By: Suzanne Linebarger
Publication: The Quarterly, Vol. 23, No. 3
Date: Summer 2001
Summary: Fourth grade teacher Linebarger describes how she helped her students introduce narrative tension into their already prolific writing.
I needed to find out how to move from developing confident writers to developing really good writers who knew the difference between getting words down and writing well.
Developing fluency in young writers is easy. I know; I've been doing it for years. Colleagues constantly ask me how I get my students to write so much, and while the answers seem pat, there really are only a few simple coaching techniques that lead to fluent writers. No matter how much we may want to bypass developing fluency, there are no shortcuts. Good writers are fluent writers. However, all fluent writers are not good writers. I'm interested in not only developing fluency, but in what it takes to move our writers from just being able to write, to being able to write with passion and flair. Nevertheless, we begin always with fluency. The key word here is "begin." Fluency is a place to start, not the goal itself.
The first step in developing fluency is obvious. Our students need to write daily for a variety of purposes and audiences. The teacher who has the time to read all of her students' writing is simply not asking for enough writing. The purpose of this type of informal writing is to use writing as a support for learning. It is not to assess a student's writing ability. Informal writing includes a wide variety of writing experiences, such as:
quick writes, which are motivating and allow for enough student choice to ensure that all students have something to write about
writing in response to reading, including learning logs and response journals
writing to solve problems, from math to social problems
writing to complain
writing to summarize.
This writing not only increases the student's ability to write, but demonstrates multiple uses for writing. At best, these invitations to write eventually include all students-something for everyone.
Next, the classroom environment must be designed to support fluency. Students constantly ask, "How much do we have to write?" The response to that question needs to be, "I won't tell you `how much,' but I will tell you how long." Setting a timer allows the teacher to impose a limit on students' writing (even if it's his name over and over). This is one way to discourage the "I'm done" syndrome. In my classroom, being done is not the goal; perseverance is.
Further, behavior expectations must be clear. I expect my students to take risks, make mistakes, and share what they write, but I am not orchestrating a sixties love fest. My expectations are high. However, it is also my job to provide an environment in which all students can succeed. Even my weakest writer can write for ten minutes and manage to say something worthwhile.
I don't expect my students to have great ideas, but they do need to have ideas. We work hard to make sure everyone has something to say, and then it's up to the individual to actually say it. No one gets to choose to not participate.
Another important factor in building fluency is the sharing of writing. Motivation for informal writing remains high when informal writing is paired with informal sharing. My students are required to share what they have written. This sharing time is simple and unstructured. The instructions aren't fancy: "Find someone close to you to share with and do it. You have ten minutes." The purpose of this sharing is to quickly explore ideas, and I'm not a player in the process. When I get involved, the purpose of sharing immediately becomes evaluative rather than interactive. Interaction is a key to motivation, and it's the interaction that keeps everyone writing.
So yes, my students are fluent-especially after the two years they spend with me in our third and fourth grade loop. But after they build this fluency, my response must be, "So what?" Really, so what? For years, I've had no trouble getting students to write a lot about a little. In far too many classrooms, that is where writing development stops. Our writing project mantra, "fluency, form, correctness," too often gets mired down in the development of fluency. Year after year, young writers build their self-esteem based on how much they've written, not on how well they've written. I needed to find out how to move from developing confident writers to developing really good writers who knew the difference between getting words down and writing well.
My goal was not only for my own students, but for the students working with other teachers in the Northern California Writing Project. In my role as inservice director for our site, teachers looked to me for ways to improve their students' scores on holistically scored writing samples as well as in writing in the content areas.
As I have thought through how to best help my students and the teachers with whom I work, I have come to the understanding that an increase in writing activities alone does not necessarily lead to improvement in the craft of writing. If writers are to develop more than fluency, writing teachers must coach students in the skills essential to writing with flair. For me this has been an evolving understanding. I have, in fact, been coaching writing as long as I have been teaching it. In the early days, I could hear my coaching voice in my third-graders' writing. Ray's writing (below) reflects what his teacher asked him to do. You can almost hear me asking students to limit their "I remember" piece to one incident, to include sensory details, to describe the setting, and to make sure the incident actually has an ending.
Skiing Struggle
I remember the time I went skiing on Mount Shasta on April 18, 1994. I was wearing a coat, turtleneck, fleece sweatpants, wind pants, ski hat, ski goggles, socks, and ski boots.
On my first run, I skied perfect, and it was the first time I skied in 1994! On my second run, I took one harder. It was called "downhill" because it was exactly like a course without the gates. It was really steep.
After that we went back to the van and had lunch. I had tuna and hot chocolate.
Then we went back up. On the chair lift [I] saw one ski pole and a glove. When we got to the top we took a new run.
We took about ten more runs and went home.
Ray is a competent third grade writer. His spelling and punctuation are perfect. He wants to please his teacher. He is able to check off everything I had asked him to do, from detailing what he saw to listing what he ate, and he even provides a conclusion of sorts: "We took about ten more runs and went home." So what's the problem? The problem is that nothing happens. He's writing because he's supposed to, not because he has something that he really wants to say. This is not the gift of writing that I wanted to give to my students.
About the same time as I was struggling with my need to move my writers from fluency to flair, two of my writing project colleagues, Ron Scudder, a middle school teacher, and Kevin Dolan, a high school teacher, were struggling with the same demons. We began to search for current work on the craft of writing that reflected the ability of good writing teachers. We examined our own students' writing and discovered common elements that made their writing sing to us. And then we set about searching for ways to give the gift of the writer's craft to all our students.
My students began keeping writer's notebooks that celebrated the writer's craft . . . theirs and others. Ron, Kevin, and I copied Patricia Pollacco's line, "She had a voice like slow thunder and sweet rain," from Chicken Sunday and wished we had written it. Kevin coached his students in the use of juxtaposition, placing interesting ideas side by side, and Ron worked with identifying tension in student writing the way Ralph Fletcher describes it in What a Writer Needs:
Now the story becomes interesting. This is such a fundamental expectation that while we read we are always on edge, slightly tense, awaiting the first signs of calamity. We actually get disappointed when events unfold smoothly: Nothing is happening (101).
All of these approaches are less directly prescriptive than the kind of direct coaching I had engaged in at the time Ray wrote "Skiing Struggle." But it is Fletcher's and, by extension, Ron's notion of tension that has now had the greatest impact on my teaching. By tension I do not mean conflict. I don't spend much time discussing conflict with my students. They think conflict means a fight between good guys and bad guys and that's it. But the notion of tension is one that they can really grab on to and actually use as they write.
I explain it with rubber bands. As I hand them out, I tell my students to leave the rubber bands on their desks. "Don't touch them." Of course, they are jittery waiting to get their hands on the bands and "accidentally" shoot them off. As they wait, I take a large one and just dangle it on my finger. However, when I stretch it out and point it (not at a student), the rubber band suddenly becomes more interesting. It's the tension, the potential energy that rivets our attention. It's the same in their writing. Too often, students believe humor or fear are the only elements that make writing engaging. I believe that tension is a much better place to start. The difference is illustrated in Derek's "I remember" piece.
Skiing Struggle
I was at the Mount Shasta Ski Resort on a Sunday. Everything was fine. I was having a fun time there, but one run was not very much fun.
I had to start off on steep slope. It might have fun for the rest of the family (including Ray, my dad, and my mom), but it was a struggle for me. The snow was almost as hard as ice. I had to turn and stop and turn and stop all the way down the mountain. Every time I turned, the snow crunched, and finally I had made it down that run.
After we made it down that run, it lead us to a chair lift that was brand new, so we decided to take that chair to see where it went.
When we got to the top, it looked like we were in the clouds. We went on to a run that was just as steep and icy as the one before, but this time it was worse because it took me about an hour to get through that run. One time I fell and slid, but my dad caught me.
I never went on that terrible, no good, icy, sliding run again!
The similarity in the two third grade pieces is not a coincidence. Derek is Ray's little brother. His writing is in no way stronger than his brother's. The difference in the writing clearly reflects the difference in coaching. Derek has a sense of his audience. Even his line, "Everything was fine," lets us know that everything wasn't fine. We understand that the entire family, except for Derek, was confident on the runs, and we get the feeling that they were probably unaware of his tension. His details are included for a purpose. He wants us to know that this was indeed a challenging run, not a wimpy bunny hill. Finally, he demonstrates an ability to work his writer's craft as he closes with his version of Judith Viorst's line from Alexander and the Terrible, Horrible, No Good, Very Bad Day.
One way I demonstrate the use of tension to students is through children's literature. I look for tension and develop ways to bring it into our discussion of a piece. There are plenty of wonderful choices. In Ira Sleeps Over, by Bernard Waber, Ira wants to bring his teddy bear when he goes to spend the night at Reggie's house. His parents assure him that Reggie won't laugh. His sister says, "He'll laugh." The tension is set and all young writers get it. The Mercer Mayer classic, There's a Nightmare in my Closet, is a natural for any discussion of tension with writers of all ages. The Wednesday Surprise, by Eve Bunting, develops a secret between Grandma and Anna. Everyone believes that Grandma is babysitting, but the reality is that Anna is teaching her to read.
Tension is inherent in all learning experiences. I tell my students that it's the tension, in my case terror, that keeps me skiing. I'm scared every time I push off and exultant every time I get to the bottom of the hill alive. My students are enthusiastic about exploring their own struggles to learn and are willing to reflect back on their experiences and see how far they've come. Nick writes:
Do I Really Want to Water Ski?
It was a hot summer day when we were going to our friend's house. When we got there they said that we were going water skiing. I was really excited. But by the time we got to Lake Oroville, I was having second thoughts. My dad and Paul were putting the boat in the water. It took a longtime so my mom, Carol, my sister, and I went down to a little shop to look around.
Finally, my dad and Paul yelled to us to get into the boat. By now I was so sacred that I was shivering all over. The skiing order was Paul first, then me, then my sister. We all watched Paul ski. He is an excellent skier! Then it was my turn. I put on my life vest and said to myself, Relax and concentrate," over and over again. I was ready! My dad held onto the back of my skis to keep me balanced. I said, "Olly!" That tells the driver to go slow. I held onto the rope tight and said, "Hit it!" I was water skiing! But I was only up for about forty seconds. After I skied, I swam up to the boat and shouted, "I want to do that again!"
