blogs.ubc.cablogs.ubc.ca/lindsayandvirginia/files/2014/04/semester-1 … · web view-in groups of...

Block Plan for Tutoreo y Bienestar Integral I en el Primer Semestre:

Introductory class

Focus: Prepare students for the semester by explicitly laying out goals for the term.

(in a classroom)-handout and go over syllabus-talk about the ‘whole student’: social, emotional/mental and physical well being-team building activities-Examples include: knot ties, human bingo

Team Building Activities

Focus: Promote positive student interactions by having students participate in non-threatening cooperative activities.

(in the gym)-group team building activities involving physical education-Examples include: relay races, charades with physical activities for both teams during each round

Football 1

Focus: Rule coverage and maintaining possession of the ball in partners.

-Intro to rules-talk about interpersonal relationships this unit, building from the previous day-gates in partners-5m by 5m square play 1v1 keep away, then move to scoring on a line-3v3 scoring on a line

Football 2

Focus: Maintaining possession of the ball in groups and cooperation with teammates.

-passing back and forth on the move pass around the field with a partner alternating inside and outside of each foot when dribbling-4v4 in a square, make 5 consecutive passes for 1 point, game to 3 points, non-winners switch to another field to play a new team-4v4 in a narrow long field (extend one side of the square) with skinny goals and no goalie

Football 3

Focus: Principles of offense (width, advancement, depth, mobility).

-introduce and explain the 4 offensive principles-in groups of three, students use the 4 principles and get from one sideline of the field to the other with no movement of the player with the ball. Student may not pass the ball until the width (beside the ball), advancement (ahead of the ball) and depth (behind the ball) positions are filled by the other two members in the group.

Football 4

Focus: Shooting at the net and hitting a target player.

-groups of five with one keeper, one target player and a line of players with soccer balls ready to pass and shoot. Pass to the target player, immediately cut toward the goal for a pass back from the target player and shoot at the goal. Switch the keeper and target players every 3 turns.-5v5 or 6v6 mini games with the students shooting the ball whenever they are in the advancing half of the field and are without a defender in front of them

Assessment: Gameplay marking

Football 5

Focus: Using space during an attack – more in depth look at what the width principle can provide the offensive team.

-In a very wide field, groups of three must get through three zones of three defenders and get to the other end before teams rotate one zone back (or maximum 5 attempts if unsuccessful).-6v6, 7v7 or 8v8 games played in a very wide and short field so students can focus on utilizing the width and creating space on offense


Football 6

Focus: Cumulative knowledge from the unit assessed.

-written quiz/exam-full-sided games

Assessment: Written quiz/exam

Active Health 1 Active Health 2 Active Health 3 Active Health 4

Focus: Safety in the weight room and trying out different equipment.

-teacher will go over safety procedures in the weight room-teacher will hand out and explain workout tracking sheets to the students-teacher will go through each workout equipment that students will be using to make sure that students understand how to properly use the equipment

Focus: Rate of perceived exertion and target heart rate are explained and practiced.

-Exercise tracking discussion. Will talk about heart rate and rate of perceived exertion, why it is important in your workout and how the correlate-workout in the weight room, students will be responsible for recording their workout using their tracking sheets

Focus: Health components of training: muscular strength, flexibility, muscular endurance, body composition and cardiovascular.

-discussion surrounding the five health components of training: muscular strength, muscular endurance, flexibility, body composition and cardiovascular.-workout in the weight room, students will be responsible for recording their workout using their tracking sheets

Focus: Skill components of health: agility, power, coordination, reaction time and speed.

-discussion surrounding the six skill components of health: agility, power, coordination, reaction time and speed-workout in the weight room, students will be responsible for recording their workout using their tracking sheets

Active Health 5

Focus: Overview of unit to prepare for written exam.

-teacher will lead a review session of the unit. This will involve both students asking teachers questions on concepts they are unsure of and teachers asking students a variety of questions.-workout in the weight room, students will be responsible for recording their workout using their tracking sheets

Active Health 6


-students will write an active health test covering all of the topics gone over in class-workout in the weight room, students will be responsible for recording their workout using their tracking sheets

Assessment: Written quiz/examAssessment: Tracking sheets graded

Basketball (or handball) 1

Focus: Rule coverage and maintaining possession of the ball.

