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Transcript of Advanced Weight Training (HS PE) - Board Docs
revised October 2012
Francis Howell School District Curriculum Revision & Approval Sequence
Curriculum: Advanced Weight Training (HS PE) Content Leader: Betsy Rivas Curriculum Revision Team: Jenelle Louis and Christopher Brown, FHN; Mark McAfee, FHC; Mark Malaway, FHH Board of Education Curriculum Information:
1. Current Reality and Research* Advanced Weight Training is an existing semester-long course, revised to meet FHSD current requirements for rigor and relevance in coursework. Previous courses Weight Training II, III, and IV have been consolidated into the new Advanced Weight Training curriculum. 2. Curriculum and Assessment Development and Revision
A. Curriculum Map/Pacing Guide – included in curriculum B. Curriculum Development Review Feedback:
Content Leader review - [5/11/16] Director of Student Learning review – [5/11/16] Teacher/Administrator review-- [May 2016] Curriculum Advisory Council review – [5/17/16] Academic Strategic Planning Committee review – [6/6/16]
BOE First Reading – [7/21/16] BOE Second Reading/Approval – [8/18/16]
Summary of curriculum and revisions: Last Curriculum Revision – [N/A] The course name was updated and curriculum designed to align with
FHSD requirements for rigor and relevance in alignment with Missouri Physical Education GLEs.
3. Professional Development and Implementation
Professional Development Plan* Teacher training dates TBD, 2016-17 Administrator training dates TBD, 2016-17 Approximate Expense $650
4. Evaluate Resources and Materials
Text Selection (if applicable)* ___TBD____ Approximate Expense _____ TBD_______
5. Monitor Implementation
Projected Date – 2018-2019 school year 6. Program Evaluation*
Projected Date – 2019-2020 school year
*see attached document(s)
Francis Howell School District
Mission Statement The mission of the Francis Howell School District is to prepare students today for success tomorrow.
Vision Statement Every student will graduate with college and career readiness skills.
Values Francis Howell School District is committed to:
● Providing a consistent and comprehensive education that fosters high levels of academic achievement
● Operating safe and wellmaintained facilities
● Providing a safe learning environment for all students
● Promoting parent, community, student, and business involvement in support of the school district
● Ensuring fiscal responsibility
● Developing responsible citizens
● Operating as a professional learning community
● Making appropriate use of technology
Francis Howell School District Graduate Goals Upon completion of their academic study in the Francis Howell School District, students will be able to:
1. Gather, analyze and apply information and ideas.
2. Communicate effectively within and beyond the classroom.
3. Recognize and solve problems.
4. Make decisions and act as responsible members of society.
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Physical Education Graduate Goals
Upon completion of their Physical Education study in the Francis Howell School District, students will be able to:
1. Demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities.
2. Demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical
activities.
3. Participate regularly in physical activity.
4. Achieve and maintain a healthenhancing level of physical fitness.
5. Exhibit responsible personal and social behavior that respects self and others in physical activity settings.
6. Value physical activity for health, enjoyment, challenge, selfexpression and/or social interaction.
Advanced Weight Training Rationale
Learning and acquiring skills for healthy living has never been more imperative. As a continuation to Weight Training and Conditioning I (Introduction to
Weight Training) coursework, students will learn how to develop their own fitness goals and how to advance their weight lifting plans to achieve
individual goals that may last a lifetime. The practice of weight training as part of a personal, lifelong fitness plan intertwines the knowledge of physiology
and performance skills for optimal results. Therefore the curriculum mirrors this practice in its design.
Course Description Prerequisite: Weight Training and Conditioning I (Introduction to Weight Training) with a grade of "C" or better or Department Chairperson approval. Grade 1012
This course has three main objectives: development of an understanding of weight training physiology, development of the skills necessary to maximize performance of strength training techniques, and to continue progress toward an individual's strength and fitness goals. Students will learn to design and implement their own individual workout plan and track their progress by maintaining a workout journal or tracker. Grades will be determined through participation in class, written tests, and completion of the workout journal or tracker. This course meets the second 1/2 physical education credit requirement for graduation. This class may be repeated for further credit.
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Advanced Weight Training Curriculum Team
Curriculum Committee
Mark McAfee Francis Howell Central High School
Chris Brown Francis Howell North High School
Mark Malawey Francis Howell High School
Jenelle Louis Francis Howell North High School
Practical Arts Content Leader Betsy Rivas
Director of Student Learning Dr. Chris Greiner
Chief Academic Officer Dr. Mary HendricksHarris
Superintendent Dr. Pam Sloan
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Curriculum Notes All FHSD performance tasks and sample learning activities are aligned not only to understandings and standards, but also the Rigor and Relevance Framework and 21st Century Skills. Information on these two things is provided below or by clicking on the hyperlinks.
Rigor and Relevance Framework
The Rigor/Relevance Framework is a tool developed by the International Center to examine curriculum, instruction, and assessment along the two
dimensions of higher standards and student achievement.
The Rigor/Relevance Framework has four quadrants.
Quadrant A represents simple recall and basic understanding of knowledge for its own sake.
Examples of Quadrant A knowledge are knowing that the world is round and that Shakespeare
wrote Hamlet.
Quadrant C represents more complex thinking but still knowledge for its own sake. Quadrant C
embraces higher levels of knowledge, such as knowing how the U.S. political system works and
analyzing the benefits and challenges of the cultural diversity of this nation versus other nations.
Quadrants B and D represent action or high degrees of application. Quadrant B would include
knowing how to use math skills to make purchases and count change. The ability to access
information in wide‐area network systems and the ability to gather knowledge from a variety of
sources to solve a complex problem in the workplace are types of Quadrant D knowledge.
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21st Century Skills
These skills have been pared down from 18 skills to what are now called the 4Cs. The components include critical thinking, communication,
collaboration, and creativity. Critical thinking is focused, careful analysis of something to better understand and includes skills such as arguing, classifying,
comparing, and problem solving. Communication is the process of transferring a thought from one mind to others and receiving thoughts back and
includes skills such as choosing a medium (and/or technology tool), speaking, listening, reading, writing, evaluating messages. Collaboration is working
together with others to achieve a common goal and includes skills such as delegating, goal setting, resolving conflicts, team building, decisionmaking, and
managing time. Creativity is expansive, openended invention and discovery of possibilities and includes skills such as brainstorming, creating, designing,
imagining, improvising, and problemsolving.