Now I am an excellent water skier. I love water skiing. Now I am practicing knee boarding!
Writing prompts without tension lead to flat prose that lacks life and sparkle. A third grade writing prompt reads:
Personal Narrative: "A Special Possession"
Writing Situation: Everyone has something in his/her life that is very special or important. This possession may have been received as a gift. It may be a prize or award, or it may be something that has been bought or found.
Directions for writing: Write about the special possession you have. Tell what it is and how you got it. Describe what it looks like. Use lots of picture words. Tell why it's special or important to you.
In my view, this prompt is deadly. First, it assumes that all students have a special possession, when in reality many live in environments that don't lend themselves to possessions with stories. And even if a student can write about her baby blanket, what can she say? "My Noni crocheted it before I was born. I dragged it all over the house. It's faded yellow and white yarn and is now in the cedar chest as a special possession."
The prompt itself leads to flat writing without passion. By design, the writing will be filled with description that is designed to fit the prompt rather than to move the piece along.
A fourth grade prompt was a bit better, and with a little tweaking, actually worked.
Personal Narrative: "A Special Friend"
Writing situation: Everyone has a friend-or would like to have one-that is special. This may be a friend that you had in the past, have now, or will have in the future. This friend may be the same age as you or younger or older.
Directions for writing: Think of a friend who is special to you. Write about something your friend has done for you, you have done for your friend, or you have done together. Tell important details about when and where this happened. Tell how and why this happened. Share why it was memorable.
At first reading, I was reminded of using a similar prompt when I was teaching at California State University, Chico. The papers were deadly. They all said something like, "My best friend is really good to me. She is always there for me," and so on. I also cringed at the line, ". . has a friend-or would like one," envisioning some poor student writing about a fantasy friend because they didn't have a real one. Nevertheless, I thought that if we brought some tension into this prompt, it would have potential for all my students. So during our prewrite discussion, we talked about how hard it is to stay friends when we're met with a challenge. Students talked about times they had let their friends down and times they had been let down and discussed how they managed to stay friends in spite of their problems. In other words, we talked about some tense situations.
And suddenly these students-all of them-had stories they were burning to tell! These are the openings of a sampling of fourth grade papers:
The Hate-Like Friendship
I used to hate Terra when we were in kindergarten. We never played together. I was jealous of her. I thought that she was better than me in rollerblading and coloring. Then in first grade we became best friends.
I remember one of our most exciting adventures . . .
Stuck!
Me and Chelsea have known each other since birth. But, I didn't say we liked each other! In fact Chelsea bought a diary so she could write, "I hate Becca," in it. Even so, now we're inseparable. And sometimes I have to admit we're pretty good when it comes to mischief-making. One of our biggest on a summer Saturday was something like this. . . .
My Best Friend Jessy
When I first came to this school it was hard to make friends. I got in trouble a lot and I was lonely. Then I met
Jessy . . .
Many of the incidents they described had to do with spending the night, which for fourth-graders is always a bit tense. These essays were not negative. Our discussion had merely reminded students of incidents that had an edge.
After our discussion of this prompt, a greater percentage of student than ever before managed to produce essays that presented clear, fairly well-developed ideas. The difference was not in that these students were hand picked or gifted, nor did they all score "sixes." However, more students managed to score in the proficient range than students from many of the other classes tested.
In informational writing, tension also plays a role. I have long championed the use of powerful, well-written nonfiction or informational books in primary classrooms. Personal narrative has a role in all writing programs, but for writers to become not only fluent, but skilled, they need experiences far beyond the realm of fiction and personal narrative. I struggled with getting my students to interact with information instead of regurgitating it. Young writers love to write information books in which they copy countless facts that they can neither read nor understand. I've managed to avoid some of these problems by asking young writers to record key words instead of "notes" as they read nonfiction and then to use these key words to reconstruct their understanding of what they've read, first in a discussion and then in an essay. Darcy Weagant, a Northern California Writing Project teacher-consultant, developed this concept. I needed to fine-tune it so that it worked for my students.
In experimenting with this idea, I began to understand the connection between tension and surprise. I discovered that if I ask my students to explain what surprised them as a result of listening to an article, reading a piece, or conducting an investigation, I am able to accomplish two things. First, they have to interact with their information in order to respond, and, second, they develop another element of tension. They are tensed as they read or listen and are ready and expecting to be surprised. It's almost a competition between themselves and the writer. They are disappointed if they truly find no surprises. That usually indicates that the material they chose was too simple. When they write about these surprises, their writing comes alive in ways lacking when they write, "What I learned was. . . ."
For example, I read my students an article called "Mummies" from the "Pyramids" issue of Kids Discover magazine. As I read, they write down key words that strike them as important. Then they discuss the article using their note cards with their key words only. Involved in the process, students are tense, waiting to be surprised. One key word always appears: brain. They then explain that the Egyptians used a hook to pull the brain from the body through the nose. While they think they know a great deal about mummies already, this bit of information really surprises them. I extend this notion of surprise throughout their responses to reading and to larger assignments such as their "I Search" papers.
This fourth grade "I Search" paper concludes with a series of surprises:
Star Wars Conclusion
It surprised me that I didn't I find answers to lot of the questions that I have. Most of the questions that I didn't answer were the questions about prices and costs of the movie. I did find out more things about the characters and other details about the action in the movie.
I was surprised that it took more than one person to play some parts.
It surprised me that Imperial Walkers stood over 45 feet tall. I was surprised that R2D2 and C3PO had names for the kind of droid they are.
My most interesting discoveries were that Darth Vader's real name was Anakin Skywalker and that blaster pistols were the most used weapons throughout the galaxy. I didn't even think Darth Vader had a name before Darth Vader. I knew he was on the light side before he was on the dark side, but I didn't know that he had that name. When I saw about the blaster pistols I thought there would be a different (sic) that was used because you don't see blaster pistols that much in the movies, but a lot of people do have them if you really think about it.
I was surprised how hard it was to find information. The web site was always full, and when I finally got in, it didn't have that much information. Star Wars is a big thing now and I just thought there would be a lot of information on it.
If I were to do this again, I could make it better. I would go straight for a book sooner, and I would go to the internet sooner because once I got on I did get information, but I did not have enough time to use it all. I would also interview more people. If I had more interviews it would be more interesting, because I could find out what people know ad like about Star Wars.
I really enjoyed this project. It was fun and interesting for me and maybe for you!
For years, I had been reading conclusions that did not convince me that the writer actually knew what he or she was writing about. They tended to rehash a list of facts mentioned earlier in the paper. By adding the element of surprise (tension), the writer becomes involved in an evaluation of the learning experience and is able to set realistic goals for a future research experience.
It's important, as I conclude, to return to the role of fluency in a writing program. Our students need to develop fluency at all levels. If a student who comes into my classroom is confident, sees himself as a writer, and is capable of writing a great deal, I can coach that writer from fluency to flair. If a writer is fearful and incapable of getting any ideas on paper, I cannot avoid the need to help that writer develop fluency. Our writers must be writing for all sorts of reasons if we are going to find the one topic that will light a spark in each of our students. My goal is not that of a minimalist. I am a maximalist. I don't want my students to merely be able to write. I want them to love to write. I want them to be great writers. I want them to have fluency, form, correctness, and pizzazz!
References
Fletcher, Ralph. 1993. What a Writer Needs. New Hampshire: Heinemann.
Harvey, Stephanie. 1998. Nonfiction Matters. York, Maine: Stenhouse.
Hindley, Joanne. 1996. In the Company of Children. York, Maine: Stenhouse.
Picture Books that Model Tension
Bunting, Eve. 1989. The Wednesday Surprise. New York: Clarion Books.
Fox, Mem. 1984. Wilfrid Gordon McDonald Partridge. New York: Scholastic Inc.
Giff, Patricia Reilly. 1980. Today Was a Terrible Day. New York: Puffin Books.
Gilman, Phoebe. 1992. Something From Nothing. New York: Scholastic Inc.
Polacco, Patricia. 1993. The Bee Tree. New York: Philomel Books.
-------. 1992. Chicken Sunday. New York: Putman & Grosset.
-------. 1994. Pink and Say. New York: Philomel Books.
-------. 1998. Thank-You Mr. Falker. New York: Philomel Books.
Mayer, Mercer. 1968. There's a Nightmare in My Closet. New York: Dial Books for Young Readers.
Viorst, Judith. 1972. Alexander and the Terrible Horrible No Good Very Bad Day. New York: Alladin Paperbacks.
Waber, Bernard. 1972. Ira Sleeps Over. New York: Scholastic, Inc.
About the Author Suzanne Linebarger is the inservice director for the Northern California Writing Project. She teaches third and fourth grade at Pines Elementary School in Chico, California.
Sunday, April 10, 2011
Reading Fluency
By: N. Mather and Sam Goldstein (2001)
Reading fluency encompasses the speed or rate of reading, as well as the ability to read materials with expression. Meyer and Felton defined fluency as "'the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding" (1999, p. 284). Children are successful with decoding when the process used to identify words is fast and nearly effortless or automatic. As noted, the concept of automaticity refers to a student's ability to recognize words rapidly with little attention required to the word's appearance. The ability to read words by sight automatically is the key to skilled reading (Ehri, 1998).
Some children have developed accurate word pronunciation skills but read slowly. For these children, decoding is not automatic or fluent, and their limited fluency may affect performance in the following ways: 1) they read less text than peers and have less time to remember, review, or comprehend the text; 2) they expend more cognitive energy than peers trying to identify individual words; and 3) they may be less able to retain text in their memories and less likely to integrate those segments with other parts of the text (Mastropieri, Leinart, & Scruggs, 1999).
When Maria was in sixth grade, she still read very slowly. Although she pronounced most words correctly, she read with little expression. She complained that because she read so slowly, she could not understand what she was reading. She usually had to read materials several times in order to comprehend them. Students like Maria, Ryan, and Ben require more exposures and more practice to recognize individual words easily and automatically. Even into middle school, these students often devote an inordinate amount of energy to word identification.
