carving out a new pe curriculum guide for trikke cv · carving out a new pe curriculum guide for...

Carving out a new PE

Curriculum Guide for Trikke CV

Curriculum Writers Dr. Kathy Ermler Emporia State University Dr. Joella H. Mehrhof Emporia State University Dr. Joan Brewer Emporia State University Dr. Vicki Worrell Emporia State University Lauren Loucks Emporia State University Amy Townsend Emporia State University Leighton Nakamoto Kalama Intermediate School, Hawaii

Trikke CV Curriculum Guide

Trikke CV Curriculum Physical Education Curriculum

The following curriculum is intended as a leaping off point for a new kind of physical education; one which is standards-based, focuses on clearly defined daily objectives and includes formal and informal assessments

As the new physical education paradigm shift answers the demands of schools, parents and society at large, the Trikke CV curriculum guide mixes fun and a sense of discovery with overall fitness, and then folds that fun into educational and social activities that promote the development of the whole person. The teacher should find this curriculum guide useful, and the students should be challenged by rewarding activities.

The Trikke CV curriculum is divided into three educational levels.

The first level is the Elementary Trikke CV curriculum guide. It would be appropriate to begin teaching Trikke CV skills to children in the third grade. The elementary curriculum guide is a five day unit built on the NASPE Physical Education Standards. The essence of this curriculum guide is to provide children in grades three through five with the basic skills to effectively and efficiently ride a Trikke CV. The second level is the Middle School Trikke CV curriculum guide. This is a two week unit appropriate for students in grades sixth through eighth grade. The middle school curriculum guide is also built on the NASPE Physical Education Standards. The essence of this curriculum guide is to extend the student’s ability on the Trikke CV and to extend and enhance the basic skills. The third level is the High School Trikke CV curriculum guide. This is a series of fitness activities that can be done on the Trikke CV. This curriculum guide is built on the skills developed in the elementary and the middle school. The activities in the high school unit SHOULD NOT be undertaken if the students have not completed the elementary and middle school activities.


Table of Contents Disclaimer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Trikke CV Basic Information . . . . . . . . . . . . . . . . . . . . . . . . 5 Elementary Trikke CV Curriculum . . . . . . . . . . . . . . . . . . . . 6 Middle School Trikke CV Curriculum . . . . . . . . . . . . . . . . . . . 21 High School Trikke CV Curriculum . . . . . . . . . . . . . . . . . . . . 43 Permission Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 National Physical Education Standards . . . . . . . . . . . . . . . . . 55 Acknowledgements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58


Trikke CV Disclaimer Teacher’s Manual

Riding on anything with wheels has the potential for personal injury and even death. Although Trikke 3-wheelers may seem more stable and less dangerous than other wheeled vehicles and/or wheeled shoes or boots, inherent risks remain. While standing on the vehicle, students can lean back without applying the brakes and the vehicle can roll out from under them, leaving them the risk of landing on their rear-end, back, or even head. Falling hard on pavement can easily break bones, cause abrasions, disfigurements, head-injuries and even cause death. A Trikke 3-wheeler can also suddenly jack-knife if a rider leans too heavily on the handlebars and turns too sharply. As well, a rider may go out of control for any number of known or unknown reasons, resulting in forceful collisions with other persons or property. There is also the possibility of a vehicle failing or breaking while in use, resulting in unforeseen crashes and potential injury or death. Special safety training is a vital component of any Trikke activity program. Organizations and individual riders are solely responsible for teaching and learning all the safety lessons for proper riding. These same organizations and individuals accept full and complete responsibility for any and all damages and/or injuries which involve the Trikke carving vehicle in any way. These organizations and individuals fully release Trikke Tech, Inc. (TTI) and any of its shareholders, officers, employees, agents, contractors or associates from any and all claims against TTI, including but not limited to any claims for damages, losses, expenses, or pain and suffering, that any organization or individual may suffer due to interaction in any way with Trikke products. Thereby, these organizations and individuals completely hold TTI harmless for any injury to person or property due to the use or misuse of Trikke products.


Trikke CV Basic Information Teacher’s Manual What is a Trikke CV? Trikke carving vehicles provide riders of all ages and skill levels to experience a new way to propel themselves on wheels, getting a full-body workout in the process. Utilizing a combination of arm thrust, twisting, shifting of body weight and coordinated timing, the three wheels provide the rider with a naturally stable platform on which to ride. Trikke’s patented carving technology allows the three-wheeled vehicle to “camber” (or “lean”) from side to side while keeping all three wheels on the ground. This unique carving ability opens the door to a variety of fun physical fitness activities, all experienced while riding around on a stable and ergonomically designed 3-wheeled vehicle. As well as being a robust, full-body fitness machine, the Trikke 3-wheelers also provide complimentary brain-teasing with the built-in riddle of “what makes it go?” While there are many different physical principals at work to create forward propulsion on the Trikke 3-wheelers, the main law of physics is called the “conservation of angular momentum.” Basically this law provides that where there is a mass in motion making a turn, if the radius of that turn is diminished (i.e. the mass moves closer to the center of the turn and/or the turn becomes tighter/smaller), the velocity must increase. So, by continuously turning and moving the mass towards the center of each turn, one encounters the camber-thrust that one needs to propel forward. Of course, one must learn the proper timing of leaning and turning, and swinging the momentum from one turn to the next, but, that is the fun and the satisfaction of this new and exciting lifetime activity. Physical educators will find that the Trikke 3-wheelers provide fun and satisfying challenges for students of all skill levels, while enhancing overall health and well-being by utilizing all the major muscle groups and developing cardiovascular fitness in a low-impact and mentally engaging manner. Coordination, balance and agility are also developed as students learn the importance of turning, leaning and transferring weight at just the right time to create the forward momentum. As well, each student will learn confidence as they master this completely new and fun method of propulsion that can be enjoyed for the rest of their life, all the while enhancing their muscle strength, muscle endurance, cardiorespiratory fitness, and overall well-being. The activities in this manual are recommended for use in a non-competitive way so that each student is excited about his or her own progress. While the Trikke 3-wheelers can be used in a more competitive format, we have found that in the early stages, it is best for the encouragement of all students, if they are only competing with themselves, so as not to alienate students of lesser natural athletic ability. In this way, all kids can experience an activity that promotes their physical and emotional health and fitness for life.


Trikke CV

Elementary School Curriculum Guide


Trikke CV Fitness Teacher’s Manual

Day 1 – Getting to Know the Trikke 1. Develop basic knowledge of

Trikke CV terminology. 2. Develop basic skills of riding

a Trikke CV on flat ground. 3. Understand the safety rules

of riding a Trikke CV and the importance of wearing all safety equipment while Trikke CV riding.

National Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Assessments • Direct observation • Partner checks • Review of safety rules Safety Checks • Properly wear all ASTM

approved safety equipment. • Be aware of fellow students,

as well as obstacles, ruts and bumps in the riding area.

• Understand importance of keeping BOTH hands on the Trikke CV at all times.

Lesson Equipment • Trikke CVs for every student

or every two students • Safety equipment for every

student

Safety Warm-up • Jog around the area stopping quickly and safely when music

stops. This references the need for stopping safely when asked. Repeat exercise asking students to stop on nearest line.

• Jog and move in different pathways and directions without touching others. This reinforces appropriate spacing.

• Discuss how to wear a helmet. Distribute baggies with surgical caps inside. Have students write their names on their baggies. Have students put on a surgical cap and then a helmet.

Partner Check Group size: Partners • Partners assess if helmet and safety equipment is on correctly.

Discuss safety rules of the Trikke Carving Vehicle (CV). Rules follow at the end of this lesson.

Lesson Focus Standing on the Trikke CV Group size: Individual and Partners • Have the Trikke CVs lined up on one side of the area. Have the

students stand on the ground between the trailing arms of the Trikke CV.