-Intro to rules-passing tag without movement of player with the ball(-partner passing with two basketballs if doing basketball)-3v3 - make 5 consecutive passes. One team wins when they have 5 points. Non-winners move on to find another team to play against.-3v3 basketball or 4v4 handball games

Basketball (or handball) 2

Focus: Principles of offense.

-review of the 4 principles of offense from football unit-four cones in groups of 5 with three students going at any one time, passing to one player and cutting to the open corner of the square-add one defender to make 3v1, and then add a second defender to choose a player to mark as well as the player with the ball-3v3 or 4v4 half court games, or 4v4 full court games if space allows

Basketball (or handball) 3 Basketball (or handball) 4 Basketball (or handball) 5 Basketball (or handball) 6

Focus: Marking and pressuring the ball (defensive engagement).

-mirroring with a partner for warm-up-3v3 consecutive passing with a focus on ball pressure, then add dribbling (basketball) or movement (handball) of player with the ball-4v4 or 5v5 games with focus on defensive engagement

Focus: Shooting at the net and throwing accuracy.

- shooting introduction (basketball-BEEF. Balance, Elbow, Eyes, Follow through. Form shooting at the hoops, with each partner shooting 10 form shots about 2 feet from the hoop. Then 2 balls shooting from 3 or 4 spots.) [handball-with on keeper, students get into three lines and practice both stationary shooting and shooting with a step and a half at the net aiming for corners]4v4 or 5v5 or 6v6 games


Focus: Player to player marking.

-mirroring with a partner’s legs/feet, while also watching instructor’s arms-focusing on these two different areas help prepare students for being able to see both their mark/check and the ball-full-sided games with focus on playing player-to-player defense



-written quiz/exam-full-sided games

Assessment: Written quiz/exam

Yoga 1

Focus: Increasing flexibility and power through power yoga.

-Yoga for 45 minutes to increase strength and flexibility (review of health components of training)-If comfortable, instructor led-if uncomfortable doing a teacher led, on a projector, stream “Power Yoga for Strength”Link: https://www.youtube.com /watch?v=LPvYLnzUoyY

Dance 1

Focus: While working in groups, students create a beat and jump in time with the rhythm.

-Materials needed: skipping ropes or long wooden poles-Traditional Phillipino dancing-students create beats of 4 using clapping and stomping in paired beats of 2, and then the students jump to the beats, then students add the skipping ropes held by two students on the ground, moving in and out, back and forth

Dance 2

Focus: Students learn country dancing by performing instructions explained very quickly in a song.

-Line dancing and/or square dancing-slowly go through instructions of one song, then try and do the movements with the song-go through a second song if time allows

Dance 3

Focus: Students are introduced to a variety of older dances to supplement their current ideas of dance, and to incorporate fitness into dancing.

-50’s themed dance day-brief introduction to: polka, jive, twist, swing-free time to dance using whichever style of dance they prefer from the day

Minor Games 1

Focus: Cross-subject integration of symbiosis through tag games.

-evolution tag-symbiosis + relationships

Minor Games 2

Focus: Intro to new games to allow students to have a variety of opportunities to succeed in the P.E. classroom.

First Aid 1

Focus: First aid initial priorities.

-scene assessment-ABCs-body survey

First Aid 2

Focus: Choking, CPR, and situations for problem-solving.

-choking-CPR and AED intro

-“Threeball” – game with a football, basketball, handball, and single file lines at each endline. Students from the front of the line go to play the game as indicated by the instructor (3 play football means first three in line play football and try to score in opponent’s net)

-handball if not done in basketball or handball unit-“Speedball” if handball already used in major unit

-spinals-bleeding

-situation examples for student decision-making

Self Defense 1

Focus: Learning the basics of defending against an attacker in an emergency.