Determining a student's reading rate
A student's reading rate may be calculated by dividing the number of words read correctly by the total amount of reading time. You may count out 100 words in a passage and then time the student as he or she reads the passage. Maria was given a passage to read with 100 words. She read 92 words correctly in 1.5 minutes, or 61 words per minute (wpm). Table 8. 1, adapted from information presented in Carver (1990), presents approximate reading rates for students in Grades 2-12. Analysis of this table reveals that Maria is reading at a slower rate than many of her peers.
Adjusting reading rate
Most people have a constant rate when reading. This rate is the fastest pace at which a person can understand complete thoughts in successive sentences of relatively easy material. As long as the material is relatively easy to read, a person's rate stays constant. For different types of tasks, however, readers often alter their rate. Students with slow reading rates are often not aware that good readers adjust their rate depending on the purpose of reading. Making these types of adjustments is particularly important for studying or completing assigned readings because a student with poor reading skills otherwise struggles to complete lengthy reading assignments.
Table 8.1. Average rates for reading with understanding for students in Grades 2-12 Grade equivalent Standard words per minute
2.5 - 121
3.5 - 135
4.5 - 149
5.5 - 163
6.5 - 177
7.5 - 191
8.5 - 205
9.5 - 219
10.5 - 233
11.5 - 247
12.5 - 261
Source: Carver (1990). A standard word is six letter spaces including punctuation and spacing.
Carver (1990) used the analogy of adjusting reading speed to the shifting of gears in a car. First and second gears are the slowest, most powerful gears. First gear is used to memorize materials. Second gear is used to learn material. Third gear is the typical reading rate. The fourth gear, skimming, and the fifth gear, scanning, are the fastest but least powerful gears. These gears are useful when you are trying to locate a specific piece of information or trying to get the general sense of a passage without reading every word.
As an adult reader, consider the ways that you monitor your reading pace and shift gears depending on your goals. If you are trying to memorize material for a test, your pace is slow and reflective, characterized by stopping and reviewing as you progress. If you are reading a novel for pleasure, your pace is steady and fluent. If you are searching for information in a catalog, your pace is rapid. As a skilled reader, you know how to adjust the gears of your reading on the basis of your purpose.
Some children have not learned how to adjust their reading rates. They attempt to read information in an encyclopedia at the same pace that they read a novel. To help develop increased reading speed, encourage students to adjust their rate depending on the purpose of reading. Provide practice in skimming through a chapter to get a sense of the information and then how to study that chapter for the weekly test. Demonstrate to students how you change your rate for different types of reading materials.
Activities for increasing reading rate
Students who would benefit from methods to increase reading speed are often described by their teachers as slow, laborious readers who read word-by-word with limited expression. These types of techniques are most useful with students who have acquired some proficiency in decoding skill but whose level of decoding skill is lower than their oral language abilities. Methods for increasing reading rate have several common features: 1) students listen to text as they follow along with the book, 2) students follow the print using their fingers as guides, and 3) reading materials are used that students would be unable to read independently. Chard and Osborn (1999a) suggested that a beginning reading program should provide opportunities for partner reading, practice reading difficult words prior to reading the text, timings for accuracy and rate, opportunities to hear books read, and opportunities to read to others. The following methods are easy to use.
Speed drills
For reading lists of words with a speed drill and a 1-minute timing, Fischer (1999) suggested using the following general guidelines: 30 correct wpm for first- and second-grade children; 40 correct wpm for third- grade children; 60 correct wpm for mid-third-grade; and 80 wpm for students in fourth grade and higher. To conduct a speed drill, have the student read a list of words for 1 minute as you record the number of errors. You may use a high-frequency word list or the sample speed drills provided in Fischer's program Concept Phonics (see Additional Resources). These drills are designed to develop automatic sight recognition of words.
Rapid word recognition chart
A way to improve speed of recognition for words with an irregular element is the use of a rapid word recognition chart (Carreker, 1999). The chart is similar to a rapid serial-naming task. It is a matrix that contains five rows of six exception words (e.g., who and said), with each row containing the same six words in a different order. After a brief review of the words, students are timed for 1 minute as they read the words in the squares aloud. Students can then count and record the number of words read correctly. This type of procedure can help students like Ben who struggle to memorize words with irregular orthographic patterns.
Great Leaps Reading Program
Great Leaps Reading Program (Campbell, 1996) was designed to help students to build reading speed. One-minute timings employ three stimuli: phonics, sight phrases, and reading short stories. Before beginning this program, teachers assess the students' present reading level. Instruction begins at the level within the program at which reading speed is slow and the student makes several errors. After the recording, the teacher reviews the errors with the student and discusses strategies that they can use to improve performance. Performance is charted on graphs so that both students and teachers can keep track of progress. The program takes approximately 10 minutes per day. A K-2 version of this program provides a phonological awareness instruction component (Mercer & Campbell, 1998). Results from one study indicate that daily application of this program with middle school students with LID contributes to growth in reading and an improvement in reading rate, (Mercer, Campbell, Miller, Mercer, & Lane, 2000).
Choral reading or neurological impress method
The neurological impress method (Heckelman, 1969, 1986) is a method for choral or concert reading. In this method, you read aloud together with a student for 10- 15 minutes daily. To begin, select a high-interest book or a content-area textbook from the classroom. Sit next to the student and read aloud as you point to the words with your index finger. Read at a slightly faster pace than the student and encourage him or her to try and keep up with you. When necessary, remind the student to keep his or her eyes on the words. Successful decoding requires the reader to connect the flow of spoken language with the flow of text (Carreker, 1999). Reading aloud with students can help them to practice phrasing and intonation.
Repeated readings
The repeated readings technique is designed for children who read slowly despite adequate word recognition (Samuels, 1979). For this procedure, the child reads the same passage over and over again. To begin, select a passage that is 50-100 words long from a book that is slightly above the student's independent reading level. Have the student read the selection orally while you time the reading and count the number of words that are pronounced incorrectly. Record the reading time and the number of words pronounced incorrectly. If desired, set a realistic goal for speed and number of errors. Figure 8.8 presents a sample recording form to use for repeated readings. You may use two different color pencils for recording time and errors, or you may use a circle to indicate points on the line for time and an X or a square to indicate points on the line for errors.
Between timings, you may ask the student to look over the selection, reread it, and practice words that caused difficulty in the initial reading. When the student is ready, have him or her reread the same passage. Once again, time the reading, and record the time and number of errors. Have the student repeatedly practice reading the selection as you chart progress after each trial until a predetermined goal is reached or until the student is able to read the passage fluently with few mistakes. Research on repeated reading suggests that fluency can be improved as long as students are provided with specific instructions and procedures are used to monitor their progress (Mastropieri et al., 1999). An easy way to monitor student performance using this chart is to keep a log of the dated charts. To control for a similar readability level, select the passages to read from the same book. As performance improves, the time to perform the initial reading should decrease.
Repeated reading has also been used as a component of class-wide peer tutoring (Mathes & Fuchs, 1993). In a study of this intervention, pairs of students in one group read continuously over a 10-minute period, whereas pairs of students in the other group read a passage together three times before going on to the next passage. Although both experimental conditions produced higher results than the typical reading instruction, no difference existed between the procedures, suggesting that the main benefit of the intervention is the student reading involvement and the increased time spent in reading (Mastropieri et al., 1999).
Click to see Figure 8.8. Sample repeated readings graph.
In a review of the effectiveness of repeated reading, Meyer and Felton (1999) concluded that the method of repeated readings improves reading speed for a wide variety of readers. They make the following recommendations for helping students to improve fluency:
have students engage in multiple readings (three to four times);
use instructional level text;
use decodable text with struggling readers;
provide short, frequent periods of fluency practice; and
provide concrete measures of progress. Base the amount of teacher guidance on each individual's characteristics. With students with poor reading skills, modeling and practicing of words between readings improve student performance and reduce frustration.
Previewing is a technique similar to repeated reading, involving pre-exposure to materials before they are formally read (Rose, 1984). For this type of procedure, a student can preview the material silently, or you may read the passage aloud as the student follows along, or the student may first listen to the recorded passage on tape. Rose and Sherry (1984) found that both silent previewing and teacher-directed previewing were more effective than no previewing. Maria found that, by hearing the passage before she was asked to read it, she made fewer errors and was more successful reading the text.
Taped books
Another way to help students practice reading is to use taped books. Have the student listen to the reading while he or she follows along with an unabridged copy of the book. Most public libraries provide a wide selection of recorded books for loan. When Maria. was in fifth grade, she was interested in horses. Her mother would take her to the library, and they would check out books and the corresponding book tapes. Each evening, she would listen to classic stories about horses as she followed along with the text.
If a student has been identified as having LD or dyslexia, taped books are available from Recordings for the Blind & Dyslexic (RFB&D). This national, nonprofit organization provides textbooks for individuals who are unable to read standard print because of visual, physical, or perceptual disabilities. The extensive tape library has educational books that range from upper-elementary to postgraduate level. If a book is unavailable, an individual may request that it be recorded, and, if it fits within the scope of the collection, the book will be recorded.
Unabridged audio books are also available for rent from either Books on Tape or Recorded Books. Selections include bestsellers, classics, history, biographies, and science fiction. Books may be rented for 1 month and then returned by mail. Prices vary according to the length of the books. Sources for obtaining books on tape are listed in Additional Resources.
Some commercial recordings, such as those obtained at the public library; go too fast for individuals with reading disabilities. In addition, because younger and struggling readers lose their place quite frequently, it is important to have a procedure for relocating the place at the top of each page. Many teachers prefer to make their own recordings of books so that they can select materials that are of high interest to students and control the rate of delivery.
Carbo Method (1989) developed procedures for recording books to achieve maximum gains in fluency. A brief description of how to record books using this method is described:
Decide which pages you will record on each cassette side.
Because every tape cassette has about 5-8 seconds of lead time, let the tape run for that amount of time before starting to record.