Standards
Standards aligned to this course can be found:
CONTENT AREA Standards
https://dese.mo.gov/sites/default/files/glephysicaleducation.pdf
Missouri Learning Standards for Literacy
http://www.corestandards.org/ELALiteracy/
National Educational Technology Standards
http://www.iste.org/STANDARDS
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Units & Standards Overview
Unit 1: Physiology Unit 2: Performance
40% of coursework 60% of coursework
PE Assessment: PE Assessment:
Assessment 1: Weight Room Peer Teacher Students will work in pairs playing the roles of students in the weight room, one playing the role of an upperclassman and the other playing the role of a freshman. Narrative: You are each playing the role of a senior student. A freshman student has come to you in the weight room asking how s/he can improve their (chest, quads, back, shoulder, glute, hamstring at teacher discretion) muscles. You will need to advise the student on one exercise to add to a routine to reach their goal and teach the student proper techniques for the lift you design. To accomplish this challenge, you will choose one exercise or lift that will help the student improve their muscles based on their current goal and create a checklist of proper lift techniques as well as the primary and secondary muscles included in your plan.
Assessment 1: Personal Fitness Plan Each student will assess current levels of strength/fitness and body composition. Each student will create a personal strength/fitness and body composition goal. Each student will then design an individual (6 week, or teacher discretion) plan to reach personal goals (1, strength or fitness and 2, body composition), including weight training exercises, cardio exercises, and a nutritional plan that coincides with their individual strength/fitness and body composition goals.
HPE 4.1.A.a NS 4; HPE 2,4.1.C.a; NPE 4; HPE 1.1.D.a; NPE 1 HPE 4.1.A.a, NPE 4, HPE 4.1.A.b, NPE 4, HPE 2,4,5.1.B.b, HPE 3, HPE 2,4.1.C.a, NPE 4
Extension Assessment 1: Develop a Personal Circuit Training or Crossfit Workout Students taking the course for further credit will have the option to develop their own circuit training or Crossfit workout program. Each student will then design an individual (6 week, or teacher discretion) plan to reach personal goals as described within the assessment. The teacher or a guest certified trainer (if available) will review the plan and offer feedback.
HPE 4. 1. A.a, NS 4; HPE 2,4.1.C.a, NPE 4; HPE 4, 3.A.a, NPE 2; HPE 4.1.E.a,
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NPE 1
Assessment 2: PerformanceEnhancing Supplement Argumentative Editorial Students will write a researchbased editorial article for their school newspaper detailing the reasons for the use(s) of a performanceenhancing supplement (e.g., creatine) and provide justification as to why a particular performanceenhancing supplement should not be used for performance enhancement. Students will begin by reviewing credible articles to support their claim and at least one article counter to their claim. Each student will submit a works cited page and an original article supporting claim as the final product.
Assessment 2: Personal Fitness Plan Reflection Each student will evaluate the results of their Personal Fitness Plan after the teacherspecified duration has been completed. Students will reflect on their personal nutrition and exercise practices, and how their actions contributed toward their progress. Students will measure and record their current performance levels by maxing out core lifts and then write a reflection of:
● how their plan supported or hindered their results and ● what they would do differently to advance their fitness level.
Students will submit their core lift results and written reflection.
HPE 2,3,4.1.B.b, NPE 3, HPE 2,3,4.1.B.c, NPE 3, LITERACY.W.1112.1
HPE 4.1.A.a, NPE 4, HPE 4.1.A.b, NPE 4, HPE 2,4,5.1.B.b, HPE 3, HPE 2,4.1.C.a, NPE 4, LITERACY.W.1112.3
Final Exam Blueprint
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Course Map
Unit Description Unit Timeline PE Summary PE Standards
Physiology The purpose of this unit is to increase student understanding of how the muscles of the body respond while performing individual, goalbased lifts to reach overall personal fitness goals. Students will explore muscle relationships and correlations. Students will also analyze the effects of supplements on body composition and overall health.
40 % of coursework
Assessment 1: Weight Room Peer Teacher Students will work in pairs playing the roles of students in the weight room, one playing the role of an upperclassman and the other playing the role of a freshman. Narrative: You are each playing the role of a senior student. A freshman student has come to you in the weight room asking how s/he can improve their (chest, quads, back, shoulder, glute, hamstring at teacher discretion) muscles. You will need to advise the student on one exercise to add to a routine to reach their goal and teach the student proper techniques for the lift you design. To accomplish this challenge, you will choose one exercise or lift that will help the student improve their muscles based on their current goal and create a checklist of proper lift techniques as well as the primary and secondary muscles included in your plan. Assessment 2: PerformanceEnhancing Students will write a researchbased editorial article for their school newspaper detailing the reasons for the use(s) of a performanceenhancing supplement (e.g., creatine) and provide justification as to why a particular performanceenhancing supplement should not be used for performance enhancement. Students will begin by reviewing credible articles to support their claim and at least one article counter to
HPE 4.1.A.a NS 4
HPE 2,4.1.C.a NPE 4
HPE 1.1.D.a NPE 1
HPE 2,3,4.1.B.b NPE 3
HPE 2,3,4.1.B.c NPE 3
LITERACY.W.1112.1
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their claim. Each student will submit a works cited page and an original article supporting claim as the final product.
Performance
The purpose of this unit is to increase students’ knowledge of nutrition, weight training skills, and goal setting. Students will progress to lifting four days a week, as available, to be able to evaluate change in body composition, strength, and flexibility.
60 % of coursework
Assessment 1: Personal Fitness Plan Each student will assess current levels of strength/fitness and body composition. Each student will create a personal strength/fitness and body composition goal. Each student will then design an individual (6 week, or teacher discretion) plan to reach personal goals (1, strength or fitness and 2, body composition), including weight training exercises, cardio exercises, and a nutritional plan that coincides with their individual strength/fitness and body composition goals. Extension Assessment 1: Develop a Personal Circuit Training or Crossfit Workout Students taking the course for further credit will have the option to develop their own circuit training or Crossfit workout program. Each student will then design an individual (6 week, or teacher discretion) plan to reach personal goals as described within the assessment. The teacher or a guest certified trainer (if available) will review the plan and offer feedback. Assessment 2: Personal Fitness Plan Reflection Each student will evaluate the results of their Personal Fitness Plan after the teacherspecified duration has been completed. Students will reflect on their personal nutrition and exercise practices, and how their actions contributed toward their progress. Students will measure and record
HPE 4.1.A.a NPE 4
HPE 4.1.A.b NPE 4
HPE 2,4,5.1.B.b HPE 3
HPE 2,4.1.C.a NPE 4
HPE 4. 1. A.a NS 4
HPE 2,4.1.C.a NPE 4
HPE 4, 3.A.a NPE 2,
HPE 4.1.E.a NPE 1
HPE 4.1.A.a NPE 4
HPE 4.1.A.b NPE 4
HPE 2,4,5.1.B.b HPE 3
HPE 2,4.1.C.a NPE 4
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their current performance levels by maxing out core lifts and then write a reflection of:
● how their plan supported or hindered their results and
● what they would do differently to advance their fitness level.