• Have students grab the handlebars and squeeze the hand brakes. Make sure both brakes are on and step up on the Trikke CV platform, one foot at a time.

• Balance, stand and sideways rock the Trikke CV. • Have a partner stand in front of the Trikke CV holding onto the

front structure while another partner on Trikke CV lean to one side and then the other side. Switch places and repeat.

• While partner holds front structure, have the partner say right, left or both while the riding partner applies the handbrake with that hand.

Types of Rides Group size: Individual Scooter Ride • The easiest way to get the Trikke CV in motion is to have the

students have one foot on the Trikke CV platform and use the other foot to give themselves a scooter-like push to get the Trikke in motion.

• On a signal, have the students scooter-like push the Trikke CV to the other side of the riding area.

Scooter with a bit of Rock and Roll Ride • Introduce rock and roll ride. This is the type of riding the

students need to develop in order to ride the Trikke CV


efficiently. • Have the students lean (lean the Trikke CV), turn (turn the

handlebar) and push with the outside leg all at the same time. • On a signal, have the students scooter ride and as they begin

to move, have them ‘rock and roll’ the Trikke CV to the other side of the riding area.

Poison Pit Group size: Individual • Have the students start on the Trikke CV on one side of the

riding area. • On a signal, have them ride to the other side and they may not

step off the Trikke CV. If they do, their shoe is poisoned and they must start over.

• Have the students see how many trips they can make across the area without stepping off the Trikke CV.

One Minute Rides Group size: Individual • Have the students start on the Trikke CV anywhere in the

riding area. • On a signal, have them ride for one minute using each of the

two types of Trikke CV riding. • At the end of one minute, call out a different type of ride. Closure • Review the two types of Trikke CV riding. • Ask students to share thoughts on how to propel the Trikke CV

more efficiently. • Review the safety rules.


Trikke CV Rules Teacher’s Manual

TRIKKE CV RULES

Rule #1: Wear all safety equipment when riding the Trikke CV

including helmet, elbow pad and knee

pads.

Rule #2: Always keep both hands on

the handlebars while riding on the Trikke CV.

Rule #3:

Keep weight centered between the front and back

wheels. Do not lean backward or too

far forward on the Trikke CV.

Rule #4: Make sure the brake cables are not twisted around the

front structure of the Trikke CV before riding.



Day 2 – Improve the Ride Objectives – By the end of the class the students will: 1. Develop basic skills of riding

a Trikke CV on flat ground. 2. Improve and maintain health-

related fitness levels. 3. Identify the parts of the

Trikke CV 4. Understand the safety rules

of riding a Trikke CV and the importance of wearing all safety equipment while riding.

National Physical Education Standards Standard #1 -Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner and self checks • Parts of Trikke CV Worksheet Safety Checks • Properly wear all ASTM

approved safety equipment. • Review rules of Trikke CV

riding. Lesson Equipment • Trikke CVs for every student


student • Polyspots or cones

Partner-Check Group size: Partners • Have partners check to make sure helmet is being worn

correctly. Review all Trikke CV safety rules with partner (see Day 1).

Warm-ups Stop and Start • Have the students easy ride the Trikke CV anywhere in a

designated area for about one minute with the goal of trying to ride the entire time without stepping off the Trikke CV. On a signal, students should immediately stop. Students who do not come to an immediate stop should be informed told that the signal means “come to a complete and immediate stop.” Repeat these actions two or three more times or until the students can successfully complete the task.

Lesson Focus Punch Ride • Another way to propel the Trikke CV is by turning the

handlebar left and right in a rapid punching motion. • On a signal, have the students punch ride the Trikke CV to the

other side of the riding area. Starting from a Dead Stop Group size: Individual • Demonstrate starting the Trikke CV from a dead stop. • Have the students stand on the Trikke CV platform, engage

both brakes and then rock forward as the brakes are released. • Have students start riding from a dead stop. Allow them to

ride in any learned manner in the riding area and then on a signal come to a complete stop. Repeat this several times.

S-Turns Group size: Individual • Review riding by scootering and by ‘rock and rolling’ the Trikke

CV. • Introduce and practice S-Turns. Have students start on one

side of the riding area. Place several sets of 5-6 polyspots in a straight line across the gym. On a signal, the students weave between the polyspots trying not to touch the spots.

Follow the Leader Group size: Pairs • Organize the students into pairs. Have each pair form a single

file line. The first person leads the partner around the area. Emphasize spacing and the necessity of not touching the


partner’s Trikke CVs. Have each student lead for a short time. Closure • Hand out the “Parts of a Trikke CV” student guide. Students

can take the completed worksheet home to study. Use the blank sheet as either a quiz or a self-check at the end of this unit.


Trikke CV Parts Teacher’s Manual



Day 3 – Fitness First Objectives – By the end of the class the students will: 1. Improve the efficiency of the

basic Trikke CV riding skills. 2. Use basic Trikke CV riding

skills in game-like activities. 3. Improve and maintain health-

related fitness levels. National Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM




student • Polyspots

Partner Check Group size: Partners • Have partners review safety rules and proper usage of the

safety equipment. Warm-ups Follow The Leader Group size: Pairs • Organize the students into pairs. Have each pair form a single

file line. The first person leads group around the area. Emphasize spacing and the necessity of not touching partner’s Trikke CVs. Have each student lead for a short time.

Follow the Leader Switch Group size: 3 students • Follow the Leader Switch is performed in the same fashion as

Follow the Leader except when teacher calls “Switch”, the leader goes to the end of the line and thus the group has a new leader. When the teacher says “Reverse”, all in the group must turn 180 degrees and the person at the end now becomes the new leader.

Obstacle Course Group size: Individual • Scatter polyspots around the riding area. • Have students begin anywhere in the riding area. • Indicate the direction all students should travel. • On a signal, students begin to slalom around the course going

in the same direction. • On a second signal, the students change direction and begin

traveling in the opposite direction. • On each signal, the students must change the direction of their

travel. Lesson Focus Indianapolis 500 Group size: Partners • Before class, set up a Trikke CV track similar to the one

provided with this lesson. • Give the students 30 seconds to find a cone at which to start. • On a signal, one partner rides the Trikke CV around the outside

of the course while his/her partner completes a word search. A word search example is at the end of this lesson.

• When the person returns to the “pit” area, the partner riding the Trikke CV works on the word search and the other person rides the Trikke CV.

• This sequence continues for a specific amount of time.


Closure Partner Checks Group size: Pairs • Have one person on the Trikke CV and the other person calling

any of the Trikke CV skills listed on the four walls. • Have the person on the Trikke CV perform the skill and have

the partner provide his/her partner with feedback on how to improve the skill.



Trikke CV Indianapolis 500


Trikke CV Fitness Teacher’s

Manual

A P A U R D G F C M B E Y E F A Z I C L N H A P R N D D G L M E W R I E M L A O W I L S E A Z R D G B X K Y F E R Z H X K P L O E D E A O T I K V M I W O D R B S N Q H A K Q Z V B F H I T R I C A S L W K A V I C N D U V N C Y H P T H V E L G D P K D R Y T C U R Q U B I Y K Z E W D Q B A N I K G E T E T A R T R A E H F K D V J Y E V J B E V I K T N K G Z E X F I T N E S S P T T E T R B N T W A A D C I K K L A P J D O E K O Y E G W K X M B M A G R

Find the following words: AEROBIC HANDGRIP AXLE HEARTRATE BRAKE PLATFORM CARVING RIDE FITNESS TRIKKE FLEXIBILITY YOKE FOLDING



Day 4 – Fitness Riding Objectives – By the end of the class the students will: 1. Develop basic skills of riding

a Trikke CV. 2. Develop ability to control

speed and direction while riding.