-Youtube video of self defense techniques: “Self-defense training: How to defend yourself from an attacker” Link: https://www.youtube . com/watch? v=SvRRb3kbKjQ-“How to Defend Yourself Against an Attacker Carrying a Knife” https://www.youtube . com/watch? v=91DYsu8y-bI-defend against a fake attacker in partners from a variety of different attacks

Self Defense 2

Focus: Introduction to the world of martial arts. Martial arts focus on respect, knowledge of one’s own limitations, avoidance of conflict and respect for each human life.

-Bring in a MMMA instructor for the class: Mexican Mixed Martial Arts Link: http://www.ma rtial .com.mx/ Phone number: 52914678 Cel: 0445518505736Email: [email protected] unable to find an instructor, youtube links to show on projector:Kung Fu Techniques and introduction https:// www .youtube.com/watch ? v=vkW-7oyAzsgIntense 20 minutes of training for MMMAhttps://www.youtube.co m /watch? v=1q9ho8RsDYk (Start at one minute in-2 light dumbbells suggested, but can be done with mini medicine balls or another small heavy object)-After water break, Kung Fu lesson on stances: https://www.youtub e.com/watch?v=fasg 31AKSrU

Minor Games 3

Focus: Rule coverage, hitting a ball in a spot away from the defenders on offense.

-intro to Kickball, warm-up-kickball game in 2 teams, with students aiming to kick the ball as far away from the fielding team as possible. Kickball is played similarly to baseball and can be played indoor or outdoors. To change the game, there can be a bonus 4th base far away from the plate so students can be able to score 2 runs with only one runner.Another variation: “Big Bases” is the same game, but played with bases that have a very large surface area. In big bases, students may choose whether or not they run in what would normally be a forced play. In this game, many students can play on each team, and there is a larger number of outs (5 or 10 as opposed to the original 3 in baseball).

Minor Games 4

Focus: Rule coverage, utilizing teammates to advance the ball to scoring wall.

-intro to wallball, warm-up-game of wallball in 2 or 3 teams-Each team advances the ball toward the wall that they are facing in order to score a point by touching the ball against the wall. Player with the ball is not allowed to take any steps, meaning that the other teammates must be actively cutting and getting into a spot to receive the ball.

https://www.youtub/

https://www.youtube/

https://www.youtube/

Learning Outcomes for Tutoreo y Bienestar Integral I en el Primer Semestre

At the end of semester one, students will be able to:

1. Understand how maintaining an active lifestyle will increase their quality of life by decreasing the likelihood of many cardiovascular diseases.

2. Participate in daily physical activity to improve their overall health.3. Demonstrate leadership and cooperation by practicing positive interpersonal relationships in various situations.4. Demonstrate their social responsibility and accountability by giving themselves an accurate daily score out of 5 for participation.5. Understand and perform the following components of First Aid:

a. ABC’sb. Scene assessmentc. Body surveyd. Chokinge. CPR + AEDf. Bleeding

6. Comprehend the different components of health, fitness and safety in activities, which will enable them to have the confidence and ability to workout on their own to reach their personal fitness goals.

7. Demonstrate an understanding of offense and defense in many types of game situations.8. Develop as a “whole student” by improving their cognitive, physical and social well-being.

Specific Unit Learning Outcomes for Tutoreo y Bienestar Integral I*:

Football: Students will be able to…

1. Objectives 1, 2, 3 & 4 from Integral I learning outcomes.2. Understand the different skills required to maintain possession of the ball on offense in a situation where there is defensive interaction.3. Name and explain the four principles of offense in invasive team games, and be able to utilize them in a variety of game settings.

Active Health: Students will be able to…

1. Objectives 1, 2, 3 & 4 from Integral I learning outcomes.

2. Demonstrate confidence in a weight room setting by understanding how to use each machine and being able to follow a weight room workout independently, without relying on an instructor for help.

3. Demonstrate their understanding of different heart rate and rate of perceived exertion tracking methods by tracking and recording their own workout, and demonstrate their knowledge on a written test.

4. Demonstrate their understanding of the 5 health related components of fitness and 6 skill related components of fitness by completing a written active health test on these concepts.