Speak into the microphone from a distance of approximately 6-8 inches.
Convey your interest in the book through your voice.
Begin by reading the story title, providing a brief introduction, pausing, and then telling the student which page to turn to. Pause long enough so that the reader has enough time to turn pages and look at pictures.
Tell the student when to turn the page. In order not to distract from the content, soften your voice slightly when stating a. page number.
Read the story in logical phrases, slowly enough so that most students can follow along but not so slowly that they become bored.
End each tape with, "Please rewind the tape for the next listener. That ends this recording." This prevents students from continuing to listen to the blank tape.
As general guidelines, record 5-15 minutes at a typical pace for instructional level material and have the student listen to the tape once. For difficult material, record no more than 2 minutes at a slow pace with good expression and have the student listen to the passage two or three times. After listening, have the student read the passage aloud.
Read Naturally Another program designed to build fluency in students from mid-first through sixth grade (see Additional Resources). Instruction is individualized and involves three main steps:
reading along with an audiotape of a story that provides a model of fluent reading;
intensive, repeated practice to build speed and accuracy; and
monitoring and evaluating performance through graphing.
To use the program, students are placed into an appropriate level on the basis of their oral reading fluency. The sequenced reading levels range from beginning reading to sixth-grade level with 24 stories available for each level. In addition, the lower level materials have been translated into Spanish.
Fluency methods are designed to increase rate and automaticity. They are particularly beneficial for students like Maria and Ben who have strong conceptual abilities but poor automaticity because of weaknesses within phonological or orthographic abilities. These repeated readings provide repeated exposures that facilitate word mastery and automaticity. They help a student move from Ehri's (1998) full alphabetic stage to the consolidated alphabetic stage, in which word learning is accomplished more easily.
Mather, N., & Goldstein, S. (2001). Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management (pp. 235-242). Available in the LD OnLine Store;
Copyright 2001 by Paul H. Brookes Publishing Co.; posted by permission. All rights reserved.
Reading fluency encompasses the speed or rate of reading, as well as the ability to read materials with expression. Meyer and Felton defined fluency as "'the ability to read connected text rapidly, smoothly, effortlessly, and automatically with little conscious attention to the mechanics of reading, such as decoding" (1999, p. 284). Children are successful with decoding when the process used to identify words is fast and nearly effortless or automatic. As noted, the concept of automaticity refers to a student's ability to recognize words rapidly with little attention required to the word's appearance. The ability to read words by sight automatically is the key to skilled reading (Ehri, 1998).
Some children have developed accurate word pronunciation skills but read slowly. For these children, decoding is not automatic or fluent, and their limited fluency may affect performance in the following ways: 1) they read less text than peers and have less time to remember, review, or comprehend the text; 2) they expend more cognitive energy than peers trying to identify individual words; and 3) they may be less able to retain text in their memories and less likely to integrate those segments with other parts of the text (Mastropieri, Leinart, & Scruggs, 1999).
When Maria was in sixth grade, she still read very slowly. Although she pronounced most words correctly, she read with little expression. She complained that because she read so slowly, she could not understand what she was reading. She usually had to read materials several times in order to comprehend them. Students like Maria, Ryan, and Ben require more exposures and more practice to recognize individual words easily and automatically. Even into middle school, these students often devote an inordinate amount of energy to word identification.
Determining a student's reading rate
A student's reading rate may be calculated by dividing the number of words read correctly by the total amount of reading time. You may count out 100 words in a passage and then time the student as he or she reads the passage. Maria was given a passage to read with 100 words. She read 92 words correctly in 1.5 minutes, or 61 words per minute (wpm). Table 8. 1, adapted from information presented in Carver (1990), presents approximate reading rates for students in Grades 2-12. Analysis of this table reveals that Maria is reading at a slower rate than many of her peers.
Adjusting reading rate
Most people have a constant rate when reading. This rate is the fastest pace at which a person can understand complete thoughts in successive sentences of relatively easy material. As long as the material is relatively easy to read, a person's rate stays constant. For different types of tasks, however, readers often alter their rate. Students with slow reading rates are often not aware that good readers adjust their rate depending on the purpose of reading. Making these types of adjustments is particularly important for studying or completing assigned readings because a student with poor reading skills otherwise struggles to complete lengthy reading assignments.
Table 8.1. Average rates for reading with understanding for students in Grades 2-12 Grade equivalent Standard words per minute
2.5 - 121
3.5 - 135
4.5 - 149
5.5 - 163
6.5 - 177
7.5 - 191
8.5 - 205
9.5 - 219
10.5 - 233
11.5 - 247
12.5 - 261
Source: Carver (1990). A standard word is six letter spaces including punctuation and spacing.
Carver (1990) used the analogy of adjusting reading speed to the shifting of gears in a car. First and second gears are the slowest, most powerful gears. First gear is used to memorize materials. Second gear is used to learn material. Third gear is the typical reading rate. The fourth gear, skimming, and the fifth gear, scanning, are the fastest but least powerful gears. These gears are useful when you are trying to locate a specific piece of information or trying to get the general sense of a passage without reading every word.
As an adult reader, consider the ways that you monitor your reading pace and shift gears depending on your goals. If you are trying to memorize material for a test, your pace is slow and reflective, characterized by stopping and reviewing as you progress. If you are reading a novel for pleasure, your pace is steady and fluent. If you are searching for information in a catalog, your pace is rapid. As a skilled reader, you know how to adjust the gears of your reading on the basis of your purpose.
Some children have not learned how to adjust their reading rates. They attempt to read information in an encyclopedia at the same pace that they read a novel. To help develop increased reading speed, encourage students to adjust their rate depending on the purpose of reading. Provide practice in skimming through a chapter to get a sense of the information and then how to study that chapter for the weekly test. Demonstrate to students how you change your rate for different types of reading materials.
Activities for increasing reading rate
Students who would benefit from methods to increase reading speed are often described by their teachers as slow, laborious readers who read word-by-word with limited expression. These types of techniques are most useful with students who have acquired some proficiency in decoding skill but whose level of decoding skill is lower than their oral language abilities. Methods for increasing reading rate have several common features: 1) students listen to text as they follow along with the book, 2) students follow the print using their fingers as guides, and 3) reading materials are used that students would be unable to read independently. Chard and Osborn (1999a) suggested that a beginning reading program should provide opportunities for partner reading, practice reading difficult words prior to reading the text, timings for accuracy and rate, opportunities to hear books read, and opportunities to read to others. The following methods are easy to use.
Speed drills
For reading lists of words with a speed drill and a 1-minute timing, Fischer (1999) suggested using the following general guidelines: 30 correct wpm for first- and second-grade children; 40 correct wpm for third- grade children; 60 correct wpm for mid-third-grade; and 80 wpm for students in fourth grade and higher. To conduct a speed drill, have the student read a list of words for 1 minute as you record the number of errors. You may use a high-frequency word list or the sample speed drills provided in Fischer's program Concept Phonics (see Additional Resources). These drills are designed to develop automatic sight recognition of words.
Rapid word recognition chart
A way to improve speed of recognition for words with an irregular element is the use of a rapid word recognition chart (Carreker, 1999). The chart is similar to a rapid serial-naming task. It is a matrix that contains five rows of six exception words (e.g., who and said), with each row containing the same six words in a different order. After a brief review of the words, students are timed for 1 minute as they read the words in the squares aloud. Students can then count and record the number of words read correctly. This type of procedure can help students like Ben who struggle to memorize words with irregular orthographic patterns.
Great Leaps Reading Program
Great Leaps Reading Program (Campbell, 1996) was designed to help students to build reading speed. One-minute timings employ three stimuli: phonics, sight phrases, and reading short stories. Before beginning this program, teachers assess the students' present reading level. Instruction begins at the level within the program at which reading speed is slow and the student makes several errors. After the recording, the teacher reviews the errors with the student and discusses strategies that they can use to improve performance. Performance is charted on graphs so that both students and teachers can keep track of progress. The program takes approximately 10 minutes per day. A K-2 version of this program provides a phonological awareness instruction component (Mercer & Campbell, 1998). Results from one study indicate that daily application of this program with middle school students with LID contributes to growth in reading and an improvement in reading rate, (Mercer, Campbell, Miller, Mercer, & Lane, 2000).
Choral reading or neurological impress method
The neurological impress method (Heckelman, 1969, 1986) is a method for choral or concert reading. In this method, you read aloud together with a student for 10- 15 minutes daily. To begin, select a high-interest book or a content-area textbook from the classroom. Sit next to the student and read aloud as you point to the words with your index finger. Read at a slightly faster pace than the student and encourage him or her to try and keep up with you. When necessary, remind the student to keep his or her eyes on the words. Successful decoding requires the reader to connect the flow of spoken language with the flow of text (Carreker, 1999). Reading aloud with students can help them to practice phrasing and intonation.
Repeated readings
The repeated readings technique is designed for children who read slowly despite adequate word recognition (Samuels, 1979). For this procedure, the child reads the same passage over and over again. To begin, select a passage that is 50-100 words long from a book that is slightly above the student's independent reading level. Have the student read the selection orally while you time the reading and count the number of words that are pronounced incorrectly. Record the reading time and the number of words pronounced incorrectly. If desired, set a realistic goal for speed and number of errors. Figure 8.8 presents a sample recording form to use for repeated readings. You may use two different color pencils for recording time and errors, or you may use a circle to indicate points on the line for time and an X or a square to indicate points on the line for errors.
Between timings, you may ask the student to look over the selection, reread it, and practice words that caused difficulty in the initial reading. When the student is ready, have him or her reread the same passage. Once again, time the reading, and record the time and number of errors. Have the student repeatedly practice reading the selection as you chart progress after each trial until a predetermined goal is reached or until the student is able to read the passage fluently with few mistakes. Research on repeated reading suggests that fluency can be improved as long as students are provided with specific instructions and procedures are used to monitor their progress (Mastropieri et al., 1999). An easy way to monitor student performance using this chart is to keep a log of the dated charts. To control for a similar readability level, select the passages to read from the same book. As performance improves, the time to perform the initial reading should decrease.
