sports performance 12/baa framework district name ......components of fitness. a fitness instructor...

BAA Sports Performance 12 1

SPORTSPERFORMANCE12/BAAFRAMEWORKDistrictName:AbbotsfordDistrictNumber:34Developedby:GurdishGrewalDateDeveloped:November10,2010SchoolName:RickHansenPrincipal’sName:JulieRousseauBoard/AuthorityApprovalDate:May4,2011Board/AuthoritySignature:CourseName:SportsPerformance12GradeLevelofCourse:12NumberofCourseCredits:4NumberofHoursofInstruction:120Prerequisite(s):SportsPerformance11(recommended)SpecialTraining:PhysicalEducationdegreewithknowledgeofanatomy,physiology,andcomponentsoffitness.Afitnessinstructorcertificatewouldbehelpfulaswellasnutritionalknowledge.FacilitiesorEquipmentRequired:OlympicWeightRoomApparatus,SprintHarnesses,TimingEquipment,SkipRopes,PlyometricBoxes,ClassroomwithProjector,Computers/ComputerLab,LaserTimingDevice,6PartnerHarnesses,8TrapezoidStep‐OverBags,20AgilityCones,Gymnasiumwithdrillandtestinglines,dots,etcpaintedin,Television,VideoPlayer,OverheadProjectorCourseSynopsis:SportsPerformance12isacoursethatwillpreparestudentsphysicallyandmentallytobeattheirbestasathletesandasleaders.Asanathlete,theywillparticipateinanindividualizedperformance‐trainingregimethatincludesfree‐weightOlympiclifts,flexibilitytraining,speedtrainingandagilitytraining.Thistrainingwillbebrokeninto4‐weekMacro‐cyclesacrossthesemester.Testingwilloccureveryfourweekstomonitorthedevelopmentofeachstudent’sexplosivecapacity,changeofdirection,accelerationandflat‐outspeed.Inaddition,studentswillbeusingavarietyoffitnesschartsanddatatodeterminetheirrelativespeedandstrengthascomparedtoothersof


theirageandfitnesslevelacrossNorthAmerica.Studentswillbefamiliarizedwiththetheorybehindtheirperformancetrainingasthesemesterunfolds.TheLeadershipportionofthiscoursewillbetrainingthatpreparesstudentstocoach/leadasapartoftheirschoolandgreatercommunity.Studentswillbegivenanopportunitytodemonstrateandpracticetheirleadershipskillsbyleadingactivitiesandspotting/coachingotherstudentsintheirclass.Inaddition,studentswillassembleaportfoliothatwillbethecoreofalife‐longtoolforgainingentryintopost‐secondaryperformanceprograms,scholarshipopportunities,andjobopportunities.Rationale:Thiscoursehasbeendevelopedasanopportunityforstudentstodeveloptheirskillsinsportsperformanceandcreateaportfoliothatshowcasestheirskillsandachievements.Italsoengagesstudentsinacoeducationalexperiencethatsupportsthedevelopmentofanenhancedabilityto:entertheworldofwork;contributeasleadersintheirimmediateandextendedcommunity;understandandapplythepsychological,mechanical,andnutritionalprinciplesthatleadtoeliteperformance;developtheirflexibility,speed,agilityandexplosivestrengthtotheirmaximumpotentialastheirbodiesmature;andprojecttheirstatisticalinformationinameaningfulwaysoastogainentryintopost‐secondaryacademicandathleticprograms/opportunities.Theleadershipcomponent,boththeoreticalandpractical,iswovenacrossthecourseexperience.Inaddition,thecourseisstructuredtochallengestudentsinanescalatingdegreeofload/intensityandcomplexityofcurriculum/practicalexperienceasstudentsmature.Asthecourseprogresses,thesamefundamentalsareappliedoverandoveragainandarebundledinevermorechallengingcombinationsasthefundamentalsaremastered.Theend‐goalistoa)enableastudenttoleavehis/hersecondaryschoolingwiththegreatestsetoftoolsforthepost‐secondarysystemb)buildapoolofcivic‐minded,highlytrained,youngpeopleinourlocalsportandrecreationcommunityandc)tocultivateanactiveanddynamicgroupofstudentpeerleadersthroughoutthegreaterschoolcommunity.Lastly,thiscourselendsitselfinasignificantwaytofulfillingmanyaspectsoftheproposedaspectsoftheministryrequiredindividualportfoliosthatwillbeacomponentofreceivingaDogwoodCertificate.


