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TD 660661 Physical Education Curriculum 1

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					TD 660/661 Physical Education
        Curriculum 1



              Unit Design




  Names: Jarryd Palser & Reece Malcolmson
      Student ID’s: 2658949 & 2658207
             Tutor: Loris Gullock
   Tutorial Group: (2) Thursday 9:30 – 11:30
         Due Date: Friday 4 th of May
Unit Plan >>

Unit Name: Essential Fitness 101
VELS Level / Year Level: Six / Years 9 & 10
Time: 5 X 100 minute lessons

We believe that this unit would be offered as an elective, with the only
prerequisite being they are enrolled in or have completed a basic physical
education theory unit. This is compulsorily taken in Year 7 & 8 / VELS Level 5

VELS Level Six >>

The VELS that are to be explored through out this unit are as follows

Health & Physical Education Domain >
 Students demonstrate advanced skills in selected physical activities
 Students use training methods to improve their fitness levels and participate in
 sports, games, recreational and leisure activities levels and identify factors that
 maintain regular participation in moderate to vigorous physical activity.
 Students assume responsibility for the conduct of aspects of a sporting
 competition in which roles are shared and display appropriate sporting behaviour.

Personal Learning Domain >
 Students work independently to implement a range of strategies, as
 appropriate, to maximise their learning.
 Students seek and respond to feedback from peers, teachers and other adults to
 develop and refine their content knowledge and understanding, i dentifying areas
 for further investigation.

Communication Standards >
 Use complex verbal and non-verbal cues, subject-specific language, and a wide
 range of communication forms.



Unit Outcomes for Students >
 Students display advanced skills in all fitness components including aerobic &
 anaerobic power, muscular power & strength, flexibility, speed, agility and local
 muscular endurance
 Students will use training methods prescribed to improve their fitness levels
 and participate in a series of different training methods, and also come to
 conclusions what factors contribute to enduring participation in moderate to
 vigorous activity
  Students show proper behaviour when participating in the lessons of the unit
 and at all times are respectful to themselves, to others they encounter and the
 environment they are in
 Students are to show they can work independently and are able to implement a
 range of strategies to further enhance their learning and progression throughout
 the unit
 Students are able to respond to and seek feedback from their teachers and peers
 to develop and refine the content knowledge they have gained and apply to
 improving their fitness levels throughout the unit
 Students are able to display a wide terminology of language specific to the
 topic in this case fitness, use multifaceted verbal and non -verbal cues to enhance
 their fitness levels and learning of knowledge. Students will also use a wide
 range of communication forms throughout the unit.

Curriculum Pattern >>

This unit really has no other choice other than going with a traditional approach,
neither games sense or sport education would work within this unit. But contained
in the unit there are elements of peer teaching and guided discovery are used to
break up the unit so students don’t loose focus.

Content & Instructional Strategy >>

Lesson 1 >
 Theory – brainstorm and discussion (Traditional)
 Warm up – stretching (Traditional)
 Fitness Tests – Variety of tests (Guided discovery)
 Talk about assessment for the unit (Traditional)

Lesson 2 >
 Warm Up ~ Static Stretching (Peer Teach)
 Running Strategy ~ Cross Country course information (Traditional)
 Continuous / Aerobic Training ~ Cross-Country run (Guided Discovery)
 Muscle Recognition ~ Static Stretching (Peer Teach)
 Theory ~ Hydration & Diet (Traditional)

Lesson 3 >
 Warm Up ~ PNF Stretching (Guided Discovery)
 Gym Safety ~ Posture & Neutral Spine (Traditional)
 Gym Activity Exploration & Explanation (Guided Discovery & Peer Teach)
 Resistance Training ~ 2 X Gym Circuits (Guided Discovery)
 Warm Down ~ Static Stretching (Guided Discovery)
 Cleaning of Gym (Traditional)
Lesson 4 >
 Theory ~ Interval Training (Traditional)
 Warm Up ~ Active Stretching (Traditional)
 Interval Anaerobic Training ~ 4 X 400m @ 85 % Intensity, Work to Rest Ratio
 1:2 (Guided Discovery & Peer Teach)
 Warm Down ~ Static Stretching (Guided Discovery)