Repeated reading has also been used as a component of class-wide peer tutoring (Mathes & Fuchs, 1993). In a study of this intervention, pairs of students in one group read continuously over a 10-minute period, whereas pairs of students in the other group read a passage together three times before going on to the next passage. Although both experimental conditions produced higher results than the typical reading instruction, no difference existed between the procedures, suggesting that the main benefit of the intervention is the student reading involvement and the increased time spent in reading (Mastropieri et al., 1999).
Click to see Figure 8.8. Sample repeated readings graph.
In a review of the effectiveness of repeated reading, Meyer and Felton (1999) concluded that the method of repeated readings improves reading speed for a wide variety of readers. They make the following recommendations for helping students to improve fluency:
have students engage in multiple readings (three to four times);
use instructional level text;
use decodable text with struggling readers;
provide short, frequent periods of fluency practice; and
provide concrete measures of progress. Base the amount of teacher guidance on each individual's characteristics. With students with poor reading skills, modeling and practicing of words between readings improve student performance and reduce frustration.
Previewing is a technique similar to repeated reading, involving pre-exposure to materials before they are formally read (Rose, 1984). For this type of procedure, a student can preview the material silently, or you may read the passage aloud as the student follows along, or the student may first listen to the recorded passage on tape. Rose and Sherry (1984) found that both silent previewing and teacher-directed previewing were more effective than no previewing. Maria found that, by hearing the passage before she was asked to read it, she made fewer errors and was more successful reading the text.
Taped books
Another way to help students practice reading is to use taped books. Have the student listen to the reading while he or she follows along with an unabridged copy of the book. Most public libraries provide a wide selection of recorded books for loan. When Maria. was in fifth grade, she was interested in horses. Her mother would take her to the library, and they would check out books and the corresponding book tapes. Each evening, she would listen to classic stories about horses as she followed along with the text.
If a student has been identified as having LD or dyslexia, taped books are available from Recordings for the Blind & Dyslexic (RFB&D). This national, nonprofit organization provides textbooks for individuals who are unable to read standard print because of visual, physical, or perceptual disabilities. The extensive tape library has educational books that range from upper-elementary to postgraduate level. If a book is unavailable, an individual may request that it be recorded, and, if it fits within the scope of the collection, the book will be recorded.
Unabridged audio books are also available for rent from either Books on Tape or Recorded Books. Selections include bestsellers, classics, history, biographies, and science fiction. Books may be rented for 1 month and then returned by mail. Prices vary according to the length of the books. Sources for obtaining books on tape are listed in Additional Resources.
Some commercial recordings, such as those obtained at the public library; go too fast for individuals with reading disabilities. In addition, because younger and struggling readers lose their place quite frequently, it is important to have a procedure for relocating the place at the top of each page. Many teachers prefer to make their own recordings of books so that they can select materials that are of high interest to students and control the rate of delivery.
Carbo Method (1989) developed procedures for recording books to achieve maximum gains in fluency. A brief description of how to record books using this method is described:
Decide which pages you will record on each cassette side.
Because every tape cassette has about 5-8 seconds of lead time, let the tape run for that amount of time before starting to record.
Speak into the microphone from a distance of approximately 6-8 inches.
Convey your interest in the book through your voice.
Begin by reading the story title, providing a brief introduction, pausing, and then telling the student which page to turn to. Pause long enough so that the reader has enough time to turn pages and look at pictures.
Tell the student when to turn the page. In order not to distract from the content, soften your voice slightly when stating a. page number.
Read the story in logical phrases, slowly enough so that most students can follow along but not so slowly that they become bored.
End each tape with, "Please rewind the tape for the next listener. That ends this recording." This prevents students from continuing to listen to the blank tape.
As general guidelines, record 5-15 minutes at a typical pace for instructional level material and have the student listen to the tape once. For difficult material, record no more than 2 minutes at a slow pace with good expression and have the student listen to the passage two or three times. After listening, have the student read the passage aloud.
Read Naturally Another program designed to build fluency in students from mid-first through sixth grade (see Additional Resources). Instruction is individualized and involves three main steps:
reading along with an audiotape of a story that provides a model of fluent reading;
intensive, repeated practice to build speed and accuracy; and
monitoring and evaluating performance through graphing.
To use the program, students are placed into an appropriate level on the basis of their oral reading fluency. The sequenced reading levels range from beginning reading to sixth-grade level with 24 stories available for each level. In addition, the lower level materials have been translated into Spanish.
Fluency methods are designed to increase rate and automaticity. They are particularly beneficial for students like Maria and Ben who have strong conceptual abilities but poor automaticity because of weaknesses within phonological or orthographic abilities. These repeated readings provide repeated exposures that facilitate word mastery and automaticity. They help a student move from Ehri's (1998) full alphabetic stage to the consolidated alphabetic stage, in which word learning is accomplished more easily.
Mather, N., & Goldstein, S. (2001). Learning Disabilities and Challenging Behaviors: A Guide to Intervention and Classroom Management (pp. 235-242). Available in the LD OnLine Store;
Copyright 2001 by Paul H. Brookes Publishing Co.; posted by permission. All rights reserved.
Wednesday, February 2, 2011
Updated Weight Loss Tips
I wrote this several years ago for a friend who was trying to lose weight. This is what I did back in high school for wrestling... If you feel like I left something out and want to add more, let me know by commenting. I have revised this couple of times over the years.
It is really simple, 2 small meals and 2 snacks, plus a protein drink or another small meal. This is for losing weight only, not gaining muscle, etc. When you accomplish your goal, you can go back to a regular diet but continue to exercise everyday that you have set for yourself so you can keep the pounds off and eat healthy as well so you do not pack the pounds back on.
In the mornings, have a small breakfast, cereal or two-three eggs, keep it simple, the portion should not be a lot.
About an hour or two later, have a small snack, it can be an apple, banana, granola bar.
For lunch, I suggest salad, sandwich, etc, something small with a lot of greens and fiber.
About an hour or two later, have another small snack, it can be an apple, banana, granola bar.
You can mix it up, it does not have to be the same thing everyday, and there is plenty of food out there to eat.
For dinner, have a protein shake. No eating after five at all, that is how you gain weight over night because your digestive system rests when you sleep at night. If you do not like the taste of protein shake, you can eat pasta, with Alfredo sauce, pasta sauce; you can add meat (chicken, etc).
What to AVOID, sugary drinks (cola cola, fruit punch, etc) junk food (it is okay to reward yourself once in a while, but no PIGGING OUT) You can have a cheat food once in a while, as long you do not over do it. My cheat food is a small bag of cheetos or a bowl of popcorn with no salt no butter, just parmesan cheese and Tobasco.
What to do ALL day, drink water, if you do not like water, try green tea, that is what I drink everyday, make your own green tea, if you do not like the bland taste, get artificial sweeteners, they do the job than actual sugar which makes it taste weird. Green tea has plenty of antioxidants that help you flush things out of your system.
Chew gum all day that way you will not feel hungry and helps you increase your metabolism at the same time. If you feel like wanting a bite, drink a glass of water, you stomach is trying to trick you into thinking you are hungry when you are only thirsty. I recommend sugar free gum.
A lot of cardio, I recommend a hour a day, three to five times a week, it does not have to be hard, you can go for a brisk walk, about thirty minute to a hour, I recommend walking after breakfast and lunch for ten to fifteen minutes. If you want to make it intense, mix it up, stadium runs, sprints, if you go to a gym, find an aerobics class, if you have a swimming pool, go swim for ten to fifteen minutes a day, if you have a dog, take it out for a walk or a jog. If you take the elevator everyday at school, work, start taking the stairs! If you live near work/school, invest in a bike, it is an investment in your health. If you live near a nature trail, go hiking! There are plenty to do out there. Most importantly get yourself out of the house/apartment/dorm/whatever, you are not going to lose weight by sitting there, the more you are out, the less fat you get. Be PRODUCTIVE! Also, do not weight yourself everyday, it is a long term goal, if you weight everyday and be not satisfied with the results, it will cause you to go off your plan. Weight once a month, it is more ideal that way. Find friends/family that you can workout, run, bike, walk with etc. It is better when you have someone help you push yourself.
There are a lot of gimmicks (water pills, sweat suits, sauna, etc) those are awesome but those are for short term and you will gain the pounds back right away. Think of this as your long term goal with some small goals in between. i.e. I want to walk once a week for a month then twice a week for the next month, build it up. Rome was not built in a day. Do not do too much at once, you will burn yourself and become discouraged to continue.
Discipline yourself to eating right, enough sleep and exercise as well. That is the key to losing weight and maintaining it as well. You got your future to think about, being healthy, being there for your loved ones.
EDIT: Also big emphasis, eat at the table, not in front of TV, not on the road. Prepare the food yourself, not from cans etc. Take each bite and chew it slowly, savor each bite. Eat at the table and focus on only eating, do not watch TV, do not read books/magazine/etc, you'll lose focus of eating and your stomach/mind will not feel the full feeling and make you over eat. When you finish preparing food, load up what you think you can eat on a plate and put the rest away in the fridge. You are what you eat.
It is really simple, 2 small meals and 2 snacks, plus a protein drink or another small meal. This is for losing weight only, not gaining muscle, etc. When you accomplish your goal, you can go back to a regular diet but continue to exercise everyday that you have set for yourself so you can keep the pounds off and eat healthy as well so you do not pack the pounds back on.
In the mornings, have a small breakfast, cereal or two-three eggs, keep it simple, the portion should not be a lot.
About an hour or two later, have a small snack, it can be an apple, banana, granola bar.
For lunch, I suggest salad, sandwich, etc, something small with a lot of greens and fiber.
About an hour or two later, have another small snack, it can be an apple, banana, granola bar.
You can mix it up, it does not have to be the same thing everyday, and there is plenty of food out there to eat.
For dinner, have a protein shake. No eating after five at all, that is how you gain weight over night because your digestive system rests when you sleep at night. If you do not like the taste of protein shake, you can eat pasta, with Alfredo sauce, pasta sauce; you can add meat (chicken, etc).