Students will submit their core lift results and written reflection.
LITERACY.W.1112.3
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Unit 1: Physiology
Content Area: Physical Education Course: Advanced Weight Training UNIT: Physiology
Unit Description: The purpose of this unit is to increase student understanding of how the muscles of the body respond while performing individual, goalbased lifts to reach overall personal fitness goals. Students will explore muscle relationships and correlations. Students will also analyze the effects of supplements on body composition and overall health.
Unit Timeline: Integrated throughout 40% of the semester
DESIRED RESULTS
Transfer Goal Students will acquire the knowledge and skills to safely develop and implement personal fitness plans to be able to achieve individual fitness goals for a lifetime.
Understandings – Students will understand that… (Big Ideas)
1. weight training is a key component of overall lifetime physical fitness. 2. weight training positively impacts body composition. 3. proper form and technique are essential for safety and progression. 4. minor muscle group exercises complement major muscle group exercises. 5. regularly evaluating a fitness program is the way to improve body composition, endurance, muscle strength and/or flexibility, based on personal
fitness goals. 6. supplements can have longterm benefits or create longterm health ailments.
Essential Questions: Students will keep considering… ● How can weight training be used to change the way my body looks? ● How can weight training change the way my body performs? ● How do my goals dictate my training plan? ● How should I adjust my workout to improve certain muscle groups? ● Who am I competing with in the weight room?
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Students will know….. Standard Students Will Be Able to….. Standard
The components of healthrelated fitness are muscular strength, muscular endurance, cardiovascular, flexibility and body composition. The nutrients from what you eat and drink will have a direct impact on overall fitness. Performance enhancing supplements there can be negative and positive effects on the body. The definition and importance of the FITT Principle and body composition. How to implement the FITT Principle into their individual fitness plans. The vocabulary of major muscle groups (chest, back, hamstrings, quads, biceps, triceps, buttocks, shoulders, abs, calf and neck)
HPE 4.1.A.a NS 4 HPE 2,4,5. 1.B.a NPE 3 HPE 2,3,4.1.B.b NPE 3 HPE 2,4.1.C.a NPE 4 HPE 2,4.1.C.a NPE 4 HPE 1.1.D.a NPE 1
Use the concepts of healthrelated and skillrelated fitness to connect the benefits each offers to the development of total lifetime fitness. Analyze and compare health, skill and fitness benefits derived from a variety of sports and lifetime activities. Describe the relationships between nutrition, exercise and body composition. Investigate the negative effects of performance enhancing drugs and alcohol on health and physical performance. Design a personal fitness plan utilizing the FITT (frequency, intensity, time and type) principle and the principles of overload, progression, and specificity that contributes to an active healthy lifestyle (American College of Sport Medicine guidelines). Identify the major muscle groups that are engaged during specific exercises and activities. Determine central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
HPE 4.1.A.a NS 4 HPE 2,4,5. 1.B.a NPE 3 HPE 2,3,4.1.B.b NPE 3 HPE 2,3,4.1.B.c NPE 3 HPE 2,4.1.C.a NPE 4 HPE 1.1.D.a NPE 1 LITERACYRST.1112.2 LITERACYW.1112.1
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EVIDENCE of LEARNING
Understanding
15
Standards
HPE 4.1.A.a NS 4
HPE 2,4.1.C.a
NPE 4
HPE 1.1.D.a NPE 1
Unit Performance Assessment 1 (about week 6): Weight Room Peer Teacher Description of Assessment Performance Task(s): Students will work in pairs playing the roles of students in the weight room, one playing the role of an upperclassman and the other playing the role of a younger student. Narrative: You are each playing the role of a senior student. A freshman student has come to you in the weight room asking how s/he can improve their (chest, quads, back, shoulder, glute, hamstring at teacher discretion) muscles. You will need to advise the student on one exercise to add to a routine to reach their goal and teach the student proper techniques for the lift you design. To accomplish this challenge, you will choose one exercise or lift that will help the student improve their muscles based on their current goal and create a checklist of proper lift techniques as well as the primary and secondary muscles included in your plan.
Teacher will assess:
● Selection of exercise or list matches to improvement goal ● Studentcreated checklist
Performance:
Mastery: Students will show that they really understand when they…
can identify all of the core lifts and know which muscles are used.
Scoring Guide: See Appendix: Weight Room Peer Teacher Scoring Guide
R/R Quadrant 21 Century
C
Collaboration
Critical Thinking Communication
Understanding 6
Standards
HPE 2,3,4.1.B.b
NPE 3
Unit Performance Assessment 2 (when appropriate to schedule): Description of Assessment Performance Task(s): PerformanceEnhancing Supplement Argumentative Editorial Students will write a researchbased editorial article for their school newspaper detailing the reasons for the use(s) of a performanceenhancing supplement (e.g., creatine) and provide justification as to why a particular performanceenhancing supplement should
R/R Quadrant 21 Century
C
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HPE 2,3,4.1.B.c
NPE 3
LITERACY.W. 1112.1
not be used for performance enhancement. Students will begin by reviewing credible articles to support their claim and at least one article counter to their claim. Each student will submit a works cited page and an original article supporting claim as the final product. Suggested timeline:
Day 1: Choosing a Claim & Conducting Research in the Learning Commons With the help of a Library Media Specialist, students will source credible online resources, read articles about the effects of a performanceenhancing supplement, and gather information to support their claim as well as defend it against counter claims. Students will create a works cited page that must be submitted with the article for the assignment to be accepted for credit. Day 2: Writing the Editorial Article Each student will use the information gathered from the research day and construct an original argumentative writing that could be published in the school newspaper. Articles are not to exceed two pages for publication.
Teacher will assess:
Student ability to provide concrete evidence that will support their argument. Students must provide clear reasoning from three or more sources as well as one source as a counterclaim to validate their argument. Students will also be graded on content quality, sentence fluency, and grammar.
Performance:
Mastery: Students will show that they really understand when they…
use clear reasoning with information and facts cited from credible sources to support the argument.
Scoring Guide:
See Appendix: PerformanceEnhancing Supplement Argumentative Editorial Scoring Guide
Critical thinking Communication
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SAMPLE LEARNING PLAN
Preassessment: Identify the major muscle groups. Students will label a diagram provided so that the teacher may assess baseline student knowledge to determine an instructional starting point. Reteaching of learning standards may be needed based on preassessment results. Appendix Documents: Student Worksheet and Answer Key
Understanding Standards Major Learning Activities: Instructional Strategy:
R/R Quadrant: 21C:
1, 2, 3, 4, 5, 6, 7, 9
HPE 1.1.D.a NPE 1
Activity 1: Find Your Match Materials Needed: masking tape and index cards Procedure: Students will be given an index card with either a definition or a word on the index card. Students with words will line up on one side of the gym and students with definitions will line up on the other side of the gym. At the word “Go”, students have to find their match of words and definitions. After everyone has found their match students with a word have to switch with someone with a definition and repeat the exercise. Objective: Students will know physiology of weight training vocabulary.