Lesson 5 >
 Time to prepare for peer teach (Guided discovery)
 Warm up – stretching (Traditional)
 Students complete assessment task/ testing (Peer Teach)
 Talk about assessment for the unit (Traditional)
 Conclusion – Fitness in general (Guided discovery)


Resources >>

Facilities >

The resources as facilities used in this unit are as follows;
        Indoor Gym
        Cross-Country Course
        Athletics Track / Oval
        Weights Gym
        Class Room

Equipment >

The resources as equipment used in this unit are as follows;
        1 X CD Player
        100 X Cones
        10 X Stopwatches
        20 X Task Cards ~ Explaining Gym Activities & Differing Intensities
        Chalk & White Board Markers
        Gym Equipment
        11 X Maps of School (Cross Country Course) ~ With Direction of
        Travel
        Pen & Paper
        20 X Gym Mats
        1 X Measuring Tape
        Beep Test CD
        Hand Grip Dynamometer
Safety Requirements >>

The safety requirements of this unit are underlined by the fact that a HIRAC report
should be conducted at time closest possible to the commencement of the lesson.
This would allow the teacher so sight any potential hazards and rectify them
before the commencement of the class.

During the lessons, the teacher will probably have to deal with common injuries
such as a sprained ankle, cramp or a grazed knee. So the teacher in charge should
have an up to date first-aid certificate to deal with any problems occurred in the
numerous lesson.


Wet Weather Activities >>

Lesson 3 (Introduction to Resistance Training ~ Gym Circuit) is an able wet
weather activity as the entire lesson is run indoors. At no point in time d oes the
lesson have to go outdoors. The sequence of the middle lessons is not important,
so the unit is troubled by running this lesson in either position two, three or four.
Also the majority of lessons one and five are run in an indoor setting these less ons
include pre & post fitness testing, so the sequence of these lessons are important.
But as you can see wet weather does not really deter this unit as a whole, this unit
is equipped to accommodate the inclement weather.


Theory >>

The theory contained in this unit is as follows;

Lesson 1 >
 Brainstorm on aspects of fitness
 Discuss assessment tasks

Lesson 2 >
 Theory component
      Open discussion about what works best in regards to hydration and diet
        to enhance fitness during training
      Brainstorms ideas on to whiteboard at first
      Main Topics to include ~ (carbohydrates, fats, protein, low GI, high GI
        & hydration after training)
      Remember to reinforce the percentages of a typical training diet
      The importance of protein
      Benefits of both low & high GI
Lesson 3 >
 Nil

Lesson 4 >
 Theory Component (Interval Training)
        Planning interval training (Different aspects ~ Explain)
              o Work interval distance
              o Work interval time
              o Rest interval duration
              o Rest interval type
              o Work intensity
              o Repetitions
              o Sets
              o Frequency
        Explain work to rest ratio
        Differing energy systems work at different levels of all of the different
          aspects (Hand out table ~ Examples of interval training for running)
        Explain the principle of progressive overload and how it can be applied
          to interval training
 When talking about progressive overload remember to reinforce the fact that it
 is important to maintain the original aim of training
 Interval training is based around the different amounts of work & time
 Work intensity is a crucial part of training explain why
 Ask students which type of interval training will suit specific sports

Lesson 5 >
 Time to prepare for peer teach
 Concluding discussion



Assessment >>

Assessment in this unit is marked upon the improvement in fitness components
shown over the five lesson unit. Records are kept of the results obtained by the
students in pre-test lesson (Lesson 1) and then are recorded again to gauge
improvement in the post-test lesson (Lesson 5). Students will be graded either
satisfactory/unsatisfactory if they participate in all lessons, they would need a
valid reason and a note from home explaining why they cannot participate .
Students will be shown their results in the post testing to see improvement if any
has occurred. (Assessment Task One)

Another assessment would be in Lesson 5 students will be graded on how they
administer and explain a test such as the beep test or vertical jump test to the class
they will administer the test to the class. Students will be assessed on how they set
up the fitness test, the explanation of the fitness test and the administering of the
fitness test. Students will be marked one to five in these categories with the scale
looking like this 1 ~ Poor, 2 ~ Fair, 3 ~ Good, 4 ~ Very Good & 5 ~ Excellent.
(Assessment Task Two)

