
this term.
• A sample scavenger hunt task sheet follows on the next page.
Page 46
Trikke CV Fitness
Teacher’s manual
Scavenger Hunt Task Sheet
Station Number
Fitness Activity
Symbol/Letter
Heart Rate
Page 47
Trikke CV Fitness
Teacher’s manual
Lesson 3 - Fit Challenge
Warm-up
Objectives –
students will:
game-like activities.
Partner Challenge
Group size: 2-3
• Spread the decks of cards out in the center of the activity area.
If outside, place the cards in a box in the center of the area.
• Provide each group with a Challenge Sheet (see next page).
• Each group sends one group member to draw a card.
• This group member returns to his/her group and the team
completes the activity associated with the card.
• Once the activity is completed, the next group member returns
the card and draws a new one.
• Repeat as many times as desired.
Education Standards
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
•
•
Lesson Equipment
•
•
•
•
Trikke CV for every student
student
Deck of playing cards
Partner Challenge sheet
Lesson Focus
Trikke CV-Fit Challenges
Group size: Individual or Pairs
• Prior to class, set up a course with several fitness stops.
• Have enough stops to alleviate any waiting at the fitness stops.
• At each stop, post a sign with either a fitness challenge or a
Trikke CV skill challenge. Examples include:
1. Ride the Trikke CV in a squat position to the next stop
2. Run around your Trikke CV 5 times
3. Do “hop-ups” on your Trikke CV to the next stop
4. Speed ride your Trikke CV to the next stop
• Have students complete the course either individually or with a
partner. If Trikkes are limited, partners can rotate to the Trikke
at each stop.
• Once they have completed the course, have them ride their
Trikke CVs around the activity area at least three times before
repeating the Trikke CV-Fit Challenge course.
Closure
Trikke Buddies
• Have partners ride their Trikke CVs at a slow to moderate pace
around the activity area.
• As they do, give them five things they need to learn about their
partner. Examples include 1) favorite movie; 2) favorite food;
3) number of siblings; 4) favorite color.
Page 48
Trikke CV Fitness
Teacher’s manual
Trikke CV Challenge Course
Ace: Ride the Trikke CV in squat
position for one lap
King: Speed ride the Trikke CV speed
down and back
Queen: Ride the Trikke CV in normal
position for one lap
Jack: Ride the Trikke CV using hop-ups for one lap
Heart Number Card: Complete that many lunges off the
Trikke CV
Diamond Number Card: Complete that many curl-ups
off the Trikke CV
Spade Number Card: Complete that many step ups and
step downs on the Trikke
Club Number Card: Complete that many circle turns on
the Trikke CV
Page 49
Trikke CV Fitness
Teacher’s manual
Warm-ups
Lesson 4 – Card Chase
Objectives –
students will:
2. Identify the parts of the
Trikke CV
Education Standards
competency
concepts
fitness
Assessments
• Trikke CV parts worksheet
Safety Checks
•
•
•
Review rules of Trikke riding
Lesson Equipment
student
• Trikke CV parts written on
index cards
• Picture of Trikke CV with
parts not labeled
• List of fitness activities
• Clothes pins
• Playing cards
What’s This?
Group size: Pairs
• Give each pair a picture of a Trikke CV with parts not labeled
and a stack of index cards on which a Trikke CV part is listed.
• Post a list of fitness activities on the wall.
• Partners set their index cards on the opposite side of the
activity area (directly across from them).
• On a signal, one partner rides the Trikke CV to the index cards
while the other partner performs the first fitness activity.
• The partner returns with the index card. Together, the pair
labels the part on the picture. The partners switch places.
• Continue until all index cards have been collected.
Lesson Focus
Card Chase
Group size: Pairs
• Have students get a partner. One Trikke CV is needed per
pair. Have the pairs begin at one end of the area. Give each
person a clothespin to attach to the shirt or waistband.
• Space 4-6 cones across the area and directly in front of each
pair. Allow enough space between the cones for maneuvering.
• At the opposite end of the area, have 2-3 people hand out
cards from a deck of cards.
• On a signal, one partner begins maneuvering the Trikke CV
through the cones until he/she reaches the other side of the
area. At that point, the rider is handed one card in which
he/she clips to the clothing with the clothespin. The rider then
maneuvers back through the cones to his/her partner.
• The second person does the exact thing receiving another card.
• At the end of a determined amount of time, the pairs use the
retrieved cards to make their best poker hand. If the
determination of poker hands is not appropriate for the
situation, then the pairs may use math integration to add the
cards together to determine which pair has the highest total
points as indicated on the cards.