Basketball (or handball): Students will be able to…

1. Objectives 1, 2, 3 & 4 from Integral I learning outcomes.2. Understand the different skills required to maintain possession of the ball on offense in a situation where there is defensive interaction.3. Name and explain the four principles of offense in invasive team games, and be able to utilize them in a variety of game settings.4. Demonstrate their knowledge of defensive engagement and player-to-player marking in different game situations.

Dance: Students will be able to…

1. Objectives 1, 2, 3 & 4 from Integral I learning outcomes.2. Understand how maintaining an active lifestyle will increase their quality of life by decreasing the likelihood of many cardiovascular

diseases.3. Demonstrate leadership and cooperation by practicing positive interpersonal relationships in various situations.

First Aid: Students will be able to…

1. Objectives 3 & 4 from Integral I learning outcomes.2. Understand and perform the following components of First Aid:

a. ABC’sb. Scene assessmentc. Body survey

d. Chokinge. CPR + AEDf. Bleeding

Self-Defense: Students will be able to…

1. Objectives 1, 2, 3 & 4 from Integral I learning outcomes.2. Demonstrate a respect for martial arts by fully participating in the lesson’s planned activities.3. Defend themselves in many different ways when an emergency situation with an attacker arises.

The following pages are the lesson plans for the “Active Health” unit, including handouts & the final written exam

Tutoreo y bienstar integral I

Active Health Lesson Plan #1

Semester 1 Week #/Lesson # 5/ 1 Class Size 24Unit Active Health Topic Introduction and Safety Lesson Length 50 minutesDate Time

Equipment: Weight Room Equipment, Weight Tracking Sheets, Safety Procedures Page

Objectives:

Students will be able to…-understand proper safety procedures in a weight room setting through a teacher-led discussion in the weight room area.-understand how to properly fill out the weight room sheet which they will use throughout the active health unit.

Students will be changed before the beginning of class.-Teacher welcomes students and does attendance-Teacher will explain that the students are going to begin Active Health today and will be given a brief overview of the unit detailing that the students will have an opportunity to workout in the weight room, learn the 5 health components of training, learn the 6 skill components of training, learn the FITT principle and be tested on the material with a written quiz at the end of the unit.-Teacher will explain that on this day students will be given an introduction and safety lesson to the weight room and will learn how to use the weight room tracking sheets.Lesson Part and Time

Organization Tasks(Basic, Simplifying, Extending)

Materials Teacher Cues

Safety Procedure in the Weight Room(10mins)

Students will be scattered in the weight room or gym around the instructor.

B: The teacher will explain the safety procedures of the weight room. The procedures are located at the last page of the lesson

Safety Procedures Page -make sure students are paying attention-ask questions and make it interactive

Intro to tracking sheets.(5mins)

Students will be arranged scattered throughout the weight room seated.

B: Teacher will explain to students how to properly fill out an activity tracking sheet.

Teacher will hand out activity tracking sheets to students.

Weight Tracking Sheets -reps= the amount of times you do each exercise at once-sets= how many reps you do-aim for between 8-12 reps

-if you can easily do 12 increase weight-if 8 reps is too hard lower weight

Equipment Run Through(25min)

Students will be scattered throughout the weight room around the instructor.

B: Teacher will explain the different machines which will be used and demonstrate how to use them to the students. Machines will be at the lowest weight possible to start the demonstrations. Bring a weight tracking sheet during the demonstrations to remind students of the names of each piece of equipment and where it is on their tracking sheet.

E: Teacher will ask for student volunteers to demonstrate safe technique.

Weight Tracking SheetWeight Room Equipment

-engage core-watch for proper form-start with low weight

If time allows, until the closure.

Students will be spread out in the weight room.

B: Students will try different weight room machines and use this time as an opportunity to ask teacher for clarification on the machines, tracking sheet or safety procedures.

Weight Room MachinesWeight Tracking Sheets

Closure: (5 minutes)

Use this time to review safety procedures and answer questions for students. Explain that the next class we will be learning about the Health Components of training and performing a workout using the weight tracking sheets. Instruct students to go and get changed.