As you can see both these types of assessment links in the VELS stated at the
beginning of the unit; Assessment task one assesses two VELS that state;
 Students demonstrate advanced skills in selected physical activities
 Students use training methods to improve their fitness l evels and participate in
 sports, games, recreational and leisure activities levels and identify factors that
 maintain regular participation in moderate to vigorous physical activity.
Assessment task two assesses the VELS that state;
 Use complex verbal and non-verbal cues, subject-specific language, and a wide
 range of communication forms.
         Practical Lesson Plan

         Date:            Lesson # 1 of 5                     Venue: Gym/Stadium

         Lesson Topic:      Fitness Testing                   Unit Topic:     Fitness

         Year Level: 9 and 10

         Lesson Duration: 100 minutes          Students: 10 boys 10 girls


                     VELS                               Specific Lesson Outcomes for the students

Movement & Physical Activity - Students                 Students gain a greater understanding of
measure their own fitness and physical activity          fitness components, training methods and
levels and identify factors that influence               training principals.
motivation to be physically active                      Students will also undergo a number of
                                                         fitness tests and will familiarize themselves
                                                         with the tests in order to pass the
                                                         assessment in week 5.
The individual Learner - Students monitor and           Students will identify their individual strengths
describe their progress as learners, identifying         and weaknesses from the results of the
their strengths and weaknesses and take action           fitness tests.
to address their weakness

Managing personal learning - Set realistic short-       Students will set a goal to achieve by the last
term and long-term learning goals within a               session of this fitness unit based on testing
variety of tasks and describe their progress             results.
towards achieving these.




         Equipment

       Pen and Paper, 20 x gym mats, measuring tape, handgrip dynamometer,
       beep test cd/cdplayer, stop watches, cones, whiteboard/blackboard markers.
Time (mins)         Activity/Content                 Organisation                  Equipment
                                                                              White/blackboard
0 – 20        On white/blackboard           Students to be sitting in front   Marker/chalk
              brainstorm and discuss what   of teacher and blackboard.
              aspects of fitness and        Put hands up to speak one
              general knowledge students    person at a time.
              have of fitness.
                                                                              Markers/Hats
20 - 30       Warm-Up – 2 laps of the       2 Laps (whole class as a          Whistle
              stadium, dynamic stretching   group)
              run-throughs, static          Dynamic (groups of 5 at a
              stretching                    time)
                                            Static (in a circle in the
                                            middle)
                                            (see attached stretch chart)      (Procedures/
30 - 45                                                                       instructions
              Beep Test – (Procedures/                                        attached)
              instructions attached)        (Procedures/ instructions
                                            attached)

45 - 50
              Rest/Recovery – students
              get a drink and prepare for
              next set of tests

50 – 70                                                                       (Procedures/
              Max Push-ups Test                                               instructions
              Vertical Jump Test            In groups of 4 or 5, each         attached)
              Handgrip Strength Test        group will go to a different
              Prone Bridge                  test where they will all
                                            complete the test and record
                                            there results.
                                            (Procedures/ instructions
70 – 85                                     attached)
              Phosphate Recovery Test -                                       (Procedures/
              (Procedures/ instructions                                       instructions
              attached)                     Class will split into 2 groups    attached)
                                            one group will complete the
                                            test the other will record
                                            results then swap.
85 – 90                                     (Procedures/ instructions
              Cool Down – Stretch down      attached)
                                                                              Space

                                            Class will come together as a
90 – 100                                    group and teacher will give
              Discussion of assessment      direct instruction on specific
              task                          stretches.

                                            Students sitting in front of
                                            teacher and blackboard.
Assessment – post testing
and ability for each group to
conduct a part of testing in
lesson 5
Lesson Plan 2 >>

Lesson 2 of 5

Lesson Topic: Continuous / Aerobic Training
Unit Topic: Fitness
Venue: Gym / School Grounds / Classroom
Year Level: 9 & 10
Lesson Duration: 100 Minutes
Number of Students: 10 Male & 10 Female

This lesson is presuming the cones are already in place for the cross country
course.