OVERVIEWOFSPORTSPERFORMANCE11AND12

SPORTSPERFORMANCE11 SPORTSPERFORMANCE12PerformancePyramid

Itisexpectedthatthestudentwill:

*Understandthattheapexofathleticperformanceistheabilitytomakeaplay.Thatitistheculminationofanathlete’scharacter,conditioning,athleticability,practicehabits,skilllevel,andeffort.*IdentifyandpracticallyapplythePerformancePyramidasitrelatestothedevelopmentof“Character”incompetitiveteamandindividualsports.*IdentifyhowthePerformancePyramidrelatesto“Conditioning”anditssub‐components:Lifting,Running,Stretching,NutritionandRestasitrelatestocompetitiveteamandindividualsports.*IdentifyandpracticallyapplythePerformancePyramidasitrelatestothedevelopmentof“AthleticAbility”anditsfoursub‐components:Speed,Agility,PowerandEndurance.*Understandtherelationshipbetween“GamePerformance”and“Practice”.Studentswillunderstandthethreesub‐componentsofpracticeastheyfitintothePerformancePyramid:MentalAspects,TechniquesandStrategies.*Understandwhat“Game”isandhowfactors,suchasskillandeffortthatcannotbeobjectivelymeasuredwithastopwatchortapemeasure,separatewhoplayswellinagameandwhodoesnot.

Bioenergetics


*Identifythebasicstructuresofhumananatomy.*Developanunderstandingofmusclephysiologyandhowitappliestoathletictraining.*Developanunderstandingofthebasicadaptationoftheneuromuscularsystemtodifferentmodesoftraining.*Demonstratetheknowledgeof,andabilitytoapply,basicmusclefunctionstotrainingregimes.*Demonstratehowtomanipulatetrainingvariablestoachieveoptimumgainsforathletespecifictraining.

GameAnalysis*Understandandapplytheprimaryprincipalofanytrainingprogram,theSAIDPrinciple(SpecificAdaptationtotheImposedDemand).ThefollowingarethreeconditionsoftheSAIDprinciplethatareimportantinsettingupasportsperformancetrainingprogram:specificity,overloadandvariation.*Identifytheroleofpowerinsport,howittranslatesintoperformanceandhowitcanbemeasured.*Identifytheroleofagilityinsport,howittranslatesintoperformanceandhowitcanbemeasured.*Identifytheroleofenduranceinsport,howittranslatesintoperformanceandhowitcanbemeasured.*Isolateandemployspecificexercisestodeveloppower.*Isolateandemployspecificexercisestodevelopagility.*Isolateandemployspecificexercisestodevelopendurance.


PeriodizationandDesign


PeriodizationandDesign(cont’d)

*Developaneedsanalysissystemtoimplementayear‐roundprogramformultiplesports.*Developatemplateofastructuredsportstrainingprogramusingaperiodizedapproach.

MacrocyclesandMicrocycles*Understandhowtocalculatetheproperpoundagetobeusedintheirindividualtrainingprogram.*Understandhowtouseapoundagecharttosafelycalculatepersonal1repmaxliftsandhowtoapplyproperloadsintheirworkouts.*Understandthe4BaseMacro‐cycles:hypertrophy,strength,power,andendurance.*DevelopprogramofMicro‐cycles(applicationofspecificexercises,loads,anddrills)withineachMacro‐cycle.

AthleteSpecificTraining


*Identifyanddemonstratecorrectbiomechanicsforathleticmovements.*Demonstrateapositiveattitudetowardsexercise.*Documenttrainingandanalyzeresults.*Improveinavarietyofperformancerelatedgoalssuchasstrength,speedandagility.*Demonstratepropersafetytechniquesduringtraining.*Demonstrateatrainingregimefortheirparticularsportutilizingtheprinciplestheyhavelearnedandapplyingthosetotheirparticularsport.

*Demonstrateandleadwarm‐upandcool‐downexercises.*Demonstrateandleadavarietyofspeedandagilitydrills.*Demonstrateandleadsport/positionspecificdrills.*Demonstrateapartnerstretchroutine

Biomechanics



SportsandPositionProfilesandSpecificTraining

*Gatherandinterpretperformancedataforoneormoresports/positionswithinasinglesport.*Comparethecommon/differingdemandsoftwoormoresports/positionswithinasinglesport.*Analyzehoweliteathletesplaywithcontrolledspeed,whereacceleration,agilityandpoweraremainfactors.

Nutrition


*Summarizecurrentknowledgeofnutritionalanddietaryfactors,especiallythosethataffectathleticperformance.*Createandmodifytheirdietinrelationtotheirathleticneeds.*Developanunderstandingoftheimportanceofhealthynutritionandtheeffectsonbodycompositionandperformance.*Explain,compareandcontrastthepreandposttrainingmeals.*Monitoreatingandhydrationhabitsinajournal.*Identifytheeffectsofsupplementationonthebody.

*Applythethreestepstobuildashoppinglistthatcontains:BestChoice,SecondChoiceand,ThirdChoicesourcesforallofthenutrientsthatthebodyrequires.*Demonstratehowtoincorporatefruits,vegetables,seeds,andnutsintotheirmealplansandexplainhowthesenutrientsaremetabolizedbythebody.*Explainhowtoaltercarbohydrateintakesrelativetoindividualactivitylevelsanddescribehowthesenutrientsaremetabolizedbythebody.*Demonstratehowtoselectleansourcesofproteinanddescribehowthesenutrientsaremetabolizedbythebody.*Understandandexplaintheroleoffluidsinthedietandwhatthebestwaysofacquiringthemare.