Evaluation: Self-evaluation /5

Teacher Lesson Reflection:

Initial reactions to the lesson.What worked well?What could have

been done better?How were management skills?Were students engaged?Safety Precautions to Remind Students:

Clothing Closed toe shoes Proper Gym Strip

Warm-up need to have a full body warm up before starting weight training Start with a lighter load before increasing the weight on each machine-Body Position Neutral body position, watch spinal position Partner squatting and jumping watch knee position and discuss proper knee positioning Need a proper body position at all times before increasing weight

Spotters Importance of spotters when using free weights Need to be paying attention at all times Hands need to be right by the bar

Bar Clips When using bench press, or anything involving weight plates, put on bar clips-Knowing your surroundings look around before starting your activity clean up when you are done, common courtesy and allows others to know that you have completed the activity

-Need to know how to demonstrate proper form with each exercise-If you hurt yourself or break a piece of equipment tell a teacher IMMEDIATELY



Semester 1 Week #/Lesson # 5/2 Class Size 24Unit Active Health Topic Exercise Tracking Methods Lesson Length 50 minutesDate Time

Equipment:

Weight Room, Weight Tracking Sheets, Exercise Tracking Handouts

Objectives:

Students will be able to…-Understand what rate of perceived exertion is and how to use heart rate during training by recording their RPE on their workout recording sheets.-Participate in weight room routine by filling out their work out sheets and using a variety of weights and machines.

Set Induction (5 minutes)Students will be changed before the beginning of class.-Attendance-Review safety rules from the previous class-Explain that today students will learn how to monitor their exercise rate during activity and will participate in a workout.

Lesson Content (40 minutes)Lesson Part and Time



Heart Rate and PRE(10min)

Students will be seated in a scattered position around the instructor in Dance Studio of the weight room.

B: Teacher will explain the importance of being able to track your rate of exertion through exercise. Teacher will hand out the Exercise Tracking Handout and go over it with the students.

E: Students will attempt to find their resting heart rate.

E: Students will brainstorm their exercise goals.

Exercise Tracking Handouts -PRE is how hard you feel like you are working-HR can be counted for 60sec, 30sec x2, 15sec x4

Workout(30mins)

Students will be arranged throughout the weight room

B: Teacher will briefly remind students about how to fill in their weight tracking sheets and explain that students will be assess on how complete their workout

Weight Tracking Sheets -reps= the amount of times you do each exercise at once-sets= how many reps you

sheet is filled in. Students will then go and do a weight room workout using the weight tracking sheet as a guide. Teacher will circulate around the weight room to ensure that students understand how to do the machines and that they are respectful of other people working out.

Teacher will hand out weight tracking sheets to students. Students will be responsible for keeping their weight sheets for the remaining classes.

do-aim for between 8-12 reps-if you can easily do 12 increase weight-if 8 reps is too hard lower weight


Use this time to answer any questions the students have about exercise tracking or filling in their tracking sheet. Explain that the next class we will be learning about the Health Components of training and doing another workout. Instruct students to go and get changed and remind them to bring back their tracking sheet for next class.

Evaluation: Self-evaluation /5Teacher Lesson Reflection:

Initial reactions to the lesson.What worked well?What could have been done better?How were management skills?Were students engaged?

Active Health Lesson #2: Exercise Tracking Handout

Heart Rate:The amount of times your heart beats in a minute.This can be measured on your wrist or neck.

Resting Heart Rate (RHR): the amount of beats that your heart produces at rest (laying down/sitting). You want this number to be lower so that your heart does not have to work as hard and there is less strain on your heart. Working out and doing cardiovascular activities will help to decrease resting heart rate.

Maximal Heart Rate (MHR): the maximum amount of beats that your heart can produce in a minute. The approximate measure of this is 220-age. This value is important when looking at target heart rate zones.

Target Heart Rate Zones: different zones represented by a percentage of maximal heart rate to help focus your training on what you want to achieve. Looking at the chart below, the Red-line Zone is at 90-100% of your MHR and is used when trying to achieve peak athletic performance. This cannot be kept up for a long time and is usually used by high-performance athletes. The Anaerobic Threshold Zone is 80-90% of the MHR. This zone is for developing strength and power and used for sports such as rugby. The Aerobic Zone is 70-80% of MHR and is for developing endurance and used for athletes such as long distance runners and swimmers. Weight Management Zone is 60-70% of MHR and is the zone for burning fat. The Healthy Heart Zone is 50-60% of MHR and is activities such as walking which helps the heart from developing cardiovascular disease.