How Lesson Links to VELS >>

 This lesson links to the VELS through students participating in a cross -country
 run that will see students demonstrate advanced skills in the warm up by
 representing to the class a stretch that will help facilitate the muscle to be ready
 to run the cross country course.
 Also through this they will be able to use different forms of communication and
 language from the field.
 During the run students will show advanced skill by running such a long
 distance at a moderate pace & use a training method to improve their fitness.
 Also students will show their knowledge of the field through the cool down, by
 once again by demonstrating a stretch.
 During the theory component of the lesson students will seek and respond to
 feedback from the teacher and their peers via an open discussion. During this
 discussion students will use subject-specific language, and a wide range of
 communication forms.


Equipment >>
Equipment used in this lesson is as follows;
       1 X Stopwatch
       100 X Cones
       1 X Whiteboard Marker
       11 X Maps of Cross-Country Course (with highlighted direction of
        travel)
Specific Lesson Outcomes for the Students >>

 Students will demonstrate their fitness capabilities when completing either a 3
 kilometer or 5 kilometer cross country run
 Students will demonstrate their knowledge of static stretching for all muscles in
 the body
 Students will discuss the importance of diet and hydration when trying to
 enhance fitness under training

Breakdown of Lesson >>

Time:
 0 – 5 Minutes
Activity/Content:
 Allow students to change
 Mark roll
 Handle any administration (if any)
Organisation:
 Once students are changed and ready to commence the lesson students should
 sit down in any orderly bunch waiting for the role to be m arked and any
 administration handled.

                                                          ~ Teacher


                                                          ~ Student


Equipment:
 Nil
Safety Considerations:
 Nil
Cues/Questions:
 Nil

Time:
 5 – 20 Minutes
Activity/Content:
 Warm Up
       Students will perform a 5 minute run around the basketball boundaries
         in the gym for 5 minutes at 70%
         Students will then sit in a circle with each student having a turn in
          demonstrating a static stretch

Organisation:
 Whilst students are running check for any potential hazards and go over cross
 country course whilst the students stretch



                                                            ~ Teacher


                                                            ~ Student




Equipment:
 Gym with basketball court linage
Safety Considerations:
 Any hazards whilst running should be dealt with
Cues/Questions:
 Remember to reinforce the importance of stretching


Time:
 20 – 25 Minutes
Activity/Content:
 Cross-country course information
 Handout a map of the cross country course one between two to the students
 Split the students into male and female due to the fact that males are running 5
 kilometers and females are running 3 kilometers and may have different courses
Organisation:
 Get students in orderly bunch to go over map and answer any queries regarding
 the course
 The maps should be detailed with the prescribed course for each gender

                                                            ~ Teacher


                                                            ~ Student
Equipment:
 11 X Maps of Cross-Country Course (with highlighted direction of travel)
Safety Considerations:
 Nil
Cues/Questions:
 Reinforce that if you cheat that you are only cheating yourself

Time:
 25 – 50 Minutes
Activity/Content:
 Cross Country run ~ Male Students (5 Kilometres), Female Students (3
 Kilometres)
 Allowed 25 minutes for the completion of the course which is 5 minute
 kilometers which is a moderate pace
 Walk students to the starting line and commence the run with short sharp
 whistle burst
Organisation:
 Make sure students have a fair and even start
 Wait at check point (if any) and provide feedback to students whom run past
 and mark off number of times through the checkpoint, if no check point walk
 around course providing feedback to runners
 Record time of the finished runners
Equipment:
 1 X Stopwatch
Safety Considerations:
 A HIRAC of the course should have been done beforehand
 Check for any emerging talents if walking the course
 Attend to any injuries
Cues/Questions:
 Remember to provide a lot of positive feedback to the participants

Time:
 50 - 70 Minutes
Activity/Content:
 Warm Down
       First part of warm down students are to walk/jog to collect the cones
          that are marking out the cross country course (5 minutes)
       Next students are to sit in a circle (RE: Warm Up) and complete a static
          stretching exercise where the previous student who expl ained the stretch
          has to name a muscle and the next person along in the circle has to come
          with a static stretch for that muscle. (Teacher gives first muscle to first
          student)