3. Improve and maintain health-related fitness levels.

National Physical Education Standards Standard #1 - Motor skill competency Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner distance challenge • Heart rate check (after two

minute rides) Safety Checks • Properly wear all ASTM


riding. • Establish a traffic free area

for the interval fitness riding. Lesson Equipment • Trikke CVs for every student


student

Warm-ups Obstacle Course Group size: Individual • Scatter polyspots around the riding area. • Have students begin anywhere they would like in the riding

area. • Indicate the direction all students should travel. • On a signal, students begin to slalom around the course going

in the same direction. • On a second signal, the students change direction and begin

traveling in the opposite direction. • On each signal, the students must change the direction of their

travel. Lesson Focus Interval Fitness Riding Group size: Individual • Before class, set up an extended riding area that is safe and

protected from traffic. • All students begin at the same starting point. • On a signal, the students begin to ride their Trikke CVs around

the area. Have all students ride for a two minute time period (check heart rate).

• The teacher stops the students and has them dismount and perform various stretching activities for about two minutes.

• On a signal, the students continue to ride their Trikke CVs around the area for another two minute time period (check heart rate).

• After another two minutes, the teacher stops the students and has them dismount and perform some abdominal strengthening exercises for two minutes.

• On a signal, the students continue to ride their Trikke CVs around the area for another two minute time period (check heart rate).

• After another two minutes, the teacher stops the students and has them dismount and perform some upper arm strengthening exercises for two minutes.

• Repeat the sequence of stretching, abdominal and upper arm sequence between the two minute rides

Closure • Have students check their heart rates at the end of the class.



Day 5 – Trikke CV Challenge Objectives – By the end of the class the students will: 1. Improve on the efficiency of

the basic Trikke CV riding skills

2. Improve and maintain health-related fitness levels

National Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM




student • Trikke CV checklist

Warm-ups S-Turns Group size: Individual • Review riding by scooting and by ‘rock and rolling’ the Trikke

CV. • Practice S-Turns. Have students start on one side of the riding

area. Place several sets of 5-6 polyspots in a straight line across the gym. On a signal, the students weave between the polyspots trying not to touch the spots.

Lesson Focus Quick Assessment Challenge Group size: Individual • Challenge the students to complete the tasks listed on the

Trikke checklist. • The students must perform the task 3 times - once for self,

once for a partner and once for the teacher. • The students can perform the tasks in any order, but they try

to complete all tasks before the end of the class period. • See the end of this lesson for checklist example. Closure • Designate a specific flat riding area for the students to remain

while completing the cool-down. • Have the students easy ride anywhere in this area for one

minute.



Trikke CV Tasks Self Check Partner Check Teacher Check Able to do Needs more

work Able to do Needs more

work Able to do Needs more

work Start riding from dead stop

Ride Trikke CV for 1 minute without touching the ground

Perform scooter Trikke CV riding

Perform rock and roll Trikke CV riding

Identify 5 parts of the Trikke CV

Ride a slalom pattern

Name two Trikke CV safety rules


Trikke CV

Middle School

Curriculum Guide



Day 1 – Types of Rides Objectives – By the end of the class the students will: 1. Develop basic knowledge of

Trikke CV terminology. 2. Develop basic skills of riding

a Trikke CV on flat ground. 3. Understand the safety rules

of riding a Trikke CV and the importance of wearing all safety equipment while Trikke CV riding.

National Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Assessments • Direct observation • Partner checks • Review of safety rules Safety Checks • Properly wear all ASTM


as well as obstacles, ruts and bumps in riding area.




student

Warm-ups • Jog around the area stopping quickly and safely when music

stops. This references the need for stopping safely when asked. Repeat exercise asking students to stop on nearest line.

• Jog and move in different pathways and directions without touching others. This reinforces appropriate spacing.

• Discuss how to wear a helmet. Distribute baggies with surgical caps inside. Have students write their names on their baggies. Have students put on a surgical cap and then a helmet.

Partner Check Group size: Partners • Partners assess if helmet is on correctly. Discuss safety rules

of the Trikke Carving Vehicle (CV). Rules follow later in this lesson.

Lesson Focus Standing on the Trikke CV Group size: Individual and Partners • Have the Trikke CVs lined up on one side of the area. Have the

students stand on the ground between the trailing arms of the Trikke CV.

• Have students grab the handlebars and squeeze the hand brakes. Make sure both brakes are on and step up on the Trikke CV platform, one foot at a time.

• Balance, stand and sideways rock the Trikke CV. • Have a partner stand in front of the Trikke CV holding onto the

front structure while another partner on Trikke CV lean to one side and then the other side. Switch places and repeat.

• While partner holds front structure, have the partner say right, left or both while riding partner applies the handbrake with that hand.

Types of Rides Group size: Individual Scooter Ride • The easiest way to get the Trikke CV in motion is to have the

students have one foot on the Trikke CV platform and use the other foot to give themselves a scooter-like push to get the Trikke in motion.

• On a signal, have the students scooter-like push the Trikke CV to the other side of the riding area.


Punch Ride • Another way to propel the Trikke CV is by turning the

handlebar left and right in a rapid punching motion. • On a signal, have the students punch ride the Trikke CV to the

other side of the riding area. Rock and Roll Ride • Introduce rock and roll ride. This is the type of riding the

students need to develop in order to ride the Trikke CV efficiently.

• Have the students lean (lean the Trikke CV), turn (turn the handlebar) and push with the outside leg all at the same time.

• On a signal, have the students punch ride the Trikke CV to the other side of the riding area.

One Minute Rides Group size: Individual • Have the students start on the Trikke CV anywhere in the

riding area. • On a signal, have them ride for one minute using each of the

three types of Trikke CV riding. • At the end of one minute, call out a different type of ride. Closure • Review the three types of Trikke CV riding. • Ask students to share thoughts on how to propel the Trikke CV

more efficiently. • Review the safety rules.


Trikke CV Rules Teacher’s Manual

TRIKKE CV RULES

Rule #1: Wear all safety equipment when riding the Trikke CV including helmet, elbow pad and knee

pads.

Rule #2: Always keep both hands on the

handlebars while riding on the Trikke CV.

Rule #3:

Keep weight centered between the front and back wheels.

Do not lean backward or too far forward on the Trikke CV.

Rule #4:

Make sure the brake cables are not twisted around the




Day 2 – Improve the Ride Objectives – By the end of the class the students will: 1. Develop basic skills of riding

a Trikke CV on flat ground. 2. Improve and maintain health-

related fitness levels. 3. Develop ability to control

speed and direction while on a Trikke CV.

4. Understand the safety rules of riding a Trikke CV and the importance of wearing all safety equipment while riding.

National Physical Education Standards Standard #1 -Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner and self checks • Safety sheet Safety Checks • Properly wear all ASTM




student • Polyspots or cones

Partner-Check Group size: Partner • Have partners check to make sure helmet is being worn

correctly. Review all Trikke CV safety rules with partner (See Day 1).

Warm-ups Hornet 300 • Have the students easy ride the Trikke CV anywhere in a

designated area for five minutes (300 seconds) with the goal of trying to ride the entire time without stepping off the Trikke CV. Have students use all three types of riding to propel the Trikke CV.

Lesson Focus Starting from a Dead Stop Group size: Individual • Demonstrate starting the Trikke CV from a dead stop. • Have the students stand on the Trikke CV platform, engage

both brakes and then rock forward as the brakes are released. • Have students start riding from a dead stop. Have them ride

using one of the learned manners in the riding area and then on a signal come to a complete stop. Repeat this several times.

S-Turns Group size: Individual • Introduce and practice S-Turns. Have students start on one

side of the riding area. Place several sets of 5-6 polyspots in a straight line across the gym. On a signal, the students weave between the polyspots trying not to touch the spots.