Fig. 1

Perceived Rate of Exertion (PRE):

This is how hard you believe that you are working out on a scale from 1-10, taking into account breathing rate, heart rate, rate of breathing and amount of sweat.

Relating PRE to Heart Rate: Looking below at the Perceived Exertion Chart, you can see the similarities between the two. An RPE of 10 is the equivalent of the Red Line Zone for HR. An RPE of 9 is the anaerobic threshold zone, and a RPE of 7-8 is the aerobic Zone. The Weight Management Zone is a RPE of 5-6 while a RPE of 3-4 is the Healthy Heart Zone.

Fig. 2 Fig. 3

Workout Goal:

What you want to achieve in a workout is your workout goal. One of the main reasons of tracking exercise is to tell whether we are meeting our goals and if there is anything that we can improve on to meet them. If you were a long distance runner and your goal was to become 2 minutes fast in a 10km race then you would want to train in the Aerobic Zone which is an RPE of 7-8 and 70-80% of your maximum heart rate. Because everybody has a different goal, it is okay that people go at different speeds when working out or different intensities as long as you know what your goal is and how hard you need to push your body in order to achieve it.

Figures 1&2: Taryn. (2014). Your Heart Rate Zone Sweet Spot. http://www.choose2befit.com/exercise/your-heart-rate-zone-sweet-spotFigure 3: Tremel, A. (2013). Using Rates of Perceived Exertion to Help You Determine Your Exercise Goals. http://blog.eliteclubs.com/tag/exercise-scale/#sthash.vvdsINJo.dpbs



Semester 1 Week #/ Lesson # 6/3 Class Size 24Unit Active Health Topic Health Components of Fitness Lesson Length 50 minutesDate Time

Equipment:

Weight Room, Weight Tracking Sheets, Health Components of Fitness Handout

Objectives:

Students will be able to…-Properly explain the 5 health related components of training and how they relate to working out after participating in a classroom discussion surrounding this.-Participate in a variety of weight room activities with self-direction, punctuality, enthusiasm and effort.

Set Induction (5 minutes)

Students will be changed before the beginning of class.-Attendance-Briefly review Heart Rate and Rate of Perceived Exertion from previous class and answer any questions.

Lesson Content (40 minutes)

Lesson Part and Time



5 Health Components of Fitness(10min)


B: Teacher will explain the 5 health components of fitness to the students in a group discussion using the hand outs for the health components of fitness.

Exercise Tracking Handouts -have students follow along with diagrams on the handout

Workout(30mins)


B: Students will go and do a weight room workout using the weight tracking sheet as a guide. Teacher will circulate around the weight room to ensure that students


understand how to do the machines and that they are respectful of other people working out.

Students will use their weight tracking sheet from the previous day.



Use this time to answer any questions the students have about the health components of training. Explain that the next class we will be learning about the skill components of training and doing another workout. Instruct students to go and get changed and remind them to bring back their tracking sheet for next class.




Active Health Lesson #3: Health Components of Fitness

There are 5 Health Components of Fitness: Cardiovascular, Muscular Strength, Muscular Endurance, Flexibility and Body Composition

Cardiovascular: Cardiovascular health deals with the Heart and Lungs: Blood goes to the lungs and picks up oxygen. The oxygenated blood then goes back to the heart and is pumped out throughout the body including to the muscles. At the muscles the blood drops of the oxygen and picks up waste. This blood then travels back into the heart and then to the lungs where it drops off the waste.

Fig. 1

With training, the heart/heart walls become bigger which allows it to pump more blood to muscles, carry more oxygen to the muscles and remove more waste.

Fig. 2

Muscular Strength: Muscular strength is the maximal force that can be exerted by a muscle. This is measured by a 1 Rep Max testing, which is how much weight you can lift for one repetition only. To increase your muscular strength you want to focus on doing less reps of more weight.