Organisation:
 Counter the number of cones that are returned from the cross country run




                                                              ~ Teacher


                                                              ~ Student




Equipment:
 Nil
Safety Considerations:
 Watch for students who maybe over stretching
Cues/Questions:
 Remember inform the students of why cool down is important
 Also make sure students are rehydrating

Time:
 70 - 80 Minutes
Activity/Content:
 Allow students 10 minutes to get changed and travel to class room for theory
 component
Organisation:
 Remember to bring whiteboard and notes to class to help aid discussion
Equipment:
 Nil
Safety Considerations:
 Nil
Cues/Questions:
 Nil

Time:
 80 - 100 Minutes
Activity/Content:
 Theory component
      Open discussion about what works best in regards to hydration and diet
        to enhance fitness during training
      Brainstorms ideas on to whiteboard at first
      Main Topics to include ~ (carbohydrates, fats, protein, low GI, high GI
        & hydration after training)

Organisation:
 Typical classroom setting
Equipment:
 Nil
Safety Considerations:
 Nil
Cues/Questions:
 Remember to reinforce the percentages of a typical training diet
 The importance of protein
 Benefits of both low & high GI
Lesson Plan 3 >>

Lesson 3 of 5

Lesson Topic: Resistance Training ~ Gym Circuit
Unit Topic: Fitness
Venue: School Gym Area (if applicable) / Nearest Available Gym
Year Level: 9 & 10
Lesson Duration: 100 Minutes
Number of Students: 10 Male & 10 Female

This lesson presumes the school this unit is being taught at has adequate gym
equipment to complete 2 X 30 minutes gym circuits. If the school is lacking a gym
facility the teacher will have to allow time to travel to nearest available gym
facility.

How Lesson Links to VELS >>

 This lesson is linked to the VELS students participating in two twenty minute
 gym circuits that will see students demonstrate advanced skills by performing 20
 different elements in the gym circuit (ie. Lat pull down, skipping, sit ups with a
 twist & bench press.)
 Also during the lesson students will use subject specific language and different
 communication techniques when they present to the class an element from the
 gym circuit with the aid of a task card.
 Also students will show respect to the environment that they have been put in
 and behave accordingly.
 Before explaining their element of the gym circuit to the class students will
 work independently to come to the conclusion that what will be the best way to
 present their element demonstration to the class
 Throughout the whole students will be using a different training method to
 further enhance their fitness levels



Equipment >>
Equipment used in this lesson is as follows;
 1 X CD Player
 1 X Gym Facility ~ with up to 20 elements that can be performed
 1 X Stopwatch
 20 X Task Cards ~ explaining each of the twenty elements involved in the
 circuit



Specific Lesson Outcomes for Students >>
 Students will perform a range of complex movement when they use the gym
 equipment throughout the circuit
 Students will gain knowledge of how to keep a neutral spine when performing
 with weights and identify posture as being an important aspect of resistance
 training
 Students will learn how to clean gym equipment after use
 Students will demonstrate one element of the gym circuit and present to the
 class, with the aid of a task card.


Breakdown of Lesson >>

Time:
 0 – 5 Minutes
Activity/Content:
 Allow students to change
 Mark roll
 Handle any administration (if any)
 Explain the rules of the gym, underlining respect
Organisation:
 Once students are changed and ready to commence the lesson students should
 sit down in any orderly bunch waiting for the role to be marked and any
 administration handled.

                                                        ~ Teacher


                                                        ~ Student


Equipment:
 Nil
Safety Considerations:
 Nil
Cues/Questions:
 Nil
Time:
 5 – 15 Minutes
Activity/Content:
 Warm Up
        Students will commence in 5 minutes of aerobic work on either the
          exercise bikes, treadmills or rowing machine, starting at 70 % and
          slowly building to 90 % intensity
        Students team up in pairs and participate in 5 minutes of PNF stretching
          with their partner (assumed prior knowledge,) should be aimed at major
          muscle groups
Organisation:
 Students should pair up in an open space they can find in the gym, whilst this is
 happening the teacher should walk around checking technique of the pairs whilst
 they are performing their stretching, whilst placing out the task card needed for
 the apparatus being used.
                                                              ~ Teacher