Cooperative Learning
A
Collaboration Communication
1, 2 HPE 2,3,4.1.B.b NPE 3
Activity 2: Why Weight Loss Requires Strength Training Article Reflection
1. Students will independently read an article about why strength training is an important factor in weight loss and write a reflection summary.
2. Students will draw a Venn diagram on the back of their reflection summary. Working in pairs, students will trade and read their partner’s article summary, and then will analyze similarities and differences within the reflections.
3. Student pairs will post completed Venn diagrams (on classroom floor or wall) to compare paired findings. A class group discussion on the similarities and differences among all Venn diagrams will conclude with a final list what important (reflection) facts were similar among all Venn diagrams.
Cooperative Learning
Identifying
Similarities & Differences
C
Critical Thinking Communication Collaboration
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4. Graffiti Wall: To close, each student will write a final thought to the question: Why is it important to include a diet plan AND strength training plan for weight loss? on a large sheet of bulletin boardsized paper. Student responses on the “Graffiti Wall” will be posted in the weight training classroom for the semester for reference throughout the course.
Objective: Students will understand the relationship of strength training and weight loss. Appendix Document: Why Weight Loss Requires Strength Training, Even in Women and Seniors
35 HPE 1.1.D.a NPE 1
Activity 3: Muscle Identification 1. Students will build on prior knowledge from Weight Training I
(Introduction to Weight Training) to know more muscle groups associated with body parts. The teacher will guide students through the muscle using a diagram. In the process, students will make connections between muscle group and exercises.
2. Students will engage in QuizQuizTrade to describe the muscles
used in each lift provided in the activity. Objective: Students will be able match muscles by name used with different lifts.
Appendix: Quiz Quiz Trade cards
NonLinguistic Representation
s
Cooperative Learning
A
Communication
4, 5 HPE 1.1.D.a NPE 1
Activity 4: Muscle Articulation to Lift 1. Each student will be provided a diagram of the muscular and skeletal
system and lists of the joint type, movements, and muscles of the shoulder girdle/shoulder joint, elbow, hip, knee, and torso.
2. Teacher will demonstrate several examples of joint actions and muscle relationships.
3. Students will pair up to locate the muscles listed on the packet on the diagram.
4. Student pairs will be randomly assigned a muscle group by the teacher.
NonLinguistic Representation
s
Cooperative Learning
A
Communication Collaboration
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5. In a large group setting, the teacher will lead a Whip Around summary by asking student pairs:
a. What exercise/joint action uses your assigned muscle group? b. What muscle enacts that joint action (from a.)? c. What is a muscle group similar to your muscle group? How
is it the same and different? 6. Extensions: Advanced students taking the course for further credit
may: a. Play the role of the teacher in steps 2 and 4. b. Create a summarizing chart of joint action and muscle
articulations. Objectives:
● Students will be able to associate a muscle to a joint action (e.g., flexion).
● Students will be able to perform a joint action needed to create movement of the assigned muscles.
Appendix Document: Muscular and Skeletal System Diagram
14 HPE 2,4,5.1.B.a NPE 3
LITERACY RST.1112.2
Activity 5: How Muscles Grow 1. Students will independently read and respond to questions provided
of an article about muscle growth. 2. Working in small groups of three or four students to a group, the
teacher will facilitate a Numbered Heads Together activity to review the assigned questions.
3. Extensions: Advanced students taking the course for further credit may work in small groups to find information and submit finding to answer the questions:
a. How does nutrition influence muscle health? b. How does age influence changes to muscle mass?
Objective: Students will understand the physical and chemical changes that take place inside a muscle due to resistance training. Appendix Documents: “How Muscles Grow” handout
Cooperative Learning
A
Communication Collaboration (Extension
Activity increases rigor to C)
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1, 2, 4, 5 HPE 2,4,1.C.a NPE 4
Activity 6: Training Theory & Adaptation to Resistance Training 1. Each student will complete the “Before You Read” section of the
activity notes worksheet. 2. Students will get into small groups and discuss their weight training
experiences. Students are to focus on what methods have worked for them in the past, things that they are currently using and what their experiences have been.
3. Students will then read the corresponding handout. 4. Students will work together in small groups to answer the
associated study questions. 5. Class will then take turns asking questions of their peers to check for
understanding. 6. Students will complete the “In My Future” section of the notes
worksheet: a. Individually first, and then b. Share ideas and add feedback of peers in the discussion
group. Objectives:
● Students will know the various phases of a weight training cycle and the different physiological changes that take place during each phase.
● Students will understand the various training principles involved in tailoring a student’s individual training program.
Appendix: “Training Theory and Adaptation to Resistance Training” handout
Summarizing & Note Taking
B
Communication Collaboration
4 HPE 1.1.d.A NPE 1
Activity 7: Lift Sequence Each student will be provided a list of lifts in random order. Each student will accurately put the list in sequence order to most effectively improve chest, quads, back, shoulder, glutes, hamstring muscles (at teacher discretion). Students will trade and evaluate a partner’s sequence and offer feedback, giving each other the opportunity to make changes prior to submitting their works for teacher feedback. The teacher will evaluate each student sequence for core lift as the first lift, followed by auxiliary lifts. The teacher will repeat the activity at different times during the semester for different muscle groups, eventually completing the lift sequence for
Setting Objectives & Providing Feedback
Cooperative Learning
B
Communication Collaboration
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each muscle group. Objective: Students will know the correct order of lifts for a specific muscle group.
6 HPE 2,3,4.1.B.C NPE 3
Activity 8: Types of Supplements and Sources
1. The teacher will lead a brainstorming session (e.g., Jot Thoughts) with students to list performanceenhancing supplements.
2. Each student will select one supplement from the class list generated to investigate what it is, how it affects the body, where and how (online and/or local store) it is sold, and the cost per ounce.
3. Each student will complete the Types of Supplements and Sources worksheet and report findings to the class.
Objective: Students will know types of performanceenhancing supplements and how they affect the human body. Appendix Document: Types of Supplements and Sources student worksheet
Summarizing & Note Taking
A
Communication
6 HPE 2,3,4.1.B.C NPE 3
LITERACYRST.1
112.2
Activity 9: Analyze Supplement Articles Each student will find and read an article that supports the use performanceenhancing supplements. Examples:
● http://hprconline.org/dietarysupplements/hprcarticles/iswheyproteinhelpfultooptimizeperformance
● http://www.medicalnewstoday.com/articles/246373.php Each student will complete a table listing the negative and positive side effects of the supplement and share their findings with the class. Students will add notes to their individual summarizing tables from other student presenters. Objectives:
● Students will understand the results of taking performanceenhancing supplements.