Muscular Endurance:How many times you can perform a movement without becoming fatigued or how long you can hold a muscular contraction for is called your muscular endurance. In order to increase muscular endurance you want to focus on doing more reps of light weight.Benefits of Muscular Strength and Endurance Training include improved strength and coordination, increased sport performance, increased bone density, improved health and reduced risk of injury.

Fig. 3

Flexibility:Flexibility is the ability for the joints of the body to go through their full range of motion. It is important to stretch after workout to maintain flexibility. However, it is important to note that overstretching can lead to a decrease in joint stability.Benefits of flexibility includes that it prevents arthritis, promotes good posture and balance, relieves aches, pains and muscle cramps and reduces post workout soreness.

Body Composition:The amount of lean body mass (fat-free) and fat mass together is called body composition. Fat-free body mass includes muscles, organs, and vessels. For health reasons you want to have a lower amount of fat body mass as it can lead to cardiovascular disease, diabetes, and obesity.

Figure 1: Anatomy. (2013). Human circulatory system function. Fitness Insane. (2013). How your body adapts to endurance training. http://fitnessinsane.com/training/how-your-body-adapts-to-endurance-training/Figure 2: Fitness Insane. (2013). How your body adapts to endurance training. http://fitnessinsane.com/training/how-your-body-adapts-to-endurance-training/Figure 3: Micha. (2012). Training and Weight Lifting Safety. Retrieved from http://www.justrec.com/training-and-weight-lifting-safety/



Semester 1 Week #/Lesson # 6/4 Class Size 24Unit Active Health Topic Skill Components of Fitness Lesson Length 50 minutesDate Time

Equipment:

Weight Room, Weight Tracking Sheets, Health Components of Fitness Handout

Objectives:

Students will be able to…-Properly explain the 6 skill related components of training and why they are important after participating in a classroom discussion surrounding this.-Participate in a variety of weight room activities with self-direction, punctuality, enthusiasm and effort.


Students will be changed before the beginning of class.-Attendance-Briefly review Health Components of Fitness and ask if there are any questions.





6 Skill Components of Fitness(10min)


B: Teacher will explain the 6 skill components of fitness to the students in a group discussion using the hand outs for the skill components of fitness.

Skill Components of Fitness Handouts

-have students follow along with the handout-ask for examples of how to improve skills-what sports are the skills important for

Workout(30mins)








Use this time to answer any questions the students have about the skill components of training. Explain that the next class we will having a review/ question class, and the following class they will be having a quiz on the handouts. Instruct students to go and get changed and remind them to bring back their tracking sheet for next class.




Active Health Lesson #4: Skill Components of Fitness

There are 6 Skill Components of Fitness:

-Agility

-Balance

-Coordination

-Speed

-Reaction Time

-Power

Agility:

Agility is the ability to utilize quickness in combination with the ability to change directions on the move.

Balance:

Balance is the ability to maintain a specific position while moving or stationary, and is affected positively with a large base of support and a low centre of gravity.

Coordination:

The ability to use to or more body parts together in a smooth motion is defined as coordination. One example of coordination is hand-eye coordination, which can be practiced when catching a ball. Two examples of leg-arm coordination are running and skipping.

Reaction Time:

The amount of time it takes someone to respond to a stimulus is called their reaction time.

Speed:

Speed is the rate at which an object or person completes a distance. Speed is also defined as distance over time (distance/time).

Power:

Power is the ability to produce strength in combination with speed. For example, plyometric exercises are a good way to increase leg power.



Semester 1 Week #/Lesson # 7/5 Class Size 24Unit Active Health Topic Review Lesson Length 50 minutesDate Time

Equipment:

Weight Room, Weight Tracking Sheets, Question and Answer Sheet

Objectives:

Students will be able to…-Understand two methods to track exercise, the health related components of fitness and skill related components of fitness in preparation for an active health test.-Participate in a variety of weight room activities with self-direction, punctuality, enthusiasm and effort.