PersonalPortfolio


*Maintainarecordoftheirmostrecentphysicaltestingscoresontheirpersonalportfoliosheet.*MaintainarecordoftheirmostrecentacademiccoreandcumulativeGPAontheirpersonalportfoliosheet.*Attachrelevantcareerandpersonalinformationtotheirpersonalportfolio.

AnatomyandExercisePhysiology



RecoveryandOvertraining


*Developanunderstandingoftheimportanceofrecoverytraining.*Incorporateavarietyofrecoverytoolsintotheirowntrainingroutine.*Developanunderstandingofthecausesaswellasanabilitytorecognizethesignsofovertraining.*Identifyandexplainthesignsofovertraining.

FlexibilityandRangeofMotion


*Explaintheimportanceofrangeofmotionandhowitcanaffectperformance.*Demonstrateandidentifyavarietyofstretchingandrangeofmotiontechniques.*Demonstratedifferenttypesofrangeofmotionexercisesintotheirownathletictrainingroutine.


OrganizationalStructure:Unit/Topic Title Time

(Hours)Unit1 PerformancePyramid 5Unit2 Bioenergetics(GameAnalysis) 10Unit3 PeriodizationandDesign(Macrocyclesand

Microcycles)10

Unit4 AthleteSpecificTraining 75Unit5 Biomechanics(SportandPositionProfiles) 5Unit6 Nutrition 10Unit7 PersonalPortfolio 5 TotalHours 120GradingBreakdown:Unit/Topic Title Assessment

PercentagesUnit1 PerformancePyramid 10Unit2 Bioenergetics(GameAnalysis) 5Unit3 PeriodizationandDesign(Macrocyclesand

Microcycles)15

Unit4 AthleteSpecificTraining 45Unit5 Biomechanics(SportandPositionProfiles) 5Unit6 Nutrition 10Unit7 PersonalPortfolio 10 Total% 100Unit/Topic/ModuleDescriptions:Unit1:PerformancePyramid Time:5Hours Overview:DevelopmentoftheperformancepyramidwasinspiredbyJohnWooden’s“PyramidofSuccess”.JohnWoodenwasoneofthemostsuccessfulcoachesinthehistoryofsports.Hebelievedsuccessisnotabouthowmuchmoney,power,orprestigethatapersoncanattain,butaboutknowing,withinyourself,youhavedoneeverythingpossibletobethebestpersonyouarecapableofbecoming.Studentswillbecomefamiliarwiththeprinciples,sub‐componentsandstructureofthePerformancePyramidinordertomaximizetheirtheoreticalandpracticalclassexperience.ThisunitmovesstudentsbeyondtheAnatomyandExercisePhysiologyoutcomeslearnedinSportsPerformance11tothementalaspectthatisalsoavitalpartofeliteperformance.


CurriculumOrganizerPerformancePyramid Itisexpectedthatstudentswill: Understandthattheapexofathleticperformanceistheabilitytomakeaplay.Thatitis

theculminationofanathlete’scharacter,conditioning,athleticability,practicehabits,skilllevel,andeffort.

IdentifyandpracticallyapplythePerformancePyramidasitrelatestothedevelopmentof“Character”incompetitiveteamandindividualsports.

IdentifyhowthePerformancePyramidrelatesto“Conditioning”anditssub‐components:Lifting,Running,Stretching,NutritionandRestasitrelatestocompetitiveteamandindividualsports.

IdentifyandpracticallyapplythePerformancePyramidasitrelatestothedevelopmentof“AthleticAbility”anditsfoursub‐components:Speed,Agility,PowerandEndurance.

Understandtherelationshipbetween“GamePerformance”and“Practice”.Studentswillunderstandthethreesub‐componentsofpracticeastheyfitintothePerformancePyramid:MentalAspects,TechniquesandStrategies.

Understandwhat“Game”isandhowfactors,suchasskillandeffortthatcannotbeobjectivelymeasuredwithastopwatchortapemeasure,separatewhoplayswellinagameandwhodoesnot.

InstructionalStrategies:

• Independentinstructioncomputerexploration:Useofcomputer/internettobecomefamiliarwiththePerformancePyramid(www.coachjohnwooden.com)

• Interactiveinstruction:DVD’sofdifferentgamefilm(footagefromschool‐basedgames:football,rugby,volleyball,basketball,andtrackandfieldperformances)

• Directinstruction:handouts,classroomlecturediscussingfinerpointsofPerformancePyramid.

• GroupWork:DiscussdifferentPerformancePyramidblocks(define,characterize,whatwouldanathletewiththisqualitydo,howwouldtheyperform).

• Pair/share:Partnerupwithsomeonewhoisweakinyourstrengthsandviceversa,todiscussstrategiesonhowtoimproveaparticularblock.

• Demonstrationactivities:Reviewexamplesofreallifesituationsofhowplayersdevelopinavarietyoftheperformanceblockstosucceed.

Assessment:Formative:

• Discussionsandfeedbackofgames/personalperformancesandhowitrelatestothePyramidblocks

• Self‐assessmentoftheirstrengthsandweaknessesinrelationtotheblocksofthepyramid

• Discussionsandfeedbackre:mentalaspects,techniquesandstrategiesusedinperformancethathighlightthedifferentcomponentsofthePerformancePyramid.

