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Written By Lorilynn V. Bowie

Introduction

Have you been looking for an activity that combines strength, stretching and fun all at the same time? This guide will lead you into a basic use of Pow-R-Stretch Bands and guide you far beyond. Use your imagination by pulling ideas from this guide. Your experience, as a teacher, to develop your own variations will enhance the versatility of the Pow-R-Stretch Bands. For the students to achieve "Success" through the use of the Bands. It is crucial for the educator to explain proper procedures. Using proprioceptive neuromuscular facilitation, (Achieving The Ultra Stretch, Bowie/Stopka 1999), students achieve the ultimate in stretching and strengthening all at the same time.

The premise of P.N.F. (Proprioceptive Neuromuscular Facilitation) is actually the tightening of the muscles you are trying to stretch. Have students use approximately 50% of their strength to do each target area. Follow the specific directions for each activity and success is inevitable.

Activities

Stretches (before games/activities)

Lower Back/Hamstring

1. Sit on the floor, legs together and extended forward with knees locked.
2. Bend forward at the waist as far as possible. Grasp the calf muscles and pull the body down in an attempt to touch nose to knees.
3. Now lean backwards, applying pressure by trying to straighten the back to an upright position with the hands preventing movement. Apply pressure for a slow count of 10.
4. Relax and pull yourself down farther into the stretch.

Quadricep

1. Stand with one hand against a facing wall.
2. Bend the knee (same side as hand) straight back.
3. Take the opposite hand and grab the bent leg just above the ankle.
4. Touch the heel to the buttocks and feel the stretch. Hold for about 10 seconds.
5. Apply pressure by trying to straighten the knee a little. Hold for about 10 seconds.
6. Relax and pull heel closer to the buttocks.
7. Repeat steps 3 through 6 a couple of times.
8. Repeat steps 3 through 7 for the other leg.

Hip Extensor

1. Lay with back flat on the floor.
2. Bring knee to chest for a slow count of 5.

Optional Hip Extensor Stretch - For the student with limited range of motion.

1. Lay with back flat on the floor.
2. Bend one knee (with foot on the floor) and bring the other knee to the chest for a slow count of 5.

Choo-Choo Train

Equipment: Scooters, Pow-R-Stretch™ Bands, carpet squares with addition or subtraction equations or answers. You may also use multiplication and division for higher level thinking.
Object Of The Game: To work on interdisciplinary units and become part of the "train" by getting answers correct. All squares are spread out around the game area. All of the students are sitting on scooters. The first problem you would call out would be simple. Example: 2+2=?
If using answer squares, the answer would be 4, so the first student to find the 4 would be the winner and they would become the engine.
Using the front person as the "engine," players place the Band in either hand while sitting on the scooter. The next problem you call out, the winner will put in their hand and join to the engine by holding the free end of the engine's band. Now that there are 2 people, they begin to travel around the perimeter of the area you are playing in; this keeps all kids moving. Each time a student joins the train, the problems will get slightly tougher.
As the train continues to grow, players cannot let go of the person they are holding onto. If they let go, they go back to the question group. Create teams and have them play against each other by seeing who can build the longest train.
Adaption: For students with disabilities, they can be the engine and feel like the leader or, they can be a conductor with the train.

Push Me/Pull You

Equipment: Scooters (optional), Pow-R-Stretch Bands, whistle and boundary area.
Object Of The Game: To use cooperative learning and following directions through guided learning.
Begin by pairing the students up with one Band to every 2 students.
Designate an area to stay within and what to do if they go out of the area. Example: "sit out."
Students hold on to the Band with one hand each so they don't get tangled up. On the command of a sound, (not a whistle) like a clap or voice command or music, the students have to change direction. If "Tom" is leading the 2, then "Jon" would become the leader.
You can do this for direction changing, path following and follow the leader. Remember, establish teams of colors and use it in relay races to see who listens and follows directions the best.
Adaption: For physically and mentally challenged students, you can team them up with an able-bodied partner and they could be given looser rules. This is a good inclusionary model for the other students follow.