What to AVOID, sugary drinks (cola cola, fruit punch, etc) junk food (it is okay to reward yourself once in a while, but no PIGGING OUT) You can have a cheat food once in a while, as long you do not over do it. My cheat food is a small bag of cheetos or a bowl of popcorn with no salt no butter, just parmesan cheese and Tobasco.
What to do ALL day, drink water, if you do not like water, try green tea, that is what I drink everyday, make your own green tea, if you do not like the bland taste, get artificial sweeteners, they do the job than actual sugar which makes it taste weird. Green tea has plenty of antioxidants that help you flush things out of your system.
Chew gum all day that way you will not feel hungry and helps you increase your metabolism at the same time. If you feel like wanting a bite, drink a glass of water, you stomach is trying to trick you into thinking you are hungry when you are only thirsty. I recommend sugar free gum.
A lot of cardio, I recommend a hour a day, three to five times a week, it does not have to be hard, you can go for a brisk walk, about thirty minute to a hour, I recommend walking after breakfast and lunch for ten to fifteen minutes. If you want to make it intense, mix it up, stadium runs, sprints, if you go to a gym, find an aerobics class, if you have a swimming pool, go swim for ten to fifteen minutes a day, if you have a dog, take it out for a walk or a jog. If you take the elevator everyday at school, work, start taking the stairs! If you live near work/school, invest in a bike, it is an investment in your health. If you live near a nature trail, go hiking! There are plenty to do out there. Most importantly get yourself out of the house/apartment/dorm/whatever, you are not going to lose weight by sitting there, the more you are out, the less fat you get. Be PRODUCTIVE! Also, do not weight yourself everyday, it is a long term goal, if you weight everyday and be not satisfied with the results, it will cause you to go off your plan. Weight once a month, it is more ideal that way. Find friends/family that you can workout, run, bike, walk with etc. It is better when you have someone help you push yourself.
There are a lot of gimmicks (water pills, sweat suits, sauna, etc) those are awesome but those are for short term and you will gain the pounds back right away. Think of this as your long term goal with some small goals in between. i.e. I want to walk once a week for a month then twice a week for the next month, build it up. Rome was not built in a day. Do not do too much at once, you will burn yourself and become discouraged to continue.
Discipline yourself to eating right, enough sleep and exercise as well. That is the key to losing weight and maintaining it as well. You got your future to think about, being healthy, being there for your loved ones.
EDIT: Also big emphasis, eat at the table, not in front of TV, not on the road. Prepare the food yourself, not from cans etc. Take each bite and chew it slowly, savor each bite. Eat at the table and focus on only eating, do not watch TV, do not read books/magazine/etc, you'll lose focus of eating and your stomach/mind will not feel the full feeling and make you over eat. When you finish preparing food, load up what you think you can eat on a plate and put the rest away in the fridge. You are what you eat.
Monday, August 23, 2010
Don't press your luck by doing bench press all wrong
The bench press. Without a doubt, it is one of the most fundamental exercises in the gym.
It is the upper-body exercise that allows for the most weight lifted in a single movement, which ultimately creates unsurpassed upper-body strength.
However, along with its popularity, it has an underlying reputation for causing injury to many. Shoulder injuries can occur without proper form. The move is not complex, but it must be precise. Be careful and certain that hand and body positioning is correct.
Because it is such a common exercise in the gym, whether with dumbbells or a stacked bar, the importance of review is justified. I have witnessed improper bench presses too many times.
The following tips should help with a safe and effective bench press.
Use collars: I don't mean the ones around your neck. Collars are the springlike clamps that are placed on the ends of the weight plates on a barbell. Without them, the weights can slide off and cause injury. Use them. It only takes a second.
Exhale on exertion: As you push the weight away from your body, forcefully exert your breath through the mouth. This results in a more solid foundation within your torso.
Keep feet firmly on the ground: The moment your feet lift off the ground during the press, major power is lost. So while your savvy little neurons stay grounded, so should your feet. Not maintaining proper foot-to-floor connection will almost ensure an unsuccessful lift.
No chest bouncing
zone: Bouncing the bar off your chest during lifts is a no-no. A cracked sternum and broken rib are not desirable injuries. Typically, the bar should stop an inch or two away from you chest, or until your arms bend out to 90 degrees.
Buck stops here: Save the pelvic thrusts for future endeavors. I'm sure many of you have seen culprits repeatedly bucking his or her hips in the air while trying to complete the exercise. That kind of movement causes extreme arching of the lower back and major pressure in the neck. Please keep the glutes firmly on the bench.
Keep bar over chest: At no point should you be able to see directly under the bar when pressing weight toward the ceiling. It is a chest press because it builds strength and muscle there, so keep it there. Also, in case of bar slippage, wouldn't you rather it fall onto your chest than on your precious mug?
Wrap the thumbs: The thumbs should be wrapped around bar throughout the movement. This prevents the barbell from slipping and crushing your chest or neck. Trust me on this one, boys and girls. I have seen it happen. Not a pretty sight.
It is the upper-body exercise that allows for the most weight lifted in a single movement, which ultimately creates unsurpassed upper-body strength.
However, along with its popularity, it has an underlying reputation for causing injury to many. Shoulder injuries can occur without proper form. The move is not complex, but it must be precise. Be careful and certain that hand and body positioning is correct.
Because it is such a common exercise in the gym, whether with dumbbells or a stacked bar, the importance of review is justified. I have witnessed improper bench presses too many times.
The following tips should help with a safe and effective bench press.
Use collars: I don't mean the ones around your neck. Collars are the springlike clamps that are placed on the ends of the weight plates on a barbell. Without them, the weights can slide off and cause injury. Use them. It only takes a second.
Exhale on exertion: As you push the weight away from your body, forcefully exert your breath through the mouth. This results in a more solid foundation within your torso.
Keep feet firmly on the ground: The moment your feet lift off the ground during the press, major power is lost. So while your savvy little neurons stay grounded, so should your feet. Not maintaining proper foot-to-floor connection will almost ensure an unsuccessful lift.
No chest bouncing
zone: Bouncing the bar off your chest during lifts is a no-no. A cracked sternum and broken rib are not desirable injuries. Typically, the bar should stop an inch or two away from you chest, or until your arms bend out to 90 degrees.
Buck stops here: Save the pelvic thrusts for future endeavors. I'm sure many of you have seen culprits repeatedly bucking his or her hips in the air while trying to complete the exercise. That kind of movement causes extreme arching of the lower back and major pressure in the neck. Please keep the glutes firmly on the bench.
Keep bar over chest: At no point should you be able to see directly under the bar when pressing weight toward the ceiling. It is a chest press because it builds strength and muscle there, so keep it there. Also, in case of bar slippage, wouldn't you rather it fall onto your chest than on your precious mug?
Wrap the thumbs: The thumbs should be wrapped around bar throughout the movement. This prevents the barbell from slipping and crushing your chest or neck. Trust me on this one, boys and girls. I have seen it happen. Not a pretty sight.
Running Tips
Cut risk on your outdoor run with help from Reed Ferber, Ph.D., who heads the University of Calgary’s running injury clinic, and Linsey Marr, Ph.d., who teachers environmental engineering at Virginia Tech.
1. AIR CONTROL – do not run between noon and 5 p.m., when air is most polluted (and can inflame your airways). Check current conditions at airnow.gov.
2. CORNER TURN – no need to jog in place at a traffic light; your muscles does not cool that fast. Or just turn the corner and go.
3. SPLIT SLOPES – roads are angled, and running on them strains your pelvis. Balance it out: whichever direction you run, double back on the same side of street.
1. AIR CONTROL – do not run between noon and 5 p.m., when air is most polluted (and can inflame your airways). Check current conditions at airnow.gov.
2. CORNER TURN – no need to jog in place at a traffic light; your muscles does not cool that fast. Or just turn the corner and go.
3. SPLIT SLOPES – roads are angled, and running on them strains your pelvis. Balance it out: whichever direction you run, double back on the same side of street.
Clean your second-story windows on the cheap.
Sure, you could buy a squeegee on a stick. But DIY expert Spike Carlsen has a plan that is more fun!
1. Mix 2 cups water with ¼ cup vinegar and ½ teaspoon liquid detergent.
2. Pour it into a Super Soaker and shoot your windows from outside.
3. Reload with fresh water and rinse. It is best to do this on an overcast day so the solution will not dry and cause water spots before you can rinse.
1. Mix 2 cups water with ¼ cup vinegar and ½ teaspoon liquid detergent.
2. Pour it into a Super Soaker and shoot your windows from outside.
3. Reload with fresh water and rinse. It is best to do this on an overcast day so the solution will not dry and cause water spots before you can rinse.
Monday, July 12, 2010
Risks
In life you have to take some risks. If you don't, how will you ever know if you could have ever done all of the things you ever wanted or lived a life that made you truly happy.
Without risk there is only regret and with regret there is only sorrow. This also applies to your training.
- Don't be nervous or afraid to take risks.
- Don't worry about trying new things.
- Don't worry about getting caught.
- Don't worry about what others might think of you if you just train escapes for a long time while not trying to go for finishes.
- Don't think twice about executing a move, just do it.
- Don't worry about losing position.
- If you feel the risk may lead to a reward then go for it. Don't just sit back and second guess yourself.
- Don't roll different just because someone is higher rank then you or more experienced.
No one ever succeeds without failure. Chances are if you never took actual risks and you never failed then you never really tried. Without trying you'll always wonder.
The goal is to not have any "what if's", it's to take action now and know regardless of the outcome you won't have the regret of not knowing.
Here is the selection that I came across:
RISK
Author unknown
To laugh is to risk appearing the fool.
To weep is to risk appearing sentimental.
To reach out to others is to risk involvement.
To expose feelings is to risk exposing your true self.
To place your ideas, your dreams before a crowd is to risk theirloss.
To love is to risk not being loved in return.
To live is to risk dying.
To hope is to risk despair.
To try is to risk failure.
But risks must be taken,
because the greatest hazard in life is to do nothing.
The person who risks nothing,
does nothing, has nothing, and is nothing.