• Observationsofperformance


Summative:

• CreationofaPowerPointshowre:PerformancePyramidasitrelatestotheirpersonalleadershipskillswithexamples(usingtheassessmentrubric)

• TestorquizonPerformancePyramid‐identificationofthevariousblocksthatmakeupthepyramid.

Unit2:Bioenergetics Time:10HoursOverview:InSportsPerformance11,studentswereintroducedtothethreeenergysystemsandhowtoincorporatethemintoatrainingprogram.InSportsPerformance12,studentswillbecomefamiliarwithideathatathleticendeavorinvolvesperiodsofacceleration,power,agility,andendurance.Allofthesecomponentscanbespecificallytrainedforandshouldbecomeapartoftheirtrainingprogram.CurriculumOrganizerGameAnalysis:TrainingforSport Itisexpectedthatstudentswill: Understandandapplytheprimaryprincipalofanytrainingprogram,theSAIDPrinciple

(SpecificAdaptationtotheImposedDemand).ThefollowingarethreeconditionsoftheSAIDprinciplethatareimportantinsettingupasportsperformancetrainingprogram:specificity,overloadandvariation.

Identifytheroleofpowerinsport,howittranslatesintoperformanceandhowitcanbemeasured.

Identifytheroleofagilityinsport,howittranslatesintoperformanceandhowitcanbemeasured.

Identifytheroleofenduranceinsport,howittranslatesintoperformanceandhowitcanbemeasured.

Isolateandemployspecificexercisestodeveloppower. Isolateandemployspecificexercisestodevelopagility. Isolateandemployspecificexercisestodevelopendurance.Instructionalstrategies:Directinstruction:handoutsandnotetakingontheSAIDPrinciple,provisionofexamplesofhowtorecorddatainpersonaltrainingjournalsInteractiveDemonstrationteacherledandstudentled:Demonstrationingymofapower,oragilitymovementordrillandhowitwoulddirectlyrelatetoasportmovement.Teacherdemonstratesfirstandstudentspractice.Thenstudentstaketurnsleadingademonstrationofthemovementordrill.


AssessmentStrategies:Formative:

• Observation/feedback/discussionofstudentsdoing/leadingexercisesthatdemonstratepower,agility,andendurance.

• Reviewoftrainingjournalswherestudentshaverecordedtheirpersonaldataandprovisionoffeedbackonthatdata

• AssessmentofleadershipactivitiesusingLeadershipRubric

Summative:• Tests/quizzesonknowledgeofSAIDprincipleandrolesofagility,power,and

endurance• AssessmentofleadershipactivitiesusingLeadershipRubric

Unit3:PeriodizationandDesign Time:10HoursOverview:InSportsPerformance11,studentswerefamiliarizedwiththecomponentsofayear‐roundconditioningprogram.Studentslearnedthattohaveacompleteconditioningprogram,theymustincludethefollowing:lifting,running,stretching,propernutrition,andamplerestareneededintheyear‐roundprogram.InSportsPerformance12,thestudentswillbuildontheiryearplanandunderstandthattheproperapplicationofspecificexercises,loads,anddrillsarecrucialtomaximizingtheeffectivenessofayearround,periodizedconditioningprogram.CurriculumOrganizer:MacrocyclesandMicrocycles Itisexpectedthatstudentswill: Understandhowtocalculatetheproperpoundagetobeusedintheirindividual

trainingprogram. Understandhowtouseapoundagecharttosafelycalculatepersonal1repmaxliftsand

howtoapplyproperloadsintheirworkouts. Understandthe4BaseMacro‐cycles:hypertrophy,strength,power,andendurance. DevelopprogramofMicro‐cycles(applicationofspecificexercises,loads,anddrills)

withineachMacro‐cycle.InstructionalStrategies:

• Directinstructionanddemonstrationofproperpoundagemeasurementtechnique,handouts/PowerPointdemonstrationsfornotesonperiodizationanddesign

• Analysisexercisewherestudentsthink/pair/shareregardingarticlesonMacro‐cyclesandmicro‐cycles



• Monthbymonthdevelopmentofeachmacroandmicro‐cyclewithrevisionsandconstructivefeedbackusingthePeriodizationMarkingGuide.

Summative:• Submissionoffinalyear‐roundplanofMacroandMicro‐cycles(seePeriodization

MarkingGuide)

Unit4:AthleteSpecificTraining Time:75HoursOverview:InSportsPerformance11,studentslearnedandemployedwarm‐upexercisesandstrengthexercisesintheirweeklylifting,speed,andagilityprogram.InSportsPerformance12,studentswillemployandleadwarm‐upexercisesandstrengthexercisesintheirweeklylifting,speed,andagilityprogramaswellascoachandspototherstudentsintheclass.CurriculumOrganizerLeadership Itisexpectedthatstudentswill: Demonstrateandleadwarm‐upandcool‐downexercises. Demonstrateandleadavarietyofspeedandagilitydrills. Demonstrateandleadsport/positionspecificdrills. DemonstrateapartnerstretchroutineInstructionalStrategies:

• Directinstruction/Modelingofthepropertechniquesforvariousexercisesandhand‐outswithdiagramsandexplanationsoftechniques

• ThinkPairShareactivitiessostudentscanpeer‐assesstechniquesandprovidefeedback

• Demonstrations:Teacherwilldemonstrateavarietyofwarmupsandstretchesthatthestudentswillbeabletousetoleadtheclass.