● Students will be able to analyze negative and positive side effects of
Identifying Similarities and Differences
NonLinguistic Representation
s
C
Critical Thinking Communication
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performanceenhancing supplements. Appendix Documents: Supplement Side Effects student worksheet
6 HPE 2,3,4.1.B.C NPE 3
Activity 10: Create a Supplement Magazine Ad Design Each student will create a magazine ad for a supplement of their choice. (Students may choose to base the ad from a supplement featured in Activity 8 above.) Each ad design must feature an image of the product, a slogan, products features, and a disclaimer about the product’s side effects. The teacher will make a copy of each ad and post projects (without student designer’s name displayed). Students in class will cast a vote for most effective ad and give feedback about why it was judged as most effective. Objective: Students will be able to communicate features of performanceenhancing supplements. Appendix Document: Supplement Magazine Ad scoring guide and Student Ballot
NonLinguistic Representation
Setting
Objectives & Providing Feedback
C
Critical Thinking Communication
Creativity
UNIT RESOURCES
Teacher Resources: This may include:
● YouTube.com for muscle group and articulation clips, such as: ○ The arm muscles: https://www.youtube.com/watch?v=e44Rl0loOE ○ Muscle and Motion series: https://www.youtube.com/watch?v=bwljsCs1agM
● www.crossfitfootball.com ● www.crossfit.com ● myWOD app (recording workout): https://itunes.apple.com/us/app/mywod1wodlogforxfstyle/id413025213?mt=8 ● http://www.canadacollege.edu/fitnesscenter/goals.php ● http://www.trainingscience.net/?cat=6
Student Resources: This may include:
● www.crossfitfootball.com (articles for absent students)
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● Excel or Velocity (personal training companies) ● http://www.trainingscience.net/?cat=6 ● Daily Burn (Example: http://dailyburn.com/life/fitness/buildmusclestrengthtrainingtips/)
Vocabulary: Sets – group of repetitions performed Repetitions – number of movements performed during an exercise Volume total number of reps performed Intensity the average weight lifted Variation changing the exercises performed for a particular muscle/muscle group Specificity performing exercises that are sport specific dealing with the proper application of volume, intensity and variation Overtraining training in such a way that prevents progress in your program Isometric – resistance against an immovable object Isotoniclifting a constant amount of weight at variable speeds through a range of motion. Flexiondecrease in a joint angle Extensionincrease in a joint angle Body compositionthe proportion of fat and fatfree mass in the body. Overloadthe intensity of exercise must be high enough above normal for physiological adaptation to occur Spotterperson who is responsible for watching the lifter. Range of motionthe movement of a joint from full flexion to full extension Abductionmovement of a body segment laterally away from the body Adductionlateral movement of a body segment toward the centerline of the body. Pronationrotation of the palm (inward rotation) Supinationupward rotation of the palm (outward rotation)
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Unit 2: Performance Content Area: Physical Education Course: Advanced Weight Training UNIT: Performance
Unit Description: The purpose of this unit is to increase students’ knowledge of nutrition, weight training skills, and goal setting. Students will progress to lifting four days a week, as available, to be able to evaluate change in body composition, strength, and flexibility.
Unit Timeline: Integrated throughout 60% of the semester
DESIRED RESULTS
Transfer Goal Students will acquire the knowledge and skills to safely develop and implement personal fitness plans to be able to achieve individual fitness goals for a lifetime.
Understandings – Students will understand that… (Big Ideas)
1. weight training is a key component in overall lifetime physical fitness. 2. weight training will positively impact body composition. 3. every individual fitness plan will be different depending on an individual’s goals. 4. proper form and technique are essential for a safe and productive training program. 5. minor muscle group exercises complement major muscle group exercises. 6. continuous selfreflection and evaluation is essential in weight training in order to effectively achieve personal goals. 7. in order to be a successful weight trainer you must constantly reset your longterm goals according to your shortterm goals. 8. there are many different types of weight training programs, so it’s essential to understand what type of training is needed in order to
reach individual goals. 9. evaluating peers will help improve an overall personal fitness program.
Essential Questions: Students will keep considering… ● How can weight training be used to change the way my body looks? ● What do form and technique have to do with the way muscles look? ● How can weight training change the way my body performs? ● How do my goals dictate my training plan? ● How do weight training programs differ? ● How do I reach my fitness goals most effectively?
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● Who am I competing with in the weight room? ● How can working out with a friend help me reach my fitness goals?
Students will know….. Standard Students Will Be Able to….. Standard
The concept of healthrelated fitness as it pertains to their individual workouts. The concept of skillrelated fitness as it pertains to their individual workouts. What technology tools are available in order to measure present fitness level. How to calculate their body composition and understand what nutrients are essential for weight training. How to implement the FITT Principle into their individual fitness plans. The rules and proper techniques of weight training. What a proper warmup, cooldown and technique looks like when it comes to weight training. Know vocabulary terms related to weight training techniques. How to describe a full range of motion that is essential
HPE 4.1.A.a NPE 4 HPE 4.1.A.a NPE 4 HPE 4.1.A.b NPE 4 HPE 2,4,5.1.B.b HPE 3 HPE 2,4.1.C.a NPE 4 HPE 2.2.A.a NPE 1 HPE 4,3.A.a NPE 2 HPE 4.1.E.a NPE 1 HPE 4.1.E.a
Use the concepts of healthrelated and skillrelated fitness to connect the benefits each offers to the development of total lifetime fitness. Analyze present fitness levels to create a longterm personal fitness plan which meets current and future needs necessary for the maintenance of health and fitness. Describe the relationship between nutrition, exercise and body composition. Design a personal fitness plan utilizing the FITT (frequency, intensity, time, type) principle of overload, progression and specificity that contributes to an active healthy lifestyle. Show personal etiquette, respect and safety skills during physical activities. Identify the relationship between warmup, cooldown, proper skill techniques, the use of protective equipment, and proper conditioning to exerciserelated injuries. Apply critical elements of movement to various activities. Identify and analyze the critical elements of selected
HPE 4.1.A.a NPE 4 HPE 4.1.A.b NPE 4 HPE 2,4,5.1.B.b HPE 3 HPE 2,4.1.C.a NPE 4 HPE 2.2.A.a NPE 1 HPE 4,3.A.a NPE 2 HPE 4.1.E.a NPE 1 HPE 4.1.E.a
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to achieve optimal development. The various methods of training that can go into individualized specific programs. Peer assistance tactics that enhance learning and development.