One Foot Riding Group size: Individual • Demonstrate picking up one foot from the Trikke CV while in a

stationary and easy riding position. • From a stationary position, practice picking up one foot and

leaning the body to the opposite side. Switch and pick up the other foot.

• Easy ride the Trikke CV. On a signal, have the students lean from side to side picking up heel of un-weighted foot.

Follow the Leader Group size: Three per group • Organize the students into groups of three. Have each group

form a single file line. The first person leads the group around


the area. Emphasize spacing and the necessity of not touching other Trikke CVs. Have each student lead for a short time.

Follow the Leader Switch Group size: Three per group • Follow the Leader Switch is performed as above except when

teacher calls “Switch” the leaders goes to the end of the line and thus the group has a new leader. When the teacher calls “Reverse”, all in the group must turn 180 degrees and the person at the end now becomes the new leader.

Closure

• Review S turns and un-weighted foot.



Day 3 – The Hills are Alive Objectives – By the end of the class the students will: 1. Improve on the efficiency of

the Trikke CV riding on slight uphill and downhill paths.

2. Use basic Trikke CV riding skills in game-like activities.






student

Partner Check Group size: Partners • Have partners review safety rules and proper usage of the

safety equipment. Warm-ups Hornet 400 • Have the students easy ride the Trikke CV anywhere in a

designated area for about six minutes (400 seconds) with the goal of trying to ride entire time without stepping off the Trikke CV. Have students use all three types of riding to propel the Trikke CV.

Circle Riding Group size: Pairs • Have students find a partner and get either a piece of chalk or

polyspots. • Have each pair draw or place polyspots in a large circle. • On a signal, have the student give a slight push to get the

Trikke CV in motion and then continue to move the Trikke CV on the outside of the circle until the teacher signals a stop.

Activity Extension: To help reinforce the idea of leaning the Trikke CV and swinging the hips, place two marks somewhere inside the circle (or suggest the circle is a clock face and mark a 6 and 12 o’clock mark. Have the students ride around the outside of the circle. When they reach one of the marks, they forcefully swing away from the circle and switch directions in one motion. Inclines and Hills Group size: Individual • Before class, find an open, outside area that has just a SLIGHT

incline. • Explain the connection between the turning circles and uphill

riding. Uphill riding requires punching with the arms and throwing the hips.

• Demonstrate the difference between flat riding and uphill riding.

• Have students attempt to ride up the incline to the top and then turn around and coast back to the beginning.

• See how many times students can get up and down the hill in a specified amount of time (five minutes).

Activity Extension: To challenge students to increase the difficulty of the incline, move to an area that has a slightly greater incline than the first practice area. Have students find someone to challenge. • Explain the object is for the first student to ride the Trikke CV


up the hill as far as s/he can go. Once the student cannot go up the hill any further, his/her partner puts a chalk mark or polyspot down to mark that spot.

• The other partner then rides up the hill and tries to beat the spot the partner has reached. If s/he does beat the partner, that person gets a T.

• Switch places and repeat. The person who can go the furthest up the hill gets a letter.

• The object is to be the first person to spell TRIKKE. Closure • Designate a specific flat riding area for the students to remain

while completing a cool-down. • Students perform an easy ride anywhere in this area for one

minute. • At the end of one minute, the teacher demonstrates a specific

stretch to perform either on or off the Trikke CV



Day 4 – Fitness First Objectives – By the end of the class the students will: 1. Develop basic skills of riding

a Trikke CV. 2. Develop ability to control

speed and direction while riding.


National Physical Education Standards Standard #1 - Motor skill competency Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner distance challenge • Heart rate check Safety Checks • Properly wear all ASTM


riding. • Establish boundaries and

speed on downhill riding. Lesson Equipment • Trikke CVs for every student


student • Chalk or polyspots to form

circles


designated area for about six minutes (400 seconds) with the goal of trying to ride entire time without stepping off the Trikke CV. Have students use all three types of riding to propel the Trikke CV.

Lesson Focus Self-Check Group size: Individual • Have Trikke CV skills posted on all four walls or around the

riding area (see attached list). • Have students work down the list working on each skill for one

minute. When the instructor calls change, the students work on the next skill for one minute.

Lesson Focus Interval Circuit Group size: Individual • Before class, set up a Trikke CV circuit similar to the one on the

provided with this lesson. • Explain the course and the stations to the students by having

the students ride the course with you and stopping and BRIEFLY explaining each station and task.

• Give the students 30 seconds to find a station at which to start. • On a signal, the students perform the task for the station at

which they started for a specific amount of time (30 seconds to one minute).

• When they complete the task, they make one complete lap around the course and move forward one station and complete that task.

• This sequence continues for a specific amount of time. Closure Partner Checks Group size: Pairs • Have one person on the Trikke CV and the other person calling

any of the Trikke CV skills listed on the four walls. • Have the person on the Trikke CV perform the skill and have

the partner provide his/her partner with feedback on how to improve the skill.



Trikke CV Skills

Riding from a dead stop Rock and roll (carving) Easy riding Ride while picking up un-weighted

foot S-turn Circle turn Punch riding



Trikke CV Circuit Trikke CV Stop #1

Trikke CV Stop #2

Trikke CV Stop #3

Trikke CV Stop #4

Trikke CV Stop #5

Jump rope Push-ups Sit-ups Medicine ball toss

Stretching

Trikke CV Stop #6

Trikke CV Stop #7

Trikke CV Stop #8

Trikke CV Stop #9

Trikke CV Stop #10

Agility hop Balance on one leg with eyes closed

Grapevine between 2 cones

Balance on other leg with eyes closed

Agility ladder

Circuit activities are placed on the inside of the cones. Trikke CV riding occurs on the outside of the cones.



Day 5 – Trikke CV Trivia Objectives – By the end of the class the students will: 1. Improve on the efficiency of

the basic Trikke CV riding skills when riding up and downhill




riding. • Establish a traffic free area

for the trivia hunt. Lesson Equipment • Trikke CVs for every student


student • Trivia clue sheet, pencils, and

station answers


designated area for about eight minutes (500 seconds) with the goal of trying to ride the entire time without stepping off the Trikke CV.

Hills and Flats Group size: Individual • Make sure the students are in a location that contains a flat

area and an area with slight inclines. • On a signal, have the students begin to ride comfortably in the

flat area. • On the second signal, instruct the students to ride the incline

area as many times as they can until the all clear signal (go for about one minute).

• On the all clear signal, the students again ride comfortably around the flat area.

• Repeat this sequence for about five minutes. Lesson Focus Trivia Hunt Group size: Pairs • Before class, set up a Trikke CV trivia hunt. Trivia could be

focused on historical events of the school, sports or on any subject matter the students are currently studying.

• Give each pair a clue sheet. Try to make the clues relevant to the area in which they are riding.

• Explain that the students must ride with his/her partner the entire time (partners cannot separate).

• On a signal, have the pairs ride to any clue (do not have to go in order). The activity object is to ride to the area suggested by the clue, write down the correct answer and then ride to the next clue. Set a specific time limit (15 to 20 minutes) to answer as many clues as possible.

Closure • Designate a specific flat riding area for the students to remain

while completing the cool-down. • Have the students easy ride anywhere in this area for one


strength activity to perform either on or off the Trikke CV.



Day 6 – Station Work Objectives – By the end of the class the students will: 1. Improve the efficiency of the

basic Trikke CV riding skills when on all types of terrain

2. Demonstrate their knowledge of Trikke CV safety

3. Identify parts of the Trikke CV when assessed by a partner


5. Work with a partner/group during station work

National Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Standard #5 - Personal and social responsibility Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM

approved safety equipment. Lesson Equipment • Trikke CVs for every student


student • Task cards for each station • Cones • Note cards-Trikke CV parts

listed

Warm-ups Hornet 500 • Have the students easy ride the Trikke CV in a designated area

for about eight minutes (500 seconds) with the goal of trying to ride the entire time without stepping off the Trikke CV.