• GroupWork:studentswilldiscusshowtocorrectlyprogressthroughdrillsandhowtosafelyperformtheexercises.


• Monthlyperformancetestsonpower,agility,andendurance• Pair‐shareactivitiessostudentscanpeer‐assesstechniquesandprovidefeedback

(usingLeadershipRubric)


Summative:• Finaldemonstrationactivitywherestudentschooseasportpositionandleadaclass

throughawork‐outroutinespecifictothatsportpositionandareassessedbasedonpre‐determinedcriteria(usingLeadershipRubric)

Unit5:Biomechanics Time:5HoursOverview:InSportsPerformance11,studentsidentifiedandexplainedthecorrectbiomechanicsinvolvedinathleticsportmovementandtraining.InSportsPerformance12,studentswillunderstandthatthedifferingdemandsofvarioussportsandplayerpositionswithinindividualsportsisthekeytodesigningatrainingregimethatismostefficientandspecifictoagivensport/rolewithinit.Studentswillneedtobeableidentifythedifferingandcommondemandsontheathletebetweensportssuchas:Football,Basketball,Volleyball,Rugby,SoccerandTrackandField.CurriculumOrganizerSportandPositionProfilesandSpecificTrainingItisexpectedthatthestudentswill: Gatherandinterpretperformancedataforoneormoresports/positionswithinasingle

sport. Comparethecommon/differingdemandsoftwoormoresports/positionswithina

singlesport. Analyzehoweliteathletesplaywithcontrolledspeed,whereacceleration,agilityand

poweraremainfactors.InstructionalStrategies:

• IndependentinstructionUseofcomputers/internettoresearch/locateinformationonperformancedatatoseewhatasportpositionneeds.

• Interactiveinstruction:DVD’sofdifferentgamefilm(footagefromschool‐basedgames:football,rugby,volleyball,basketball,andtrackandfieldperformances)lookingatthedemandsofaspecificpositionplayed.

• Directinstruction:Explanationofdifferingdemandsandhowtoanalyzetheseaspectswhilewatchingagame.

• Groupwork:Sharingideasanddiscussingwhichdemandsareputonanathletethroughoutagameandhowthesedemandscanbeputintotheathletestrainingroutine.



• Groupdiscussions:Facilitatingthediscussionsforaparticularsport.• Studentobservation:guidingstudentsastheyinvestigateasportanditsdemands

ontheathlete.• Feedback:Reviewingandhavingoneononediscussionwiththestudentregarding

sportdemandsandhowtointerpretdata.• Completionofworksheets:Compilinginformationonapositionplayedduringa

gameandallofthedifferentdemands.ListinghowtotraineachspecificdemandusingbackgroundknowledgelearnedandexperiencedthroughoutSportsPerformance11and12.Incorporatingeachdemandintoawellbalancedtrainingroutine.

Summative:• Projectonsportpositioncomparisons

Unit6:Nutrition Time:10HoursOverview:InSportsPerformance11,studentswereintroducedtoknowledgeofnutritionalanddietaryfactors,especiallythosethataffectathleticperformance.InSportsPerformance12,studentswillextendtheirknowledgebyconstructingadietarymenuplanspecifictotheirathleticnutritionalneeds.Studentswillunderstandthedifferencebetweenacorrectlybalancedandimbalanceddietandapplythethreestepstoensuretheproperbalanceofnutrientstoincreaseleanmusclemass,limitfatstorage,andimproveperformance.CurriculumOrganizerStepstoBuildingaBalancedPerformanceDietItisexpectedthatthestudentswill: Applythethreestepstobuildashoppinglistthatcontains:BestChoice,SecondChoice

and,ThirdChoicesourcesforallofthenutrientsthatthebodyrequires. Demonstratehowtoincorporatefruits,vegetables,seeds,andnutsintotheirmealplans

andexplainhowthesenutrientsaremetabolizedbythebody. Explainhowtoaltercarbohydrateintakesrelativetoindividualactivitylevelsand

describehowthesenutrientsaremetabolizedbythebody. Demonstratehowtoselectleansourcesofproteinanddescribehowthesenutrientsare

metabolizedbythebody. Understandandexplaintheroleoffluidsinthedietandwhichthebestwaysof

acquiringthemare.


InstructionalStrategies:

• Directinstruction:usingCharts,worksheets,diagrams:providingstudentswithuptodateinformationondifferentaspectsofnutritionandhowtoincorporateallofthemacroandmicronutrientsintotheirdiets.

• Groupwork:studentswilldiscussandexploredifferentfoodandmenuideasastheypiecetogetheraplan.

• Analysisandcritiquegroupactivityonnutritionandperformance:ExplainingtheMacroandMicro‐nutrientswhichareessentialforathletes.(Stone,M.H.NutritionalFactorsinPerformanceandHealth.EssentialsofStrengthTrainingandConditioning,NSCA(210226).Nebraska:HumanKinetics.1994.)