Set Induction (5 minutes)Students will be changed before the beginning of class.-Attendance-Explains that today they will be doing a review class.

Lesson Content (40 minutes)Lesson Part and Time



Review Session(10min)


B: The teacher will lead a review question and answer session. Teacher will start by asking students if they have any questions, teacher will then ask their own questions to the students and at the end teacher will again ask students if they have any questions.

Questions and Answer Sheet -have students follow along with the handout-ask for examples of how to improve skills-what sports are the skills important for

Workout(30mins)








Use this time to answer any questions that the students realized during their workout. Remind students that there will be a test the next day. Let students go and get changed.




Active Health Lesson #5:

Review Session

Examples of Teacher-led questions:

1) What are the two ways to track exercise exertion that we went over?

2) Why are HR and PRE similar?

3) If I wanted to focus on the aerobic zone what would my approximate HR have to be? What about RPE?

4) Give an example of a sport that you would want to train in the anaerobic zone for.

5) What does MHR stand for and why is it important?

6) Who can tell me the 5 Health Components of Fitness?

7) What is the difference between muscular strength and muscular endurance?

8) Why is it beneficial to work on flexibility?

9) Why is it beneficial to strength train?

10) Do you want a low or a high body composition? Why?

11) Explain the route of blood in the cardiovascular system.

12) Who can tell me the 6 Skill Related Components of Fitness?

13) What does agility mean and list a way that you can work on it.

14) What sport do you need power for? What two important concepts make up power?

15) When is reaction time important?

16) Explain what speed means.

17) Name a type of coordination and when it is beneficial.

18) Is balance only important for when you are not moving? Why/Why not?



Semester 1 Week #/Lesson # 7/6 Class Size 24Unit Active Health Topic Review Lesson Length 50 minutesDate Time

Equipment:

Weight Room, Weight Tracking Sheets, Question and Answer Sheet

Objectives:

Students will be able to…-Demonstrate their knowledge of the covered topics: exercise tracking, health related components of fitness and skill related components of fitness through a written test.-Participate in a variety of weight room activities with self-direction, punctuality, enthusiasm and effort.


Students will be changed before the beginning of class.-Attendance-Remind students that they are having test this block.-Ask if students have any last minute questions





Active Health Test(15min)


B: The students will do an active health test focusing on the concepts of exercise tracking, the health related components of fitness and the skill related components of fitness.

Active Health Test -no talking-fill in all of the answers-read the directions carefully!

Workout(25mins)


B: Students will go and do a weight room workout using the weight tracking sheet as a guide. Teacher will circulate around the weight room to ensure that students understand how to do the machines and that they are respectful of other people working out.


Weight Tracking Sheets -reps= the amount of times you do each exercise at once-sets= how many reps you do-aim for between 8-12 reps-if you can easily do 12 increase weight-if 8 reps is too hard lower weight


Collect all of the active health sheets from the students. Explain that the next unit they will be doing is a basketball unit. Let the students go and get changed and ready for their next class.



Initial reactions to the lesson.What worked well?What could have been done better?How were management skills?Were students 1) How do you calculate maximum heart rate?

___________ - ______________ = MHR (Max. Heart Rate)

2) What is your maximum heart rate?

_________ - _____________ = _____________

3) What would my RPE be if I was sleeping?

_______________

4) Cardiovascular system question:

The heart pumps blood to the lungs where it picks up _____________. The blood then travels back to

the ____________, where it is pumped to the muscle. Once at the muscle the blood drops off

___________, and picks up ______________.

Long Answer: /10

1) Choose two of the four remaining Health Related Components of Fitness. List two (1/2 mark each), and explain what they are (2 marks each).

/5

1)

2)

2) Circle two of the six Skill Related Components of Physical Fitness below. Explain/define what they are (3 marks each), write a sport that they are important to be utilizing in training for (1 mark each), and why they are important for this sport (1 mark each).

/10

Agility / Hand-Eye Coordination / Speed / Power / Balance / Reaction Time

1)

2)

blogs.ubc.cablogs.ubc.ca/lindsayandvirginia/files/2014/04/semester-1 … · web view-in groups of...

Documents