Lesson Focus Trikke CV Stations Group size: Pairs • Before class, set up Trikke CV stations based on the

information covered during the previous lessons. • Each station has a task sheet describing the activities set for

that station. Stations may include, but not be limited to the following: 1) Up and Back-how many times can the students ride back

and forth across a set distance (flat terrain). 2) Up and Down-how many times can the students ride up and

coast down an incline for a set distance. 3) Weave Through The Cones-manipulate the Trikke CV

through a set pattern of cones (flat terrain). 4) HR Check–check heart rate (could have students complete

a Trikke CV Safety worksheet). 5) Get It Started-begin with Trikke CV stationary and initiate

movement from the Trikke CV (students may not start with one foot on the ground or use a push to initiate the movement).

6) Super G-students coast down an incline by weaving through gates that have been previously set up (two cones set about 6-8 feet apart). Students may walk or ride up the hill, but must follow the Super G pattern down.

7) Design a Course-students use cones to create a course within a specific area. Students must ride through the course during the allotted time at this station. At the end of this station, students gather the cones so that the next group can create a new course (flat terrain or incline).

8) HR Check–check heart rate and complete partner assessment of Trikke CV parts. Have a note card with Trikke CV parts listed. Partner A must show Partner B where these parts are located.

• On a signal, the students perform the task at that station. This sequence continues for a specific amount of time. It is recommended that students spend 2-3 minutes at each station before rotating.


Closure • Designate a specific flat riding area for the students to remain

while completing the cool-down. • Students perform an easy ride anywhere in this area for one


stretch to perform either on or off the Trikke CV.



Day 7 –Scavenger Hunt Objectives – By the end of the class the students will: 1. Use basic Trikke CV riding

skills. 2. Improve and maintain health-

related fitness levels 3. Demonstrate knowledge of

basic Trikke CV terms by answering questions.

4. Work with a group to complete the riding course.

National Physical Education Standards Standard #1 - Motor skill competency Standard #4 - Health-enhancing fitness Standard #5 - Personal and social responsibility Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM



student • Maps and worksheet. • Envelopes (6 per group and

one for each checkpoint) • Six clues-one to put in each

envelop (copy 6 times)


designated area for ten minutes (600 seconds) with the goal of trying to ride the entire time without stepping off the Trikke CV.

Lesson Focus Trikke CV Scavenger Hunt Group size: 4-5 • Prior to class, map three different Trikke CV courses (each

approximately 15-20 minutes in length). o Make three courses and have two groups complete the

same course while starting in opposite directions. o Consider including uphill and downhill segments, flat

segments, and segments where students have to complete an S-turn. If possible, incorporate all Trikke CV skills.

o Each course should have at least six checkpoints. o Each checkpoint has a clue/question regarding basic Trikke

CV terminology. • Divide the students into groups of 4-5. Each group receives a

Trikke CV course map and a Trikke CV course worksheet. • Students must stop at each checkpoint along the route and

answer the clue/question. • Have one student in each group carry a Ziploc bag containing a

pencil, map and worksheet. Attach the Ziploc bag to the handlebars.

• Have the students use a worksheet to record their answers (see example at the end of this unit).

Activity Variations: • Students could predict the time it will take their group to

complete the course. • The students could be required to do various physical activities

at each checkpoint instead of answering a clue/question. Closure • Designate a specific flat riding area for the students to remain

while completing the cool-down. • Students perform an easy ride anywhere in this area for one




Trikke CV Course Worksheet

1. Carving mechanism

2. Caster

3. Conservation of angular momentum

4. Three point stance

5. Carving Vehicle

6. Gildo Beleski



Day 8 – Trikke CV Biathlon Objectives – By the end of the class the students will: 1. Use basic Trikke CV riding


related fitness levels 3. Work with a partner to

complete the Trikke CV biathlon.

National Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Standard #5 - Personal and social responsibility Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM




student • Cones, foxtails, hula hoops


designated area for ten minutes (600 seconds) with the goal of trying to ride the entire time without stepping off the Trikke CV.

Lesson Focus Biathlon Group size: Partners • Prior to class, map a Trikke CV course. The course should be

about a quarter of a mile in distance. This course should include target areas (hula hoops). View map offered as an example.

• Divide students into pairs. On a signal, partner #1 rides the Trikke CV around the designated course. When partner #1 gets to the target area, s/he gets off of the Trikke CV and gives the Trikke CV to the partner.

• Partner #2 begins to ride the designated course. While partner #2 is riding, partner #1 picks up three foxtails and attempts to toss these (one at a time) into any of the targets.

• When partner #2 returns to the target area, s/he gives the Trikke CV to partner #1. Partner#2 picks up three foxtails and attempts to toss these into any of the targets.

• When partner #1 is given the Trikke CV again, s/he rides two laps before returning the target area to give the Trikke CV to the partner and once again shooting three foxtails at targets. Partner #2 also rides two laps and shoots the three foxtails.

• On the third time, each partner rides three laps before returning to the target area. After three laps, the pair works back to one lap.

• At the end of the biathlon, the pairs should add up the total points they accumulated tossing the foxtail into the hoops.

Activity variation: • The total time to complete all the laps could be used as part of

the scoring in the biathlon. Closure • Have the students easy ride anywhere in the area for one





Biathlon Course

Foxtails Shooting Line

Targets

Trikke Course

Trikke Stop



Day 9 – Trikke CV NASCAR Objectives – By the end of the class the students will: 1. Use basic Trikke CV riding


related fitness levels. 3. Work with a partner to

complete the NASCAR Run. National Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Standard #5- Personal and social responsibility Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM




student • Stop watch • Tally sheet and pencils


for ten minutes (600 seconds) with the goal of trying to ride the entire time without stepping off the Trikke CV.

Lesson Focus Trikke CV NASCAR Run Group size: Pairs • Prior to class, create an oval racing area of a distance at least a

quarter of a mile. Explain to the students that the next two days will be the Trikke CV NASCAR Run.

• Have each student ride once around the oval track. Record each student’s lap time (or have students ride the lap while their partners time them).

• Have the students write their time and name on an index card and place into a box. Have half of the students draw a card from the box. The person’s name in which each person draws is that person’s partner for the NASCAR Run.

• Have each pair add their total time together and place it on the Trikke CV NASCAR tally sheet (see next page).

Day 1 NASCAR Run Activities Qualifying Run–Have each pair ride two laps around the oval track. One partner rides the first lap, and the other partner rides the second lap. Record the total time for the pair to complete the two laps on the tally sheet. NASCAR Shootout – This is a two part race. Part 1: 10 Lap Time–Have each pair ride ten laps (five laps each). The pairs must alternate the rider for each lap (Person 1 rides lap 1, 3, 5, 7, 9 and Person 2 rides lap 2, 4, 6, 8, 10). As the pairs complete their tenth lap, call out the time for recording. Part 2: 10 Minute Lap Completion–Have each ride for ten minutes (each student has his/her own Trikke CV). The students try to complete as many laps around the oval in ten minutes as they possibly can complete. At the end of ten minutes, the students record the number of laps on the tally sheet. If there are not enough Trikke CVs for every student, work in pairs. Alternate riding the Trikke CV by having each student ride the Trikke CV for two laps and pulling into a pit stop area assigned to each pair to switch riders. Closure • Have pairs plan a strategy for tomorrow’s NASCAR events.



Trikke CV NASCAR Tally Sheet Name 1 lap

(Pair time added together)

Qualifying Run 10 Lap Time Number of Laps in 10 Minutes



Day 10 – Trikke CV Nascar Objectives – By the end of the class the students will: 1. Use basic Trikke CV riding


related fitness levels. 3. Work with a partner to

complete the NASCAR Run. National Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Standard #5 - Personal and social responsibility Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM



student • Stop watch, tally sheets,

pencils


for ten minutes (600 seconds) with the goal of trying to ride the entire time without stepping off the Trikke CV.