• This activity could be continued for a second round by changing
partners and beginning the activity from the start.
Closure
Partner Stretch
Group size: Pairs
• As the teacher identifies various muscle groups, the partners
take turns leading stretches for one another stretching those
muscle groups.
• As students stretch, discuss the differences in the muscle
demands of Trikke CV.
Page 50
Trikke CV Fitness
Lesson 4 - Climbing the
Ladder of Success
Objectives –
students will:
3. Differentiate between
muscles used riding a Trikke
CV and running.
Education Standards
competency
concepts
fitness
Assessments
•
•
•
Direct observation
Heart rate check
Safety Checks
•
•
•
Lesson Equipment
•
•
•
•
•
student
Heart rate monitor for every
student
Pedometer for every student
Worksheet for every student
Teacher’s manual
Check safety equipment and review safety rules of Trikke
CV riding
Warm-ups
Heart Rate and/or Pedometer Check
• Give each student a heart rate monitor and/or a pedometer.
Be sure the technology is working correctly.
• If students have pedometers, then have them reset their
pedometer, take 10 steps, check their pedometer to be sure it
is accurately measuring the steps taken.
• If students have heart rate monitors, then have them check
their heart rate.
• For one minute, the students perform “fast feet” (see how
many steps they can take in one minute). After one minute,
have students check their heart rates and their steps.
• Repeat and have students compare their number from Round 1
to Round 2.
Lesson Focus
Ladder – Trikke CV and Walk/Jog
Group size: Individual or Pairs
• Introduce the interval training concept.
• Students complete an interval ladder alternating between
riding the Trikke CV and walking/jogging. Interval ladders may
vary depending on time.
• A sample interval ladder is provided on the next page.
• Challenge: Incorporate different styles of riding into the ladder
(e.g., hop-ups, squat position, etc.).
Closure
Fitness Discussion
Group size: Pairs
• While the students are cooling down, have the students discuss
the following items:
1. The importance of monitoring heart rate.
2. The determination of how many steps might equal one mile
(approximately 2000 steps).
3. The comparison of the interval training between riding and
walking/jogging.
4. Have students discuss the differences in the muscle
demands of Trikke CV versus running.
Page 51
Trikke CV interval Ladder
Teacher’s manual
Trikke CV Interval Ladder Course
Walk/Jog – 1 lap (record heart rate and steps)
Trikke – 1 lap (record heart rate and steps)
Walk/Jog – 2 laps (record heart rate and steps)
Trikke – 2 laps (record heart rate and steps)
Walk/Jog – 1 lap (record heart rate and steps)
Trikke – 1 lap (record heart rate and steps)
Extended Challenge: Some students may want to try 3 laps
before going back down the ladder (Ex. 1, 2, 3, 2, 1). This may
depend on time and/or skill level. Students may also want to
vary Trikke CV riding styles to individualize the intensity.
Page 52
Trikke CV Fitness
Lesson 5 - Dancing Trikke
CVs
Objectives –
students will:
game-like activities
Education Standards
competency
concepts
fitness
Assessments
•
•
•
•
Direct observation
Heart rate check
Trikke routine
Safety Checks
•
•
•
Lesson Equipment
•
•
•
•
•
Teacher’s manual
Warm-ups
Trikke CV Tango
• Have students ride their Trikke CVs around the activity area.
• On a signal, the students reverse their Trikke CVs, make a 180
degree turn and ride in the opposite direction.
• On another signal, they begin riding forward again.
• Repeat. Have students change directions moving forward and
backward often.
Lesson Focus
Core and Go
Group size: Pairs
• Each pair of students needs one Trikke CV and a stability ball.
Either give each pair a list of stability ball skills or post the
skills on the gym wall.
• One student begins on the Trikke CV, while the other partner
begins on the stability ball.
• The Trikke CV rider begins an established path either
determined by cones or by the number of laps around a gym.
While the rider is gone, the non-riding partner performs the
first stability ball skill.
• When the rider completes the determined path, he/she returns
to the partner and the equipment is traded.
• This pattern of riding and non-riding continues until each
partner has completed all of the stability ball skills.
Closure
Trikke CV Exit Slip
• Ask the students to either complete the following questions in a
journal or on an exit slip.
1. What was the most creative Trikke CV skill/motion you
observed during the routines today?
2. What is your favorite Trikke CV skill?
3. What part of Trikke CV riding do you find the easiest?
4. What part of Trikke CV riding do you find the most difficult?
Trikke CV for every student
student
List of stability ball skills
Stability balls
Exit slips and pencils
Page 53
Teacher’s manual
Trikke CV Fitness
Permission to Ride – Parent Notification Letter
Dear Parent or Guardian
Please read and understand the information below about this exciting new activity that has
come to your child’s school. Your child will require that you give signed permission to ride the new
Trikke carving vehicle in order to participate in this activity.