They may avoid suffering and sorrow,
but they cannot learn, feel, change, grow, love, and live.
Chained by their attitudes, they are a slave,
they forfeited their freedom.
Only the person who risks can be free
-- As mentioned above the words don't apply strictly to grappling, but to life in general. This is even more important because while all of us enjoy the sport of grappling, that's just the small picture in life. You should apply this concept to everything you do.
Enjoy every moment that is given to you. Enjoy all of the good people around you, and definitely enjoy the opportunities you have in the grappling sport you train because you share something with many people around the world that a lot of others don't.
- You have the ability to be creative.
- You have the ability to be friends with those you would have never thought before.
- You have the ability to stay in shape.
- You have the ability to increase your confidence.
- You have the ability to use grappling in a way to build goals and extend those goals outside of the gym.
Always do your best to "Make Things Happen", and not "watch things happen".
Without risk there is only regret and with regret there is only sorrow. This also applies to your training.
- Don't be nervous or afraid to take risks.
- Don't worry about trying new things.
- Don't worry about getting caught.
- Don't worry about what others might think of you if you just train escapes for a long time while not trying to go for finishes.
- Don't think twice about executing a move, just do it.
- Don't worry about losing position.
- If you feel the risk may lead to a reward then go for it. Don't just sit back and second guess yourself.
- Don't roll different just because someone is higher rank then you or more experienced.
No one ever succeeds without failure. Chances are if you never took actual risks and you never failed then you never really tried. Without trying you'll always wonder.
The goal is to not have any "what if's", it's to take action now and know regardless of the outcome you won't have the regret of not knowing.
Here is the selection that I came across:
RISK
Author unknown
To laugh is to risk appearing the fool.
To weep is to risk appearing sentimental.
To reach out to others is to risk involvement.
To expose feelings is to risk exposing your true self.
To place your ideas, your dreams before a crowd is to risk theirloss.
To love is to risk not being loved in return.
To live is to risk dying.
To hope is to risk despair.
To try is to risk failure.
But risks must be taken,
because the greatest hazard in life is to do nothing.
The person who risks nothing,
does nothing, has nothing, and is nothing.
They may avoid suffering and sorrow,
but they cannot learn, feel, change, grow, love, and live.
Chained by their attitudes, they are a slave,
they forfeited their freedom.
Only the person who risks can be free
-- As mentioned above the words don't apply strictly to grappling, but to life in general. This is even more important because while all of us enjoy the sport of grappling, that's just the small picture in life. You should apply this concept to everything you do.
Enjoy every moment that is given to you. Enjoy all of the good people around you, and definitely enjoy the opportunities you have in the grappling sport you train because you share something with many people around the world that a lot of others don't.
- You have the ability to be creative.
- You have the ability to be friends with those you would have never thought before.
- You have the ability to stay in shape.
- You have the ability to increase your confidence.
- You have the ability to use grappling in a way to build goals and extend those goals outside of the gym.
Always do your best to "Make Things Happen", and not "watch things happen".
Thursday, June 3, 2010
tips
The Importance of Clean Eating
Researchers at Washington University (St. Louis, MO) have found bacteria in the intestines play a key role in weight gain. Many factors affect those who tend to gain weight, including genetics, lack of exercise and bad food choices. A study now shows a high-fat, high-sugar diet changes the composition of bacteria in the intestines and makes excess weight easier to gain and harder to lose. The findings show the change can happen in as few as 24 hours, so do not go all out with those cheat meals. This is all the more reason to eat clean regularly to stop accumulation of those unwanted pounds of fat. If you have not already, check out Eat-Clean Diet for Men, a great book full of health and nutrition information with easy recipes for great-tasting – and non-fattening – meals that can help with muscle gains. Visit www.cleaneatingmag.com for more information. Source: Science Translational Medicine
Keep Your Heart Happy with Cinnamon?
Researchers have discovered cinnamon has potent antioxidant properties. Help protect yourself against heart disease by indulging in a cup of hot chocolate, latte or mulled cider with ground cinnamon sprinkled on top. For the nutritionally challenged, antioxidants provide powerful protection against disease and aging. They counteract free radicals that damage cells and DNA. Eat a varied diet with many different kinds of colorful fruits, vegetables, spices and nuts to ensure you get enough. If fresh produce is not always an option, frozen, dried and canned foods can provide antioxidant nutrition as well. Source: Journal of Agricultural and Food Chemistry
40
The percentage of your daily vitamin C (and 100% of your RDA for manganese) that comes from one cup of pineapple.
Keep Working for Better Health
According to a nationwide study, people who transition from full-time work to part-time, semiretired hours have better health (physically and mentally) than people who retire and stop working altogether. Researchers call this “bridge employment” during the transition between working and retiring. Those in “post-retirement jobs” experienced fewer major diseases and less functional limitation than people fully retired. The difference was significantly greater with people who continued to work in their related field of expertise.
Researchers at Washington University (St. Louis, MO) have found bacteria in the intestines play a key role in weight gain. Many factors affect those who tend to gain weight, including genetics, lack of exercise and bad food choices. A study now shows a high-fat, high-sugar diet changes the composition of bacteria in the intestines and makes excess weight easier to gain and harder to lose. The findings show the change can happen in as few as 24 hours, so do not go all out with those cheat meals. This is all the more reason to eat clean regularly to stop accumulation of those unwanted pounds of fat. If you have not already, check out Eat-Clean Diet for Men, a great book full of health and nutrition information with easy recipes for great-tasting – and non-fattening – meals that can help with muscle gains. Visit www.cleaneatingmag.com for more information. Source: Science Translational Medicine
Keep Your Heart Happy with Cinnamon?
Researchers have discovered cinnamon has potent antioxidant properties. Help protect yourself against heart disease by indulging in a cup of hot chocolate, latte or mulled cider with ground cinnamon sprinkled on top. For the nutritionally challenged, antioxidants provide powerful protection against disease and aging. They counteract free radicals that damage cells and DNA. Eat a varied diet with many different kinds of colorful fruits, vegetables, spices and nuts to ensure you get enough. If fresh produce is not always an option, frozen, dried and canned foods can provide antioxidant nutrition as well. Source: Journal of Agricultural and Food Chemistry
40
The percentage of your daily vitamin C (and 100% of your RDA for manganese) that comes from one cup of pineapple.
Keep Working for Better Health
According to a nationwide study, people who transition from full-time work to part-time, semiretired hours have better health (physically and mentally) than people who retire and stop working altogether. Researchers call this “bridge employment” during the transition between working and retiring. Those in “post-retirement jobs” experienced fewer major diseases and less functional limitation than people fully retired. The difference was significantly greater with people who continued to work in their related field of expertise.
Optimal Recovery for Wrestlers
Wrestling
Optimal Recovery for Wrestlers
--------------------------------------------------------------------------------
Janet Walberg-Rankin, Ph.D., FACSM
Optimal Recovery for Wrestlers
By Janet Walberg-Rankin, Ph.D., FACSM
Professor of Human Nutrition, Foods, and Exercise, Virginia Polytechnic University
Craig Horswill, Ph.D., FACSM
Principal Scientist, Gatorade Sports Science Institute
Quick weight loss using dehydration and food restriction in the week before a match is the tradition in wrestling to “make weight.” Whether by a drastic reduction in calorie (energy) intake or by dehydration, losing weight rapidly can have negative outcomes that hurt performance by:
Disturbing mood and impairing ability to think and focus mentally.
Reducing blood sugar and disrupting certain hormones—these changes reduce energy and may lead to overtraining.
Decreasing blood volume and raising body temperature, both of which promote fatigue.
Decreasing endurance, particularly in practice and late in competitive matches.
In extreme circumstances, causing kidney failure and even death.
Weight Loss Goals
Most weight classification systems in state high-school associations are now designed to promote safe, slow rates of weight loss during the season. The systems also allow wrestlers to start competition at higher weight classes as they slowly work down to their minimal weights. Wrestlers are encouraged to track the weight lost as fat every week by weighing in at the beginning of the week in a well-hydrated state.
Loss of mostly fat weight (not water weight) in the weeks before a match should be no more than about 2 lbs or 1 kg per week. This can best be achieved by consuming a diet containing about 500–1000 kcal less energy per day than typical for the individual wrestler. There should be plenty of fiber in the diet until the last few days before a match. In addition to gradually reducing calories in the diet, extra aerobic exercise will help lower fat weight. This slow rate of weight reduction is ideal for minimizing the loss of muscle protein and maintaining hydration and energy for tough practices.
Some wrestlers may choose to undergo modest dehydration to assure making the desired weight class for competition. Those athletes should limit any weight loss by dehydration to not more than 2% of body weight. (This is 2% of body weight at the beginning of the week of training and should only be tolerated for a short period, e.g., overnight before a match.) Most of this weight could conceivably be regained by drinking fluids between weigh-in and competition. However, it is a challenge for wrestlers who lose weight quickly to have rapid and complete recovery after weigh-in to re-establish normal standards of body functions, metabolism, and performance. Any attempt to lose 2% of body weight or more day after day for a total of 6 to 10% dehydration in the week before a match will dramatically increase the risk for heat illness and the other negative outcomes listed above.
Recovery Diet
The goals for the recovery period after weigh-in are to restore blood glucose and muscle carbohydrate levels and to replenish body water as much as possible. These goals can best be achieved nutritionally by focusing on:
Fluid consumption—to restore blood volume
Beverage volume—The goal is to consume 150% of the weight lost by dehydration. When there is only a short period of time for drinking (e.g., only a few hours), it is essential that the beverage contains sodium and other electrolytes to help the body rehydrate quickly.
Schedule—Wrestlers should begin by consuming the maximum volume of fluid they can tolerate and then drinking additional amounts every 15 minutes.
Flavor—Flavored drinks can increase the desire to continue drinking.
Temperature—Cool drinks taste better and encourage drinking, but if a wrestler experiences chills, beverages should be maintained at room temperature.
Electrolyte intake—to maintain thirst and restore blood volume
Water alone is inadequate for complete rehydration. Consumption of plain water will reduce thirst and cause more fluid to be lost as urine.