Lesson Focus Trikke CV NASCAR Run • Prior to class, create an oval racing area of a distance at least a

quarter of a mile. This course should be different than the first day’s course.

Day 2 NASCAR Run Activities Qualifying Run–Have each pair must take two laps around the oval track with one person riding the first lap and the other person riding the second lap. Record total time for the pair to complete the two laps. Record the time on the tally sheet. NASCAR Shootout – This is a two part race. Part 1: Caution Flag Activity–A caution flag is raised when there has been an accident on the race track. In this activity, the students complete ten laps of the race track. The pairs must alternate the rider for each lap. At any time during the ten laps, the teacher may raise a caution flag. When this flag is raised, those riding must come to a complete and balanced stop. When all clear flag is waved, the students can again begin riding, but must start the Trikke CV from a dead stop. Raise the caution flag two or three times during this activity. As each pair completes the ten laps, call out the time for the recording. Part 2: Figure 8 Whistle Challenge–Have the pairs attempt to complete as many laps as possible in ten minutes. On a signal, rider #1 begins to ride around the figure 8 track. After a period of time (no longer than one minute), blow a whistle. When the whistle is sounded, rider #2 must run to the Trikke CV and begin to ride until the next whistle is blown. Rider #1 dismounts and stands off the track waiting for the next whistle. The person who is not riding must run to the Trikke CV. The person riding must immediately stop on the sound of the whistle. At the end of ten minutes, the students record the number of laps on the tally sheet. Closure • Have the students offer appropriate feedback to their partners

related to this event.



Trikke CV NASCAR Tally Sheet Name First Day Points Qualifying Run Caution Flag

Activity Number of Laps in 10 Minutes


Trikke CV

High School

Curriculum Guide


Trikke CV Fitness Teacher’s manual

Lesson 1 - Trikke CV & Walk Objectives – By the end of the class the students will: 1. Improve efficiency of the

basic Trikke CV skills 2. Use basic Trikke CV skills in

game-like activities 3. Improve and maintain health-

related fitness levels National Standards Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM




Lesson Equipment • Trikke CVs • Safety equipment for every

student • Cones (if not on a track or

path)

Review Trikke CV rules and safety (see next page) Warm-ups Trikke and Trade Group size: 3 • Using one-minute intervals, one person rides the Trikke CV,

another person jogs/runs, and the third person completes a core fitness activity.

• At the end of one minute, the students rotate activities within their group.

• Repeat until each team member has completed each activity. Repeat 2-3 times or for a desired amount of time.

Lesson Focus Opposites Attract Group size: Pairs • This activity can be done on a track or other circular pathway. • In pairs, one partner walks the path while the other partner

rides the Trikke CV. • Both partners start on the same starting line, but facing

opposite directions. The partners ride or walk in opposite directions around the track/path.

• When the partners meet, they trade activities and continue moving in the direction from which they came.

• Continue for a determined time period. • Have students wear heart rate monitors and encourage them

to maintain their target heart rate. Closure Stretch Me If You Can Group size: Pairs • Have students identify muscles used in the above stated

activities (Trikke CV riding, walking, running and core activities).

• As they identify the various muscles, challenge the student to create/demonstrate a stretch for that muscle or muscle group.

• Use this activity as an opportunity to talk about the differences in the various activities. This could lead into a discussion about the benefits of cross-training.



TRIKKE CV RULES

Rule #1: Wear all safety equipment when riding the Trikke CV including

helmet, elbow pad and knee pads.

Rule #2: Always keep both hands on the

handlebars while riding on the Trikke CV.

Rule #3:

Keep weight centered between the front and back wheels.

Do not lean backward or too far forward on the Trikke CV.

Rule #4:

Make sure the brake cables are not twisted around the



Trikke CV Fitness Teacher’s manual Lesson 2 - Scavenger Hunt Objectives – By the end of the class the students will: 1. Improve efficiency of the

basic Trikke CV skills. 2. Use basic Trikke CV skills in

game-like activities. 3. Improve and maintain health-

related fitness levels. National Standards Physical Education Standards Standard #1- Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Scavenger hunt task sheet

with heart rate check Safety Checks • Properly wear all ASTM





student • Pencils • Scavenger hunt task sheets

Warm-ups Give’em the Run-Around Group size: Individual • Identify a Trikke CV skill and have students begin moving

around the activity area using the skill. • On a signal, students stop riding the Trikke CV and run twice

around their Trikke CVs. • The teacher identifies a new Trikke CV skill and the students

begin riding the Trikke CV again. • Repeat for a determined amount of time.

Lesson Focus Trikke CV Fitness Scavenger Hunt Group size: 2 or 3 • Prior to class, set up a scavenger hunt course. Be sure to

number each station. • At each station, include a fitness activity for the group to

complete, a clue for how to locate the next station and a symbol or letter that students must record on their scavenger hunt task sheet.

• The letters placed at various scavenger hunt stations should ultimately spell the fitness word of the day (e.g., aerobics).

• Divide the class into groups of 2-3. Provide each group with a pencil and a scavenger hunt task sheet. To avoid having all students start at the same scavenger hunt location, randomly give groups the clue to a station where they should begin.

• If Trikke CVs are limited, have students rotate who rides the Trikke CV following each scavenger hunt stop. Students not riding should jog or speed walk to the next station.

Closure Fitness Word of the Day Group size: Same groups as above • While on the scavenger hunt, students recorded a symbol or

letter at each station. • Students take the letters and unscramble them to form the

fitness word of the day. • Define and discuss the fitness term. Have students identify

fitness activities on the scavenger hunt task sheet relevant to this term.

• A sample scavenger hunt task sheet follows on the next page.



Scavenger Hunt Task Sheet

Station Number Fitness Activity Symbol/Letter Heart Rate



Lesson 3 - Fit Challenge Objectives – By the end of the class the students will: 1. Improve efficiency of the

basic Trikke CV skills. 2. Use basic Trikke CV skills in

game-like activities. 3. Improve and maintain health-

related fitness levels. National Standards Physical Education Standards Standard #1 - Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM



Lesson Equipment • Trikke CV for every student


student • Deck of playing cards • Partner Challenge sheet

Warm-up Partner Challenge Group size: 2-3 • Spread the decks of cards out in the center of the activity area.

If outside, place the cards in a box in the center of the area. • Provide each group with a Challenge Sheet (see next page). • Each group sends one group member to draw a card. • This group member returns to his/her group and the team

completes the activity associated with the card. • Once the activity is completed, the next group member returns

the card and draws a new one. • Repeat as many times as desired.

Lesson Focus Trikke CV-Fit Challenges Group size: Individual or Pairs • Prior to class, set up a course with several fitness stops. • Have enough stops to alleviate any waiting at the fitness stops. • At each stop, post a sign with either a fitness challenge or a

Trikke CV skill challenge. Examples include: 1. Ride the Trikke CV in a squat position to the next stop 2. Run around your Trikke CV 5 times 3. Do “hop-ups” on your Trikke CV to the next stop 4. Speed ride your Trikke CV to the next stop

• Have students complete the course either individually or with a partner. If Trikkes are limited, partners can rotate to the Trikke at each stop.

• Once they have completed the course, have them ride their Trikke CVs around the activity area at least three times before repeating the Trikke CV-Fit Challenge course.

Closure Trikke Buddies Group size: Partners • Have partners ride their Trikke CVs at a slow to moderate pace

around the activity area. • As they do, give them five things they need to learn about their

partner. Examples include 1) favorite movie; 2) favorite food; 3) number of siblings; 4) favorite color.