• Feedbackasstudentsdeveloptheirmenuplan,oneononediscussionofthenutrientstheychooseandhowtoimproveorbuildontheirchoices.

• Discussion:Facilitatinggroupdiscussions• Peer‐editing:Studentswillanalyzeeachother’smenuplananddiscussideasonhow

toimproveorbuildontheirplan.• Completionofworksheetsandgroupactivitiestolistideasandputtogetherafinal

usablemenuthatwillcoveralloftheathletesneeds.

Summative:• StudentswilldevelopamenuplanforoneMacro‐Cycleoftheirindividualized

trainingprogram.(seeMenuRubric)• Testsand/orquizzes:KnowledgeofMacroandMicro‐nutrientsandfluidintake.

Unit7:PersonalPortfolio Time:5HoursOverview:Studentswillcreateapersonalportfoliodetailingcontactinformation,careerambitions,standardizedperformancetestscores,academicdata,physicaldata,andadditionalpersonalinformationrelevanttotheindividual.Thisisasuperbtoolforpost‐secondaryinstitutions/organizationstogainabroadsnapshotofaprospectiverecruit/newmemberortoawardscholarships.CurriculumOrganizerPersonalScholarshipResumeItisexpectedthatstudentswill: Maintainarecordoftheirmostrecentphysicaltestingscoresontheirpersonal

portfoliosheet. MaintainarecordoftheirmostrecentacademiccoreandcumulativeGPAontheir

personalportfoliosheet. Attachrelevantcareerandpersonalinformationtotheirpersonalportfolio.


Instructionalstrategies:

• Directinstruction:studentswillbegiveninformationonhowtobuildaportfolio,theinformationrequiredandhowtoattainthatinformation.

• Modelling/Examplesofmodelportfolios:Studentswillbegivenanexampleofacompletedportfolioandorpiecesoftheportfolioastheydeveloptheirown.

• Peereditingandfeedback:studentswilldiscussideasonhowtoimprovetheirportfolioandshareexamplesofeachother’swork.

AssessmentStrategies:Formative:

• Revisions/constructivefeedbackonportfolioastheydevelopit• Checklistsforcompletionofroughdraftsforeditingorfeedback

Summative:

• Finalsubmissionofpersonalportfolio(usingPerformanceResumeRubric)LearningResources(Recommended):(TheseresourceswerereviewedandapprovedbytheDistrictResourceReviewCommittee.)www.cortland.edu/character/highschool/chapters/chapter2.pdfMLKINGJR.CHAPTER2:PerformanceCharacterandMoralCharacter.Learningisnotattainedbychance.Itmustbesoughtforwithardorandattendedtowithdiligence....www.coachwooden.comNSCAtext‐REFERENCES

1. Wathen,D.LoadAssignment.EssentialsofStrengthTrainingandConditioning,NSCA(435‐445).Nebraska:HumanKinetics.1994.

2. Wathen,D.TrainingVolume.EssentialsofStrengthTrainingandConditioning,NSCA(447‐450).Nebraska:HumanKinetics.1994.

3. Wathen,D.RestPeriods.EssentialsofStrengthTrainingandConditioning,NSCA(451‐453).Nebraska:HumanKinetics.1994.

4. Wathen,D.Periodization:ConceptsandApplications.EssentialsofStrengthTrainingandConditioning,NSCA(451‐453).Nebraska:HumanKinetics.1994.

5. Stone,M.H.NutritionalFactorsinPerformanceandHealth.EssentialsofStrengthTrainingandConditioning,NSCA(210‐226).Nebraska:HumanKinetics.1994.


PyramidofSuccessPowerPointPresentationRubricNAME:_____________________

5 4 3 2 1CONTENT Contentis

accurateandinformationispresentedinalogicalorder.

Contentisaccuratebutsomeinformationisnotpresentedinalogicalorder,butisstillgenerallyeasytofollow.

Contentisaccuratebutinformationisnotpresentedinalogicalorder,makingitdifficulttofollow.

Contentisquestionableandinformationisnotpresentedinalogicalorder,makingitdifficulttofollow.

Contentisinaccurateandinformationisnotpresentedinalogicalorder,makingitdifficulttofollow.

SLIDECREATION

Presentationflowswellandlogically.Presentationreflectsextensiveuseoftoolsinacreativeway.

Presentationflowswell.Toolsusedcorrectly.Overallpresentationisinteresting.

Presentationflowswell.Sometoolsused.

Presentationisunorganized.Toolsarenotusedinarelevantmanner.

Presentationhasnoflow.Notoolsused.

SLIDETRANSITIONS Transitionsaresmoothandinteresting.Transitionsenhancethepresentation.

Smoothtransitionsareusedonmostslides.

Smoothtransitionsareusedonsomeslides.

Veryfewtransitionsareusedand/ortheydistractfromthepresentation

Notransitionsareused.

PICTURES,CLIPART&BACKGROUND

Imagesareappropriate.Layoutofimagesispleasingtotheeye.