Use carbohydrate-electrolyte sports drinks, especially those with extra sodium, and add salty foods to the diet: Although high-sodium beverages can be unpalatable, some new sports drinks have been developed that overcome this problem. Salty foods that are quickly digested should be consumed during the recovery period.
Carbohydrates—to provide energy for muscle and brain function
Emphasize easily-digested carbohydrate-rich foods such as pretzels and sports bars and, especially, carbohydrate-rich liquids that empty rapidly from the stomach to provide the energy need for training and competition.
Precautions:
For the snacks eaten immediately following the weigh-in and during tournament competition, minimize fullness by avoiding high-fiber or high-fat foods that are emptied slowly from the stomach, and do not drink carbonated beverages that contribute to bloating.
Stop food and fluid consumption about 30 min before the match so the stomach has a chance to empty.
Example:
A wrestler loses 1 kg (2.2 lbs) by dehydrating the day before a match. Following weigh-in, the wrestler should consume:
1.5 L (~51 oz) of high-electrolyte beverage (e.g., Gatorade Endurance Hydration Formula or traditional sports drink with added ½ tsp salt): Drink 30 oz (900 ml) to start and 7 oz (210 ml) every 15 minutes through the first hour.
Plus
One of the following (or equivalent):
1 or 2 sports bars or fig bars
3 oz (90 g) pretzels
1 slice of bread with thin peanut butter or slice of cheese
8 oz (240 ml) chocolate milk or yogurt
1 can liquid meal replacement (e.g., Gatorade Nutrition Shake)
Optimal Recovery for Wrestlers
--------------------------------------------------------------------------------
Janet Walberg-Rankin, Ph.D., FACSM
Optimal Recovery for Wrestlers
By Janet Walberg-Rankin, Ph.D., FACSM
Professor of Human Nutrition, Foods, and Exercise, Virginia Polytechnic University
Craig Horswill, Ph.D., FACSM
Principal Scientist, Gatorade Sports Science Institute
Quick weight loss using dehydration and food restriction in the week before a match is the tradition in wrestling to “make weight.” Whether by a drastic reduction in calorie (energy) intake or by dehydration, losing weight rapidly can have negative outcomes that hurt performance by:
Disturbing mood and impairing ability to think and focus mentally.
Reducing blood sugar and disrupting certain hormones—these changes reduce energy and may lead to overtraining.
Decreasing blood volume and raising body temperature, both of which promote fatigue.
Decreasing endurance, particularly in practice and late in competitive matches.
In extreme circumstances, causing kidney failure and even death.
Weight Loss Goals
Most weight classification systems in state high-school associations are now designed to promote safe, slow rates of weight loss during the season. The systems also allow wrestlers to start competition at higher weight classes as they slowly work down to their minimal weights. Wrestlers are encouraged to track the weight lost as fat every week by weighing in at the beginning of the week in a well-hydrated state.
Loss of mostly fat weight (not water weight) in the weeks before a match should be no more than about 2 lbs or 1 kg per week. This can best be achieved by consuming a diet containing about 500–1000 kcal less energy per day than typical for the individual wrestler. There should be plenty of fiber in the diet until the last few days before a match. In addition to gradually reducing calories in the diet, extra aerobic exercise will help lower fat weight. This slow rate of weight reduction is ideal for minimizing the loss of muscle protein and maintaining hydration and energy for tough practices.
Some wrestlers may choose to undergo modest dehydration to assure making the desired weight class for competition. Those athletes should limit any weight loss by dehydration to not more than 2% of body weight. (This is 2% of body weight at the beginning of the week of training and should only be tolerated for a short period, e.g., overnight before a match.) Most of this weight could conceivably be regained by drinking fluids between weigh-in and competition. However, it is a challenge for wrestlers who lose weight quickly to have rapid and complete recovery after weigh-in to re-establish normal standards of body functions, metabolism, and performance. Any attempt to lose 2% of body weight or more day after day for a total of 6 to 10% dehydration in the week before a match will dramatically increase the risk for heat illness and the other negative outcomes listed above.
Recovery Diet
The goals for the recovery period after weigh-in are to restore blood glucose and muscle carbohydrate levels and to replenish body water as much as possible. These goals can best be achieved nutritionally by focusing on:
Fluid consumption—to restore blood volume
Beverage volume—The goal is to consume 150% of the weight lost by dehydration. When there is only a short period of time for drinking (e.g., only a few hours), it is essential that the beverage contains sodium and other electrolytes to help the body rehydrate quickly.
Schedule—Wrestlers should begin by consuming the maximum volume of fluid they can tolerate and then drinking additional amounts every 15 minutes.
Flavor—Flavored drinks can increase the desire to continue drinking.
Temperature—Cool drinks taste better and encourage drinking, but if a wrestler experiences chills, beverages should be maintained at room temperature.
Electrolyte intake—to maintain thirst and restore blood volume
Water alone is inadequate for complete rehydration. Consumption of plain water will reduce thirst and cause more fluid to be lost as urine.
Use carbohydrate-electrolyte sports drinks, especially those with extra sodium, and add salty foods to the diet: Although high-sodium beverages can be unpalatable, some new sports drinks have been developed that overcome this problem. Salty foods that are quickly digested should be consumed during the recovery period.
Carbohydrates—to provide energy for muscle and brain function
Emphasize easily-digested carbohydrate-rich foods such as pretzels and sports bars and, especially, carbohydrate-rich liquids that empty rapidly from the stomach to provide the energy need for training and competition.
Precautions:
For the snacks eaten immediately following the weigh-in and during tournament competition, minimize fullness by avoiding high-fiber or high-fat foods that are emptied slowly from the stomach, and do not drink carbonated beverages that contribute to bloating.
Stop food and fluid consumption about 30 min before the match so the stomach has a chance to empty.
Example:
A wrestler loses 1 kg (2.2 lbs) by dehydrating the day before a match. Following weigh-in, the wrestler should consume:
1.5 L (~51 oz) of high-electrolyte beverage (e.g., Gatorade Endurance Hydration Formula or traditional sports drink with added ½ tsp salt): Drink 30 oz (900 ml) to start and 7 oz (210 ml) every 15 minutes through the first hour.
Plus
One of the following (or equivalent):
1 or 2 sports bars or fig bars
3 oz (90 g) pretzels
1 slice of bread with thin peanut butter or slice of cheese
8 oz (240 ml) chocolate milk or yogurt
1 can liquid meal replacement (e.g., Gatorade Nutrition Shake)
Safe, Effective Stretching
The Importance of Stretching
Muscle and tendon strains and tears are common injuries to athletes and other active people. A tight muscle allows for less movement of the joint that it crosses and is, therefore, more likely to tear. These injuries are preventable, to some extent, if the muscles are kept at their optimal length.
Consciously lengthening muscles can reduce the stress on muscles and tendons during activity.
Proper stretching can lead to:
• Increased muscle length
• Increased joint flexibility
• Reduced chance of injury
• Reduced after-exercise soreness
• Improved performance
Proper Stretching Technique
Warming up immediately before stretching makes muscles more pliable and easier to stretch.
Warming up can be achieved by doing submaximal exercise such as walking, easy biking or gentle calisthenics until you feel warm—usually for about five to ten minutes. Athletes often perform their sport at an easy pace as a warmup.
The preferred technique for improving muscle flexibility is called static stretching. This means stretching a muscle or group of muscles until a mild, pain-free pulling sensation is felt, and then holding that position.
Move into the stretch position slowly and gently. Stretching should produce a pleasant feeling of mild tension. Being relaxed will make stretching more effective.
“No pain, no gain” does NOT apply.
To be most effective, the stretch should be held for one minute. You may notice that while holding a stretch, the mild tension has subsided. This means that the stretch is working, your muscles are lengthening and you are able to stretch a little more. Gently stretch a bit further until you feel the mild tension again and hold.
Do not bounce or strain. Static stretching, when done correctly, involves less risk of injury than ballistic—i.e., bouncing—stretching. Move out of the stretch position slowly.
Concentrate while stretching. Think about the muscles you are stretching. A technique you can use to promote relaxation and concentration is to breathe deeply through your nose while concentrating on the muscles being stretched. When you reach the point of mild tension, exhale.
To maximize the lasting effects of stretching, two to five repetitions of each stretch should be done.
A daily stretching program is recommended.
Muscle and tendon strains and tears are common injuries to athletes and other active people. A tight muscle allows for less movement of the joint that it crosses and is, therefore, more likely to tear. These injuries are preventable, to some extent, if the muscles are kept at their optimal length.
Consciously lengthening muscles can reduce the stress on muscles and tendons during activity.
Proper stretching can lead to:
• Increased muscle length
• Increased joint flexibility
• Reduced chance of injury
• Reduced after-exercise soreness
• Improved performance
Proper Stretching Technique
Warming up immediately before stretching makes muscles more pliable and easier to stretch.
Warming up can be achieved by doing submaximal exercise such as walking, easy biking or gentle calisthenics until you feel warm—usually for about five to ten minutes. Athletes often perform their sport at an easy pace as a warmup.
The preferred technique for improving muscle flexibility is called static stretching. This means stretching a muscle or group of muscles until a mild, pain-free pulling sensation is felt, and then holding that position.
Move into the stretch position slowly and gently. Stretching should produce a pleasant feeling of mild tension. Being relaxed will make stretching more effective.
“No pain, no gain” does NOT apply.
To be most effective, the stretch should be held for one minute. You may notice that while holding a stretch, the mild tension has subsided. This means that the stretch is working, your muscles are lengthening and you are able to stretch a little more. Gently stretch a bit further until you feel the mild tension again and hold.
Do not bounce or strain. Static stretching, when done correctly, involves less risk of injury than ballistic—i.e., bouncing—stretching. Move out of the stretch position slowly.
Concentrate while stretching. Think about the muscles you are stretching. A technique you can use to promote relaxation and concentration is to breathe deeply through your nose while concentrating on the muscles being stretched. When you reach the point of mild tension, exhale.
To maximize the lasting effects of stretching, two to five repetitions of each stretch should be done.
A daily stretching program is recommended.
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