Trikke CV Challenge Course

Ace: Ride the Trikke CV in squat position for one lap King: Speed ride the Trikke CV speed down and back Queen: Ride the Trikke CV in normal position for one lap Jack: Ride the Trikke CV using hop-ups for one lap Heart Number Card: Complete that many lunges off the Trikke CV Diamond Number Card: Complete that many curl-ups off the Trikke CV Spade Number Card: Complete that many step ups and step downs on the Trikke Club Number Card: Complete that many circle turns on the Trikke CV


Trikke CV Fitness Teacher’s manual Lesson 4 – Card Chase Objectives – By the end of the class the students will: 1. Improve the efficiency of the

basic Trikke CV skills 2. Identify the parts of the

Trikke CV 3. Improve and maintain health-

related fitness levels National Standards Physical Education Standards Standard #1- Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Trikke CV parts worksheet Safety Checks • Properly wear all ASTM



• Review rules of Trikke riding Lesson Equipment • Trikke CVs for every student


student • Trikke CV parts written on

index cards • Picture of Trikke CV with

parts not labeled • List of fitness activities • Clothes pins • Playing cards

Warm-ups What’s This? Group size: Pairs • Give each pair a picture of a Trikke CV with parts not labeled

and a stack of index cards on which a Trikke CV part is listed. • Post a list of fitness activities on the wall. • Partners set their index cards on the opposite side of the

activity area (directly across from them). • On a signal, one partner rides the Trikke CV to the index cards

while the other partner performs the first fitness activity. • The partner returns with the index card. Together, the pair

labels the part on the picture. The partners switch places. • Continue until all index cards have been collected. Lesson Focus Card Chase Group size: Pairs • Have students get a partner. One Trikke CV is needed per

pair. Have the pairs begin at one end of the area. Give each person a clothespin to attach to the shirt or waistband.

• Space 4-6 cones across the area and directly in front of each pair. Allow enough space between the cones for maneuvering.

• At the opposite end of the area, have 2-3 people hand out cards from a deck of cards.

• On a signal, one partner begins maneuvering the Trikke CV through the cones until he/she reaches the other side of the area. At that point, the rider is handed one card in which he/she clips to the clothing with the clothespin. The rider then maneuvers back through the cones to his/her partner.

• The second person does the exact thing receiving another card. • At the end of a determined amount of time, the pairs use the

retrieved cards to make their best poker hand. If the determination of poker hands is not appropriate for the situation, then the pairs may use math integration to add the cards together to determine which pair has the highest total points as indicated on the cards.

• This activity could be continued for a second round by changing partners and beginning the activity from the start.

Closure Partner Stretch Group size: Pairs • As the teacher identifies various muscle groups, the partners

take turns leading stretches for one another stretching those muscle groups.

• As students stretch, discuss the differences in the muscle demands of Trikke CV.


Trikke CV Fitness Teacher’s manual Lesson 4 - Climbing the Ladder of Success Objectives – By the end of the class the students will: 1. Improve the efficiency of the

basic Trikke CV skills. 2. Improve and maintain health-

related fitness levels. 3. Differentiate between

muscles used riding a Trikke CV and running.

National Standards Physical Education Standards Standard #1- Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner and self checks • Heart rate check Safety Checks • Properly wear all ASTM



• Review rules of Trikke riding Lesson Equipment • Trikke CVs for every student


student • Heart rate monitor for every

student • Pedometer for every student • Worksheet for every student

Check safety equipment and review safety rules of Trikke CV riding Warm-ups Heart Rate and/or Pedometer Check Group size: Individual • Give each student a heart rate monitor and/or a pedometer.

Be sure the technology is working correctly. • If students have pedometers, then have them reset their

pedometer, take 10 steps, check their pedometer to be sure it is accurately measuring the steps taken.

• If students have heart rate monitors, then have them check their heart rate.

• For one minute, the students perform “fast feet” (see how many steps they can take in one minute). After one minute, have students check their heart rates and their steps.

• Repeat and have students compare their number from Round 1 to Round 2.

Lesson Focus Ladder – Trikke CV and Walk/Jog Group size: Individual or Pairs • Introduce the interval training concept. • Students complete an interval ladder alternating between

riding the Trikke CV and walking/jogging. Interval ladders may vary depending on time.

• A sample interval ladder is provided on the next page. • Challenge: Incorporate different styles of riding into the ladder

(e.g., hop-ups, squat position, etc.). Closure Fitness Discussion Group size: Pairs • While the students are cooling down, have the students discuss

the following items: 1. The importance of monitoring heart rate. 2. The determination of how many steps might equal one mile

(approximately 2000 steps). 3. The comparison of the interval training between riding and

walking/jogging. 4. Have students discuss the differences in the muscle

demands of Trikke CV versus running.


Trikke CV interval Ladder Teacher’s manual

Trikke CV Interval Ladder Course Walk/Jog – 1 lap (record heart rate and steps) Trikke – 1 lap (record heart rate and steps) Walk/Jog – 2 laps (record heart rate and steps) Trikke – 2 laps (record heart rate and steps) Walk/Jog – 1 lap (record heart rate and steps) Trikke – 1 lap (record heart rate and steps) Extended Challenge: Some students may want to try 3 laps before going back down the ladder (Ex. 1, 2, 3, 2, 1). This may depend on time and/or skill level. Students may also want to vary Trikke CV riding styles to individualize the intensity.



Lesson 5 - Dancing Trikke CVs Objectives – By the end of the class the students will: 1. Improve the efficiency of the

basic Trikke CV skills 2. Use basic Trikke CV skills in

game-like activities 3. Improve and maintain health-

related fitness levels National Standards Physical Education Standards Standard #1- Motor skill competency Standard #2 - Movement concepts Standard #4 - Health-enhancing fitness Assessments • Direct observation • Partner and self checks • Heart rate check • Trikke routine Safety Checks • Properly wear all ASTM



• Review rules of Trikke riding Lesson Equipment • Trikke CV for every student


student • List of stability ball skills • Stability balls • Exit slips and pencils

Warm-ups Trikke CV Tango Group size: Individual • Have students ride their Trikke CVs around the activity area. • On a signal, the students reverse their Trikke CVs, make a 180

degree turn and ride in the opposite direction. • On another signal, they begin riding forward again. • Repeat. Have students change directions moving forward and

backward often. Lesson Focus Core and Go Group size: Pairs • Each pair of students needs one Trikke CV and a stability ball.

Either give each pair a list of stability ball skills or post the skills on the gym wall.

• One student begins on the Trikke CV, while the other partner begins on the stability ball.

• The Trikke CV rider begins an established path either determined by cones or by the number of laps around a gym. While the rider is gone, the non-riding partner performs the first stability ball skill.

• When the rider completes the determined path, he/she returns to the partner and the equipment is traded.

• This pattern of riding and non-riding continues until each partner has completed all of the stability ball skills.

Closure Trikke CV Exit Slip Group size: Individual • Ask the students to either complete the following questions in a

journal or on an exit slip. 1. What was the most creative Trikke CV skill/motion you

observed during the routines today? 2. What is your favorite Trikke CV skill? 3. What part of Trikke CV riding do you find the easiest? 4. What part of Trikke CV riding do you find the most difficult?



Permission to Ride – Parent Notification Letter

Dear Parent or Guardian

Please read and understand the information below about this exciting new activity that has come to your child’s school. Your child will require that you give signed permission to ride the new Trikke carving vehicle in order to participate in this activity.

Trikke 3-wheelers are a new, fun and engaging way for students of all ages and skill levels to get cardiorespiratory, full-body exercise. With three points of contact on the ground, the Trikke provides a very stable platform for pavement-based propulsion that engages the entire body and mind. It should increase a student’s agility and tease his or her brain about the physics behind this new method of propulsion. It is a healthy activity that can be enjoyed for life.