NPE 1 HPE 4.1.E.a NPE 1 HPE 4.2.A.a NPE 2
advanced skills. Analyze skill techniques of self and others, detect skill errors, and make corrections to show improvement. Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and wellstructured event sequences. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
NPE 1 HPE 4.2.A.a NPE 2 LITERACY.W.1112.3 ISTE 3.c
EVIDENCE of LEARNING
Understanding
1, 2, 3, 8
Standards
HPE 4.1.A.a NPE 4
HPE 4.1.A.b
NPE 4
HPE 2,4,5.1.B.b
HPE 3
HPE 2,4.1.C.a NPE 4
Unit Performance Assessment 1 (about week 4): Personal Fitness Plan Description of Assessment Performance Task(s): Each student will assess current levels of strength/fitness and body composition. Each student will create a personal strength/fitness and body composition goal. Each student will then design an individual (6 week, or teacher discretion) plan to reach personal goals (1, strength or fitness and 2, body composition), including weight training exercises, cardio exercises, and a nutritional plan that coincides with their individual strength/fitness and body composition goals.
Performance:
Mastery: Students will show that they really understand when they…
Develop a (six week) program that is designed to meet individual goals. Each plan must include:
1. Each goal written in SMART format (Specific, Measurable, Attainable, Realistic, TimeOriented).
2. Nutrition plan aligned with body composition goal. 3. Weight training schedule aligned with fitness goal. 4. Cardio schedule aligned with fitness goal.
Scoring Guide: See pages two and three of the Personal Fitness Plan document
R/R Quadrant 21 Century
D
Critical Thinking Communication
Creativity
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4, 5, 7, 9 HPE 4. 1. A.a NS 4
HPE 2,4.1.C.a
NPE 4
HPE 4, 3.A.a NPE 2
HPE 4.1.E.a
NPE 1
Unit Performance Assessment 1 (Extension Activity): Develop a Personal Circuit Training or Crossfit Workout
Description of Assessment Performance Task(s): Students taking the course for further credit will have the option to develop their own circuit training or Crossfit workout program. Each student will then design an individual (6 week, or teacher discretion) plan to reach personal goals as described within the assessment. The teacher or a guest certified trainer (if available) will review the plan and offer feedback.
STEPS: 1. Students will create a personal SMART, FITT goal. 2. Students will use knowledge acquired from Activities 9 or 10 and additional resources
(may include fitness apps) to design a circuit training or Crossfit program aligned to achieve their FITT goal true to the training program characteristics.
3. The teacher or a guest certified trainer (if available) will review the plan and offer feedback.
Performance:
Mastery: Students will show that they really understand when they score 12 or greater on the scoring guide.
Scoring Guide: Circuit Training Plan Scoring Guide or CrossFit Training Plan Scoring Guide
D
Critical Thinking Communication
Creativity
1, 2, 3, 6, 7, 8 HPE 4.1.A.a NPE 4
HPE 4.1.A.b
NPE 4
HPE 2,4,5.1.B.b
HPE 3
HPE 2,4.1.C.a NPE 4
Unit Performance Assessment 2 (about week 10): Personal Fitness Plan Reflection Description of Assessment Performance Task(s): Each student will evaluate the results of their Personal Fitness Plan after the teacherspecified duration has been completed. Students will reflect on their personal nutrition and exercise practices, and how their actions contributed toward their progress. Students will measure and record their current performance levels by maxing out core lifts and then write a reflection of:
● how their plan supported or hindered their results and ● what they would do differently to advance their fitness level.
Students will submit their core lift results and written reflection.
Suggested Timeline: 1. Each student will perform core lifts and record results on a daily workout journal. 2. Students will compare their results to their goal.
D
Critical Thinking Communication
Creativity
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LITERACY.W.1112.3
3. Each student will write a reflection to include: a. the original SMART goal, b. a description of their nutrition plan, c. a description of their exercise plan, d. and how their plan helped or hindered their results. e. The summary will describe what they need to do next to advance their
fitness level. Performance:
Mastery: Students will be assessed on the results of their core lifts:
● If student goal is endurance, their number of repetitions will increase. ● If student goal is strength, their 1 rep max will increase.
The personal reflection scores 16 or more points on the scoring guide.
Scoring Guide: See Appendix Documents: Daily Workout Journal example and Reflection Essay Scoring Guide
SAMPLE LEARNING PLAN
Preassessment: Quick Write: Explain the relationship between sets/reps and fitness goals. The teacher will use the preassessment results to accelerate student learning by connecting prior learning (Introduction to Weight Training coursework) and future concepts of this unit. The teacher will select unnamed examples to discuss how the responses are accurate and inaccurate or slight.
Understanding Standards Major Learning Activities: Instructional Strategy:
R/R Quadrant: 21C:
4 HPE 4.1.E.a NPE 1
Activity 1: Find Your Match, The Sequel Materials Needed: masking tape and index cards Procedure: Students will be given an index card with either a definition or a word on the index card. Students with words will line up on one side of the gym and students with definitions will line up on the other side of the gym. At the word “Go”, students have to find their match of words and definitions in three minutes.
Cooperative Learning
A
Collaboration Communication
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At the end of the time limit,the teacher will verify how many matches are correct and announce results to the class without revealing which are correct and incorrect matches. Students will be given another three minute opportunity to work together to make correct matches. At the end of the second round, the teacher will reveal the correct matches and repair any incorrect matches with student input. Extension: Students who are repeating the course for further credit will lead assessing matches with teacher assistance as needed.
● Objective: Students will know vocabulary terms of weight lifting.
4, 5 HPE 2.2.A.a NPE 1
HPE 4.1.E.a
NPE 1
HPE 4.2.A.a NPE 2
Activity 2: Deadlift and Power Clean Description: Teacher will model/demonstrate proper form, steps and technique when performing the deadlift and the power clean. STEPS:
1. Teacher will model/demonstrate proper form for deadlift. 2. Students will practice performing the deadlift. Partner will encourage
lifter during the lift and as well as peer evaluate. 3. Teacher will model/demonstrate proper form for power clean. 4. Students will practice performing the power clean. Partner will
encourage lifter during the lift and as well as peer evaluate. 5. Students will identify the similarities and differences between the two
lifts and how the deadlift will enhance their power clean with their peer evaluation partner by completing the Compare and Contrast Graphic Organizer.
Objectives:
● Students will know the proper steps of the deadlift and power clean. ● Students will be able to properly perform the deadlift and power clean.
Appendix: Compare and Contrast Graphic Organizer
Setting Objectives & Providing Feedback
SImilarities & Differences
B
Communication Collaboration
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4, 5 HPE 2.2.A.a NPE 1
HPE 4.1.E.a
NPE 1
HPE 4.2.A.a NPE 2
Activity 3: Push Press and Jerk Description: Teacher will model/demonstrate proper form, steps and technique when performing the push press and the jerk. STEPS:
1. Teacher will model/demonstrate proper form for push press. 2. Students will practice performing the push press. Partner will encourage
lifter during the lift and as well as peer evaluate. 3. Teacher will model/demonstrate proper form for the jerk. 4. Students will practice performing the jerk. Partner will encourage lifter
during the lift and as well as peer evaluate. 5. Students will work with a partner to complete an exit ticket that
identifies the similarities and differences between the two lifts and how the push press will enhance their jerk.