Imagesareappropriate.Layoutiscluttered.

Mostimagesareappropriate.

Imagesareinappropriate.

Noimages.

MECHANICS Nospellingerrors.Nogrammarerrors.Textisinauthor’sownwords.

Fewspellingerrors.Fewgrammarerrors.Textisinauthor’sownwords.

Somespellingerrors.Somegrammarerrors.Textisinauthor’sownwords.

Somespellingerrors.Somegrammarerrors.Mostofthetextisinauthor’sownwords.

Manyspellingerrorsand/ortextiscopied.

PERSONALREFLECTIONSANDGROWTH

Studentisclearanddescriptiveintheirreflection(weaknessesandstrengths)onallblocks

Studentisdescriptiveandclearintheirreflection(strengthsandweakness)10‐14blocks

Studentisdescriptivebutnotalwaysclearintheirreflection(strengthsandweakness)on6‐9blocks.

Studentisdescriptivebutnotclearintheirreflection(strengthsandweakness)on3‐5blocks.

Studentisdescriptivebutnotclearintheirreflection(strengthsandweakness)on1‐2blocks.

KNOWLEDGEANDUNDERSTANDINGOFPYRAMIDOFSUCCESSBLOCKS

Studenthasaclearunderstandingofwhatalloftheblocksmeanandcanciteexamplesforeachblock

Studenthasaclearunderstandingofwhatmostoftheblocksmeanandcanciteexamplesformostblocks

Studentunderstandswhatsomeoftheblocksmeanbutmaynotciteexamples

Studentunderstandswhatafewblocksmeanbutmaynotciteexamples

Studentdoesnotunderstandwhatblocksmeananddonotciteexamples


SPORTSPERFORMANCE:PERIODIZATIONMarkingGuide

Instructionalplan:Completethefollowingsteps(marksareawardedbycompletionofeachstep)Step1)(10Marks)Plotyoursportsactivitiesovera1yearperiod,startwithJan–Dec(year).Step2)Plotanyactivitiessuchasinjuryrehaborholidaysthatyouknowyouwillbetakingandatwhichtimeyoudonothaveaccesstoaworkoutfacility.Step3)(5Marks)ListyourGoalsinorderofimportance.

Choosefromthefollowing:‐ Size(gainingorlosingweight)‐ Strength‐ Power‐ Speed‐ Endurance

Ex)foranathletethatplaysapositionthatreliesonspeed(i.e.widereceiver)theorderofgoalsandimportancemaybe:

4–Size3–Strength2–Power1–Speed

Step4)(5Marks)Ploteachphasethatrelatestoyourgoalsontheyearlyplan.Startwithablockbeforeyourcamps.Alwayskeepinmindtheorderofprogressionthrougheachphase: TheorderisAA–H–MXS–P–Sp–EndStep5)Usethefollowingbreakdownofeachphaseasaguideline:

AAo 30‐60%1RM

o higherreps(12‐20)

o Circuittrainingwithrestbetweencircuits

o Exercises–Core(Abs,lowback),Balance,Fullbody,rehaborpreventativeexercises


Hypertrophyo 60‐80%1RM

o (6)8‐15reps

o slowtempo

o minimalrestbetweensets(UseSupersetsandGiantsets)

o maxfatiguebyworkingasmanymusclesatasmanyanglesaspossible

MXS

o 85–100%or>1RM

o 1‐6reps

o Coreexercises–Bench,Deadlift,Squat

o Maxrestbetweensets(3‐5min)

Power

o 70–100%1RM

o 1‐4reps

o Explosivemovements(PowerClean,Snatch,Jerk)


Speed

o 10%1RM

o repsdependonexercise

o Explosivemovements(weightedvest,hills,sled)


Endurance

o 20–50%1RM

o highreps(20‐100ormore)

o constantmotion

o minimalrest


Step6)(10MarkseachPhase)BreakingdowneachPhaseintoa4weekprogression.

Starteachphasewithweek#1‐LowIntensityweek,week#2–MedIntensity,week#3–Highintensityandweek#4–Transition(rest)week.

Step7)(10Marksperweek)Changetheintensityofeachweekyouneedtomakechangestooneormoreofthefollowing:

a) Changethe#oflow,medandhighintensitydaysperweek.Forexample:a. Week#1‐4low‐2med‐1highintensitydays.b. Week#2–3low–2med–2highintensitydays.c. Week#3–1low–3med–3highintensitydays.

b) Changethetypeofexerciseyouusefortheworkouts.Forexample:a. Week#1(tricepspressdown)Week#2(overheadtricepsext)Week#3

(closegripbench)Alltheexercisesworkonthesamemusclebutareprogressivelyhardertoperform.

c) Changethesetsandrepsandweight.Highersetsandfewerrepswithheavierweight.

d) Changetherestbetweensets.e) Changethemovementspeed.

Step8)(20Marksperphase)Usethewebsitewww.exrx.nettofindyourexercisesforeachphaseandday.StartwiththeAAphase.

• LowIntensitydayscanbeamadeupofplayinganon‐competitivesportoraphysicalactivitythatisrelaxing.