In order for your child to participate in this activity, please sign the permission form below. This signed release will be required prior to participation in this new activity. For more information, more photos and details can be found here: www.trikke.com/schoolprogram

Thanks and best,

Instructor’s name: School’s name: Department:

________________________(Student) has my permission to ride the Trikke carving vehicles at school. I understand that this activity involves risk of injury and I will discuss with my child the importance of following the safety instructions and guidelines given at school.

___________________________________ __________________

(Signature of parent/guardian) (date)


Trikke CV Teacher’s Manual

National Physical Education Standards*

The Trikke Carving Vehicle (CV) enables the student to experience balance and stability while generating forward movement with its unique carving action. The initial objective is to learn to propel the Trikke CV by leaning the handlebar from side-to-side as it is turned right-to-left. Riders will also shift their body weight from side to side while turning and leaning right and left with the handlebars. From there, a lifetime of challenges and new maneuvers await the Trikke CV enthusiast.

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Maneuvering the Trikke CV requires similar skills to that of riding a bicycle. The rider leans and turns the handlebar in the direction he/she wants to go. Balance and coordination is a major component of maneuvering the Trikke CV due to the full body movements necessary for forward movement. A student most not only shift weight from one leg to another and steer with arms, but must also punch and lean the handlebars in a finely coordinated motion.

An obstacle course can greatly increase the overall agility of the Trikke CV rider. The rider may also improve maneuvering skills by riding through a variety of surfaces. Tennis or basketball courts, bike paths, sidewalks, roadways, and on/off curbs may serve as such surfaces. The coordinated timing of each lean and turn in unison is an essential skill to master in order to become proficient at propelling the Trikke CV.

The skills involved in maneuvering the Trikke CV include combinations of agility, balance, coordination, reaction time, and power. Coordinated body movements to propel the Trikke CV are essential for smooth and safe movement. Stability skills like balance are a key component for this activity, and training on a Trikke CV enhances a students’ overall balance – an essential ingredient in most other physical activities.

Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.

Students using the Trikke CV will need to understand its basic operational requirements (e.g., propulsion). The application of concepts such as reaction time, coordination, and power all play important roles related to how smoothly the Trikke CV can be maneuvered. The student will also need to understand braking technique and avoidance strategies. Due to the fact that the Trikke CV is extraordinarily maneuverable, and stops easily when the rear brakes are applied, the rider will have many opportunities to increase their understanding of braking and avoidance strategies and tactics while riding.


Students will also need to have a thorough understanding of traversing on various course surfaces. For example, a general understanding of the limitations of wheel slippage on various surfaces will be needed. Knowledge of strategies for coming off of, or getting onto a curb will be beneficial for the success of riding a Trikke CV. Once general propulsion skills are acquired, students may increase intensity of the Trikke ride by sprinting or riding uphill. Here the students must put more force into their propulsion technique. As such, principles of specificity and overload can be demonstrated through use of the Trikke CV. The intensity of the propulsion necessary to go uphill can be manipulated by using hills of varying levels of elevation or steepness. Using the Trikke CV can provide another alternative activity to working on lower body strength and endurance due to the ease of many repetitions.

Standard 3: Participates regularly in physical activity.

The Trikke CV provides students with another means to be physically active. Because it is such a new and fun activity, students will gravitate towards it for the thrill, and get a great full-body physical activity in the process of riding. Further, it is an option that many students can enjoy and can be successful at learning to use as part of an active lifestyle choice. As well, once proficiency is acquired, a student may choose to ride a Trikke CV for the rest of their lives. The Trikke CV provides a low-impact and fun platform for overall fitness that can be enjoyed in groups or independently for life.

Standard 4: Achieves and maintains a health-enhancing level of physical fitness.

Physical fitness goals that target areas of health-related fitness such as cardiorespiratory fitness and muscular strength and endurance may be achieved through regular participation with manual propulsion vehicles, however, the Trikke CV helps the student achieve full-body physical fitness (unlike inline skates and bicycles which benefit mostly the lower body).

The Trikke CV, with its unique design, allows for the student to achieve and maintain many health benefits. Manual propulsion vehicles help to improve one’s muscular strength, muscular endurance, cardiorespiratory fitness, and maintenance of healthy body fat measures. Further, with adequate levels of cardiorespiratory fitness and muscular strength and endurance the student can increase physical performance and prevent injury. With the Trikke CV (as opposed to other manual propulsion vehicles) the rider is on a vehicle that actually benefits muscle strength and endurance in all the major muscle groups because riding the Trikke CV actively engages the entire body - lower body, upper body and core.

Health-related benefits of riding the Trikke are cardiovascular fitness, muscular strength, muscular endurance, and healthy body fat measures – throughout the entire body.

Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings.

The Trikke is an innovative way to improve fitness, be active, and interact with friends. Though there are specific guidelines and rules for use, students learn to respect each other’s abilities. It is also an activity where individuals of differing abilities and skill levels can all experience success.


Additionally, this activity also demonstrates to the students the need for them to be responsible for their behavior around others because of the need to watch out for each other while on a riding course or path. Students also need to be responsible for their behavior by wearing appropriate safety gear while riding the Trikke.

Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.

Students can ride the Trikke by themselves or with others. They are taught proper riding etiquette so they can share common riding paths and walkways as well as challenge each other over riding across different surfaces and performing a variety of activities. With activities like riding Trikke CV, students can make fitness a social event by challenging and interacting with each other while they work on physical fitness goals.

Students are also able to be creative through self-expression. They can develop their own unique riding styles and create their own unique maneuvers, or they can teach others their new maneuvers and learn each other’s maneuvers. As well, the feeling of joy is the most common result from the accomplishment of carving a series of deep turns, or mastering a new maneuver.

*NASPE Physical Education Standards


Acknowledgements

Although we have been planning to address the exciting world of students and PE for some time, the actual implementation of a Trikke CV curriculum was independently spear-headed by Leighton Nakamoto, a committed and visionary PE instructor from Kalama Intermediate School on Maui, Hawaii. About a year ago Mr. Nakamoto contacted us and, with no prodding from us, began ordering Trikke CV; thus was born the first thorough use of Trikke 3-wheelers in the world of PE (of which we are aware). Mr. Nakamoto began sharing the success of his experiment with us via enthusiastic telephone calls and emails, and continued ordering more Trikke CV to satisfy the needs of his classes. More recently he consulted with us thoroughly on the drafting of this written curriculum, drawing upon the wealth of his experience as an educator and the wisdom and knowledge of his colleagues.

He deserves an enormous thanks and Mahalo from all of us at Trikke Tech.

As well, we would like to acknowledge a number of educational professionals who gave selflessly to help to move this project forward. Those professionals include Dr. Julienne K. Maeda Ph.D, C.A.P.E., University of Hawaii at Manoa; Donna Ede, State of Hawaii Educational Specialist, Health and Physical Education, Lisa Hockenberger, State of Hawaii Physical Education Resource Teacher; Curt Okimoto, Maui District Physical Education Resource Teacher; Dave Randall, State of Hawaii Educational Specialist, Coordinated School Health; Shirley Robinson, State of Hawaii Physical Activity, Nutrition, and Tobacco Resource Teacher; Dorrye Mikasa, King Kekaulike Complex CSSS and John Costales, Jr., the Principal of Kalama Intermediate School.

Another very special thanks to Mr. Nakamoto’s wonderful PE students, whose excitement and enthusiasm for the Trikke CV curriculum have helped to give this project its particular spirit.

Another special thanks goes to the faculty at Emporia State University. Emporia

State Faculty members were the writers of the current Trikke CV curriculum. These faculty members include Dr. Kathy Ermler, Dr. Joella Mehrhof, Dr. Joan Brewer, Ms. Amy Townsend and Ms. Loren Loucks. In addition Dr. Mike Butler and Dr. Paul Luebbers are conducting EMG studies on the Trikke CV and will conduct their research on this vehicle. From Trikke Tech

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