6. Teacher will assess student understanding of similarities and differences with exit slips.
Objectives:
● Students will know the proper steps of the push press and the jerk. ● Students will be able to properly perform the push press and the jerk.
Appendix: Push Press and Jerk exit ticket
Setting Objectives & Providing Feedback
SImilarities & Differences
B
Communication Collaboration
4, 5 HPE 2.2.A.a NPE 1
HPE 4.1.E.a
NPE 1
HPE 4.2.A.a NPE 2
Activity 4: Overhead Squat and Snatch Description: Teacher will model/demonstrate proper form, steps and technique when performing the overhead squat and the snatch. STEPS:
1. Teacher will model/demonstrate proper form for overhead squat. 2. Students will practice performing the overhead squat. Partner will
encourage lifter during the lift and as well as peer evaluate. 3. Teacher will model/demonstrate proper form for snatch. 4. Students will practice performing the snatch. Partner will encourage lifter
during the lift and as well as peer evaluate. 5. Students will work with a partner to complete the exit ticket identifying
the similarities and differences between the two lifts and how the overhead squat will enhance their snatch.
Objectives:
● Students will know the proper steps of the overhead squat and snatch.
Setting Objectives & Providing Feedback
SImilarities & Differences
B
Communication Collaboration
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● Students will be able to properly perform the overhead squat and snatch. Appendix: Overhead Squat and Snatch exit ticket
4, 5, 7, 9 HPE 2.2.A.a NPE 1
HPE 4.1.E.a
NPE 1
HPE 4.2.A.a NPE 2
Activity 5: Video Partner Critique Description: Students will create a video critique of the lift their partner has identified as their poorest technique. Students will use the video recording to provide specific feedback for improvement. STEPS:
1. Students will get into groups of 23. (Where a group of 3 is necessary, students will identify a member to evaluate.)
2. Each student will selfevaluate and identify which of the core lifts they’ve performed in activities 24 need the most improvement.
3. Students will perform a submaximal lift of their lift that needs improvement while their partner records performing the lift.
4. The evaluating partner will review the video and identify the aspects of the form that need to be corrected.
5. The evaluators will review the video recording with the lifting student and make recommendations for improvement. Evaluators will point out if the form is a risk to student safety or proper performance.
6. The lifter will then perform the same lift and attempt to make correction to their form. The evaluating student will provide final feedback about the correction.
7. Student partners will continue the activity by trading roles. 8. Extension for students repeating the course for further credit: Advanced
students will create a scoring guide based from critical characteristics of each lift in activities 24 using the Critique It app on iPads. The advanced students will critique students performing lifts using the app and share individual feedback after each performance.
● Objective: Students will be able to evaluate lift form and provide
constructive feedback for improvement.
Setting Objectives & Providing Feedback
C
Critical Thinking
Communication Collaboration
1, 2, 7, 8 HPE 2,4.1.C.a NPE 4
ISTE 3.c
Activity 6: App Training Description: Students will compare software applications available to follow and monitor a weight training program.
STEPS:
Identifying Similarities & Differences
C
Critical Thinking
Communication
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1. Using worksheet provided, students will determine the criteria they’ll use to review weight training apps and what’s important for your workout.
2. Students will conduct a search of weight training apps. Each student will select three weight training apps available for their phones for computers to evaluate.
3. Students will rank each app 0, 1, or 2 points with 0 as the lowest score for each of your criteria, recording their scores on the worksheet.
4. Students will total their results. 5. Students will complete the worksheet by completing the summarizing
questions. 6. Students will submit results to the teacher.
Objective: Students will be able to select a techbased training program aligned to personal goals.
Appendix: Weight Training App Evaluation worksheet
1, 2, 3, 6, 7 8
HPE 2,4,5.1.B.b HPE3
ISTE 3.c
Activity 7: Personal Fitness Monitoring Description: Students will develop and maintain a diet and exercise journal or log inside and outside of class. Students may opt to use a paper or digital system, whichever method they’ll have consistent and reliable access.
STEPS: 1. Students will measure and record their body composition: weight and
percent body fat. 2. Each student will choose a method to monitor their nutrition and
exercise for a designated period of time (34 weeks is recommended). a. Students who choose a paper system may use the documents
provided in the appendix. b. Students who choose a digital system may opt for an app from
Activity 6, Myfitnesspal, wearable device app, or other appropriate app of choice.
3. Extension: Students repeating the course for further credit may collaborate with cafeteria food service providers in their schools to create a nutritional informational resource for students to use when tracking food consumed from the school cafeteria.
4. Students will update personal nutrition and exercise data each day throughout the designated monitoring period.
5. At the end of the monitoring period, each student will measure body
Homework and Practice
B
Communication
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composition once again. 6. Each student will complete an exit ticket evaluating their results.
Objectives:
● Students will be able to track nutrition and exercise performance. ● Students will be able to compare a nutrition and exercise discipline to
body composition outcomes.
Appendix Documents: Food Journal, Exercise Journal, Exit Ticket
2, 3, 4, 5, 8, 9
HPE 2.2.A.a NPE 1
HPE 4.1.E.a
NPE 1
HPE 4.2.A.a NPE 2
Activity 8: Olympics Training (Extension Activity) Description: Students will be introduced to proper form, steps and technique when performing the snatch and clean and jerk, advanced lifts used in Olympics events. STEPS:
1. The teacher will divide the class in half and designate one half to assess the snatch and the other the clean and jerk.
2. All students will view video clips demonstrating each: a. Snatch b. Clean and Jerk
3. Working with a partner, students within each group will number the steps of the process used in the technique from beginning to end.
4. The teacher will use a coldcall method such as Numbered Heads Together to solicit responses among pairs of each group. Students of the same group (snatch or clean and jerk) may add to the responses with any steps not included by the first student responder.
6. The teacher will demonstrate proper form for the snatch. 7. Working in pairs, one lifter and one spotter, students will practice
performing the snatch. Partners will encourage lifter during the lifts and peer evaluate.
8. Students will switch roles to perform the snatch. 9. The teacher and students will repeat steps 68 for the clean and jerk.
Objectives:
● Students will know the proper steps of the two Olympics lifts. ● Students will be able to properly perform the two Olympics lifts.