• MediumIntensitydayscanbemadeupofcardiovascularexercisesuchasgoingforarunorhike,orplayingasportbutatamorecompetitivelevelwithoutexhaustingyourself.

• HighIntensitydaysareworkoutdaysintheweightroom.Week#1–FocusonJointexercises(rehab)andworkat40%intensity.Week#2–Focusontotalbodycircuits(squats,pushups,chinups)andworkat50%intensity.Week#3–Addinstabilitytotheexercises(Ball,Balanceboard,singleleg)andworkat

60%intensity.


Step9)Youneedtodevelopacircuitof8to12exercisescoveringallmajormuscles(Shoulders/Chest/UpperandLowerBack/Abs/HipsandLegs/Arms).Focusoninjuriesorweaknessesthatyoumayhave.Forexampleifanathletehadlowerbackpain,pulledahamstring,andhadshoulderpainduringtheseasontheywouldlookuptheseareas.

a.Startbyclickingon“WeightTraining”b.Lookbelow“BiomechanicalDeficiencies”andclickon“Weaknesses.”c.Lookthroughthelistofareasthatmayrelatetotheirinjuries.Youmayhavetoreadthedescriptionorusethediagramtoseeifitsimilartotheareaofyourweakness.ForthisathletetheHamstring,Supraspinatus,Infraspinatus,ErectorSpinae,areallrelated.d.Clickonthe“preventative/corrective”exercise.Looktoseeifthisexerciseisonethatyouareabletoperformatthegym(ifthemachineisavailable).Writetheexercisedownandwriteabriefdescriptionifyouareunsureofhowitisperformed.e.Listtheexercisesfromthe“preventative/corrective”exercises.Forthisathlete:crunch,legcurl,stifflegdeadlift,frontlateralraise,lyinglateralraise,lyingexternalrotations,rows,backextensionandcablerow.f.Gobackto“BiomechanicalDeficiencies”andclickon“Posture.”Checkforanyadditionalissuesthatmayrelatetoyou.g.Addinadditionalexercisesthatwillcompleteatotalbodycircuit.Gobacktothemainpageandclickon“Articulations,”“MuscleBodyMap,”or“ExerciseBodyMap”tofindmoreexercisesforaspecificjointormuscle.Forthisathlete:shoulder,upperandlowerback,abs,hipsandlegexercisesareincludedbuttheathleteismissingchestandarmexercises.Theathletecouldaddthefollowingtomakeacompletecircuit–tricepspressdownandpushups.h.Buildyourworkoutbyusingtheseexercisesandlistingtheminanordertoalternatebodyparts.Forthisathlete:Circuit–frontlateralraise,rows,legcurl,crunch,lyinglateralraise,backextensions,stifflegdeadlift,pushups,cablerow,lyingexternalrotationandtricepspressdown.i.Gobackto“BiomechanicalDeficiencies”andclickon“Inflexibilities.”


j.Readthroughthelistofrelatedareasandaddinanystretcheslistedunder“preventative/corrective”exercise.Forthisathlete:seatedhamstringstretch,lyinghamstringstretch,AdductorMagnusstretch,Kneelinghipflexorstretch,Quadricepsstretch,Straightarmcheststretch,subscapularbroomstickstretch,infraspinatusbroomstickstretch,andthetensorfascialateastretch.k.Forweek#2and#3youcanincreasetheintensityofyourworkoutsbyincreasingtheweightanddecreasingreps,increasingsets,increasingthecomplexityoftheexercises,decreasingyourrestbetweensetsetc...

ExampleHypertrophyPhase:Chooseaweeklytrainingplan. a.Totalbodytraining3‐4timesperweek. b.Splitrouting–Upperbodyandlowerbody.

c.Splitroutine–bodypartforexampleChest/Triceps,Back/biceps,andLegs/shoulders/Abs

Week#1–Focusoneachbodypartwithisolationexercises(60%intensity)Week#2–Focusonbiggermovementsandslowthetempodown(70%intensity)Week#3–Biggermovementswithslowdownandfastuptempo(80%intensity)Step10)Usingwww.exrx.netclickon“WeightTraining.”Lookthroughtofindexercisesforeachofthemajormusclegroups.Clickon“ExerciseandMuscleDirectory,”“MuscleBodyMap,”or“ExerciseBodyMap.” a.Haveapproximately8exercisesperday. b.Haveatleastonemajorexercisepermusclegroup.Ex)BenchforChest,

SquatforLegs c.Trytoworkasmanyanglesaspossibleforeachmusclegroup.Step11)Buildyour4weekplanfortheHypertrophyPhasechangingfromalow,medtohighweekandalternatingthedailyintensities.(Seeexample)Step12)

• Lowintensitydayscanbemadeupofcardioandabs,techdrillsforyoursport,playingasport.

• Medintensitydayscanbemadeupofweightroomexercisesfocusingonsmallermusclegroups.

• Highintensitydaysaremadeupofweightroomexercisesfocusingonmajormusclegroups.

(SeeexampleofworkoutforHypertrophyphase)

sports performance 12/baa framework district name ......components of fitness. a fitness instructor...

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