Trikke 3-wheelers are a new, fun and engaging way for students of all ages and skill levels to
get cardiorespiratory, full-body exercise. With three points of contact on the ground, the Trikke
provides a very stable platform for pavement-based propulsion that engages the entire body and
mind. It should increase a student’s agility and tease his or her brain about the physics behind this
new method of propulsion. It is a healthy activity that can be enjoyed for life.
In order for your child to participate in this activity, please sign the permission form below. This
signed release will be required prior to participation in this new activity. For more information, more
photos and details can be found here: www.trikke.com/schoolprogram
Thanks and best,
Instructor’s name:
School’s name:
Department:
________________________(Student) has my permission to ride the Trikke carving vehicles
at school. I understand that this activity involves risk of injury and I will discuss with my child the
importance of following the safety instructions and guidelines given at school.
___________________________________
(Signature of parent/guardian)
__________________
(date)
Page 54
Trikke CV
Teacher’s Manual
National Physical Education Standards*
The Trikke Carving Vehicle (CV) enables the student to experience balance and stability while
generating forward movement with its unique carving action. The initial objective is to learn to
propel the Trikke CV by leaning the handlebar from side-to-side as it is turned right-to-left. Riders
will also shift their body weight from side to side while turning and leaning right and left with the
handlebars. From there, a lifetime of challenges and new maneuvers await the Trikke CV
enthusiast.
Standard 1: Demonstrates competency in motor skills and movement patterns needed to
perform a variety of physical activities.
Maneuvering the Trikke CV requires similar skills to that of riding a bicycle. The rider leans and
turns the handlebar in the direction he/she wants to go. Balance and coordination is a major
component of maneuvering the Trikke CV due to the full body movements necessary for forward
movement. A student most not only shift weight from one leg to another and steer with arms, but
must also punch and lean the handlebars in a finely coordinated motion.
An obstacle course can greatly increase the overall agility of the Trikke CV rider. The rider may
also improve maneuvering skills by riding through a variety of surfaces. Tennis or basketball
courts, bike paths, sidewalks, roadways, and on/off curbs may serve as such surfaces. The
coordinated timing of each lean and turn in unison is an essential skill to master in order to
become proficient at propelling the Trikke CV.
The skills involved in maneuvering the Trikke CV include combinations of agility, balance,
coordination, reaction time, and power. Coordinated body movements to propel the Trikke CV are
essential for smooth and safe movement. Stability skills like balance are a key component for this
activity, and training on a Trikke CV enhances a students’ overall balance – an essential ingredient
in most other physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies,
and tactics as they apply to the learning and performance of physical activities.
Students using the Trikke CV will need to understand its basic operational requirements (e.g.,
propulsion). The application of concepts such as reaction time, coordination, and power all play
important roles related to how smoothly the Trikke CV can be maneuvered. The student will also
need to understand braking technique and avoidance strategies. Due to the fact that the Trikke CV
is extraordinarily maneuverable, and stops easily when the rear brakes are applied, the rider will
have many opportunities to increase their understanding of braking and avoidance strategies and
tactics while riding.
Page 55
Students will also need to have a thorough understanding of traversing on various course surfaces.
For example, a general understanding of the limitations of wheel slippage on various surfaces will
be needed. Knowledge of strategies for coming off of, or getting onto a curb will be beneficial for
the success of riding a Trikke CV. Once general propulsion skills are acquired, students may
increase intensity of the Trikke ride by sprinting or riding uphill. Here the students must put more
force into their propulsion technique. As such, principles of specificity and overload can be
demonstrated through use of the Trikke CV. The intensity of the propulsion necessary to go uphill
can be manipulated by using hills of varying levels of elevation or steepness. Using the Trikke CV
can provide another alternative activity to working on lower body strength and endurance due to
the ease of many repetitions.
Standard 3: Participates regularly in physical activity.
The Trikke CV provides students with another means to be physically active. Because it is such a
new and fun activity, students will gravitate towards it for the thrill, and get a great full-body
physical activity in the process of riding. Further, it is an option that many students can enjoy and
can be successful at learning to use as part of an active lifestyle choice. As well, once proficiency is
acquired, a student may choose to ride a Trikke CV for the rest of their lives. The Trikke CV
provides a low-impact and fun platform for overall fitness that can be enjoyed in groups or
independently for life.
Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Physical fitness goals that target areas of health-related fitness such as cardiorespiratory fitness
and muscular strength and endurance may be achieved through regular participation with manual
propulsion vehicles, however, the Trikke CV helps the student achieve full-body physical fitness
(unlike inline skates and bicycles which benefit mostly the lower body).
The Trikke CV, with its unique design, allows for the student to achieve and maintain many health
benefits. Manual propulsion vehicles help to improve one’s muscular strength, muscular
endurance, cardiorespiratory fitness, and maintenance of healthy body fat measures. Further, with
adequate levels of cardiorespiratory fitness and muscular strength and endurance the student can
increase physical performance and prevent injury. With the Trikke CV (as opposed to other manual
propulsion vehicles) the rider is on a vehicle that actually benefits muscle strength and endurance
in all the major muscle groups because riding the Trikke CV actively engages the entire body lower body, upper body and core.
Health-related benefits of riding the Trikke are cardiovascular fitness, muscular strength, muscular
endurance, and healthy body fat measures – throughout the entire body.
Standard 5: Exhibits responsible personal and social behavior that respects self and
others in physical activity settings.
The Trikke is an innovative way to improve fitness, be active, and interact with friends. Though
there are specific guidelines and rules for use, students learn to respect each other’s abilities. It is
also an activity where individuals of differing abilities and skill levels can all experience success.
Page 56
Additionally, this activity also demonstrates to the students the need for them to be responsible for
their behavior around others because of the need to watch out for each other while on a riding
course or path. Students also need to be responsible for their behavior by wearing appropriate
safety gear while riding the Trikke.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression,
and/or social interaction.
Students can ride the Trikke by themselves or with others. They are taught proper riding etiquette
so they can share common riding paths and walkways as well as challenge each other over riding
across different surfaces and performing a variety of activities. With activities like riding Trikke CV,
students can make fitness a social event by challenging and interacting with each other while they
work on physical fitness goals.
Students are also able to be creative through self-expression. They can develop their own unique
riding styles and create their own unique maneuvers, or they can teach others their new
maneuvers and learn each other’s maneuvers. As well, the feeling of joy is the most common
result from the accomplishment of carving a series of deep turns, or mastering a new maneuver.
*NASPE Physical Education Standards
Page 57
Acknowledgements
Although we have been planning to address the exciting world of students and PE for
some time, the actual implementation of a Trikke CV curriculum was independently spearheaded by Leighton Nakamoto, a committed and visionary PE instructor from Kalama
Intermediate School on Maui, Hawaii. About a year ago Mr. Nakamoto contacted us and,
with no prodding from us, began ordering Trikke CV; thus was born the first thorough use of
Trikke 3-wheelers in the world of PE (of which we are aware). Mr. Nakamoto began sharing
the success of his experiment with us via enthusiastic telephone calls and emails, and
continued ordering more Trikke CV to satisfy the needs of his classes. More recently he
consulted with us thoroughly on the drafting of this written curriculum, drawing upon the
wealth of his experience as an educator and the wisdom and knowledge of his colleagues.
He deserves an enormous thanks and Mahalo from all of us at Trikke Tech.
As well, we would like to acknowledge a number of educational professionals who gave
selflessly to help to move this project forward. Those professionals include Dr. Julienne K.
Maeda Ph.D, C.A.P.E., University of Hawaii at Manoa; Donna Ede, State of Hawaii
Educational Specialist, Health and Physical Education, Lisa Hockenberger, State of Hawaii
Physical Education Resource Teacher; Curt Okimoto, Maui District Physical Education
Resource Teacher; Dave Randall, State of Hawaii Educational Specialist, Coordinated School
Health; Shirley Robinson, State of Hawaii Physical Activity, Nutrition, and Tobacco Resource
Teacher; Dorrye Mikasa, King Kekaulike Complex CSSS and John Costales, Jr., the Principal
of Kalama Intermediate School.
Another very special thanks to Mr. Nakamoto’s wonderful PE students, whose
excitement and enthusiasm for the Trikke CV curriculum have helped to give this project its
particular spirit.
Another special thanks goes to the faculty at Emporia State University. Emporia
State Faculty members were the writers of the current Trikke CV curriculum. These faculty
members include Dr. Kathy Ermler, Dr. Joella Mehrhof, Dr. Joan Brewer, Ms. Amy Townsend
and Ms. Loren Loucks. In addition Dr. Mike Butler and Dr. Paul Luebbers are conducting
EMG studies on the Trikke CV and will conduct their research on this vehicle.
From Trikke Tech
Page 58

Trikke 3CV Curriculum

Transcription

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