Appendix: snatch video clip and clean and jerk video clip
Cooperative Learning
Reinforcing Effort & Providing
Recognition
B
Communication Collaboration
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2, 3, 4, 5, 8, 9
HPE 2.2.A.a NPE 1
HPE 4.1.E.a
NPE 1
HPE 4.2.A.a NPE 2
Activity 9: Circuit Training Description: Students will explore circuit training concepts. STEPS:
1. Students will use Internet resources to complete a Jigsaw of the following questions:
a. What is circuit training? b. What are the benefits of circuit training? c. When should circuit training be included as a workout routine? d. What are different types of circuit training? e. How do you design a circuit for yourself? f. What are downsides of circuit training?
2. Teacher will demonstrate different circuit training exercises to the class. 3. Working in pairs, students will practice performing each of the
circuittraining exercises. One student will lift as the other plays the role of the spotter and evaluator.
4. Partners will encourage lifters during the lift and as well as peer evaluate. Objectives:
● Students will know the key concepts of circuittraining. ● Students will be able to properly perform the different exercises in a
circuittraining program.
Cooperative Learning
Reinforcing Effort & Providing
Recognition
B
Communication Collaboration
2, 3, 4, 5, 8, 9
HPE 2.2.A.a NPE 1
HPE 4.1.E.a
NPE 1
HPE 4.2.A.a NPE 2
Activity 10: CrossFit (Extension Activity) Description: Students will explore CrossFit training. STEPS:
1. Using PostIt Notes, students will write one word to describe CrossFit training upon entering the weight room. Students will post contributions to a designated area to create a Word Wall.
2. The teacher will use the Word Wall to describe CrossFit to the class. 3. The teacher will show the “What is CrossFit?” video. The teacher will
prompt students to analyze the Word Wall and remove any notes that were not represented in the video. The teacher will summarize the remaining words as a segue to the next step.
4. The teacher will demonstrate different CrossFit exercises to the class. 5. Students will practice performing each of the CrossFit exercises. Partner
will encourage lifter during the lift and as well as peer evaluate. 6. Extension: Students view the “Crossfit 101” video and practice the
CrossFit routine. https://www.youtube.com/watch?v=eBvy_A2jTmk
Reinforcing Effort & Providing
Recognition
B
Communication Collaboration
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Objective: Students will be able to properly perform the different exercises in a CrossFit program.
Appendix: What is Crossfit video
4 HPE 4.1.E.a NPE 1
Activity 11: Steal the Bacon (Vocabulary Review) Materials Needed: sweatshirt, masking tape, index cards Procedure: Using a list of at least thirty vocabulary words from the course (units one and two), the teacher will divide the class into two teams and distribute index cards with the same vocabulary words to each team. Members of the teams wear the words on index cards taped to their clothes. The teams will line up across the field or court from each other and a sweatshirt (the bacon) will be placed in the middle of the field. When the teacher calls out a definition, opposing team members shout out the matching vocabulary word, the students with the matching word taped to their clothing run to the center of the field in an effort to grab the sweatshirt and run back to their team to score a point. If both team members call out the correct word, run to the center and grab the sweatshirt at the same time, then team members must drop the sweatshirt and return to their lines without scoring any points. If a team member is tagged while running with the sweatshirt, no points are scored. After twenty minutes, the team with the most points wins. To make this game more rigorous, teachers may assign two or more words to each team member or require team members to use the words correctly in a sentence and shout the sentences before running to the center to grab the sweatshirt.
● Objective: Students will know Advanced Weight Training terms.
Cooperative Learning
NonLinguistic Representation
A
Collaboration Communication
UNIT RESOURCES
Teacher Resources: This may include:
● Youtube.com
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○ Snatch: https://www.youtube.com/watch?v=7rZV5P3cAa4 ○ Clean and Jerk: https://www.youtube.com/watch?v=Bc0lFV1KWQ
● www.crossfitfootball.com ● www.crossfit.com ● myWOD app, crossfit workout ● http://www.wikihow.com/WriteaReflectionPaper ● Circuit Training Design Guide: http://www.sportfitnessadvisor.com/circuittraining.html ● CrossFit Training Design: http://www.livestrong.com/article/478339howtocreateacrossfitworkout/
Student Resources: This may include:
● www.crossfitfootball.com (articles for absent students) ● Excel or Velocity (personal training companies) ● Muscle and Fitness magazine (Example: http://www.muscleandfitness.com/features/gear/5bestfitnessappsdominateyourroutine) ● Weight Training tracking apps:
○ Gym Hero: https://itunes.apple.com/us/app/gymherofitnesslogexercise/id459595709?mt=8 ○ Strong: https://itunes.apple.com/us/app/strongworkouttrackertraining/id464254577?mt=8 ○ StrongLifts 5x5: https://itunes.apple.com/us/app/stronglifts5x5simplestmost/id488580022?mt=8 ○ Fitness Point (journal and personal trainer): https://itunes.apple.com/us/app/fitnesspointworkoutexercise/id525094310?mt=8
Vocabulary: Auxiliary lifts any lift that uses a secondary muscle or a lift that uses only one joint during the lift. Core lifts any lift that uses the major muscle groups or a lift that uses multijointed effort during the lift. Maxing out To reach full potential in maximum weight in any given lift. Hook grip method of holding a barbell by gripping the thumb between the barbell and the remaining fingers. It can be used in multiple weightlifting
events, including the snatch and the clean and jerk. It can also be used in powerlifting, in the deadlift, for example. Deadlift lifting a bar from the ground to a full upright position. Power clean lift that requires a bar to be lifted from the ground to the chest in one movement. Jerk lift that requires the lifter to propel a bar overhead from the chest with the use of the hips to drive the bar up and to “catch” the bar. Push Press lift that requires the lifter to propel a bar overhead from the chest with the use of the hips to drive the bar up . Overhead squat performing a squat with a bar locked out overhead. Snatch lifting a bar from the ground to overhead in one movement. Crossfit a workout that incorporates elements from highintensity interval training, Olympic weightlifting, plyometrics, powerlifting, gymnastics,
calisthenics, strongman, and other exercises. Wall ball performing a squat with a medicine ball, then propelling the ball to a desired height and then catching it. Burpees a full body exercise used in strength training and as an aerobic exercise.
1. Begin in a standing position.
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2. Drop into a squat position with your hands on the ground. 3. Kick your feet back, while keeping your arms extended, then do a push up. 4. Immediately return your feet to the squat position. 5. Jump up from the squat position.
Thrusters combines a front squat with a push press. Knees to Elbows a core exercise where you hang from a pull up bar and bring your knees to your elbows. Feet to bar start in the hanging position on the bar with the heels starting behind the vertical plane of the bar. You then get both toes to touch the
bar at the same time and finish by having both feet pass under the bar again. Tabata For twenty seconds do as many reps of the assigned exercise as you can then rest 10 seconds. Repeat this seven more times for a total of 8
intervals, 4 minutes total exercise. The score is the least number of reps for any of the eight intervals.
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