                                                              ~ Student




Equipment:
 Gym Equipment
Safety Considerations:
 Making sure students don’t over stretch when performing PNF stretching
 Students are not misbehaving on gym equipment
Cues/Questions:
 Nil

Time:
 15 – 20 Minutes
Activity/Content:
 Explain to students the importance of posture whilst doing w eights and also
 how to keep a neutral spine whilst doing weights
 This will be achieved through using a student to perform an element of the
 circuit that initiates the importance of posture and neutral spine (ie Bench press
 & DB Overhead Press)
Organisation:
 Students will gather around the element of the circuit where a demonstration of
 why maintaining posture is important is applicable and a demonstration of how to
 keep a neutral spine is applicable

                                                      ~ Teacher             ~ Student
                                                                            Performing
                                                      ~ Student




Equipment:
 Gym apparatus capable of providing demonstration
Safety Considerations:
 Nil
Cues/Questions:
 Reinforce the importance of neutral spine
 Remind students if not performed properly can do serious damage

Time:
 20 – 30 Minutes
Activity/Content:
 Students will have 10 minutes to choose an element of the circuit, and read over
 the task card provided.
 Using this information students will have to explain to the other students how
 to perform the task written up on the card
Organisation:
 Students will move to one of twenty gym exercises where they have t o read and
 then perform an example of how to complete the apparatus
 Teacher walks around answering any questions from students (if any)
Equipment:
 20 X Task Cards of Gym Exercises
Safety Considerations:
 Nil
Cues/Questions:
 Nil

Time:
 30 – 50 Minutes
Activity/Content:
 Students move from each element of the circuit whilst their peers demonstrate
 how to complete the gym exercise that they have chosen earlier
Organisation:
 Students will gather around the element of the circuit where a demonstration is
 applicable
 Teacher will add any important information the students miss, or help out the
 student by explaining a difficult part of the exercise

                                                      ~ Teacher             ~ Student
                                                                            Performing
                                                      ~ Student




Equipment:
 Gym apparatus capable of providing demonstration
Safety Considerations:
 Use of gym equipment in example, make sure performing with right technique
Cues/Questions:
 Nil

Time:
 50 – 70 Minutes
Activity/Content:
 Students complete a 20 minute circuit on 20 different gym exercise explained in
 the demonstration they had just witnessed from their peers.
 The 20 different exercises could include
        Lat Pull Down
        Crunches
        DB Lunges
        Push ups
        Back Extensions
        Calf Raises
        Parallel Squat (Smith Machine)
        Sit Ups with a twist
        Leg extension
        DB Bent Over Row
        Bench Press
        Seated Row
        Skipping
        Leg Press
        DB Flys
        BB Overhead Press
        Hip Extension
        Bicep Curls
        Chin Ups (assisted just downward phase leave step at bottom of bar)
         Dips
         Students will have 20 minutes to complete as many controlled
          repetitions as possible, they will have 50 seconds at each gym exercise
          to do the reps and the next 10 seconds to move a long to the next
          activity
       The first circuit will be the lower intensity option that is explained on
          the task card
Organisation:
 Teacher gives a 5 second countdown until they have to change exercise, whilst
 doing this the teacher will walk around the gym and look for any faults that the
 students are making
 Turn on CD player to lift the tempo and enthusiasm of the class, but not to loud
 make sure your voice can be heard
Equipment:
 Gym apparatus capable of providing demonstration
Safety Considerations:
 Use of gym equipment, make sure performing with right technique
 A HIRAC of the circuit should have been done beforehand
Cues/Questions:
 Make sure giving students a lot of positive feedback

Time:
 70 – 90 Minutes
Activity/Content:
 Students complete a 2nd 20 minute circuit on 20 different gym exercise
 explained in the demonstration they had just witnessed from their peers. In the
 opposite direction compared to the 1 st 20 minute circuit
 The 20 different exercises could include
       Keep exercises the same as 1 st circuit
       Students will have 20 minutes to complete as many controlled
          repetitions as possible, they will have 50 seconds at each gym exercise
          to do the reps and the next 10 seconds to move a long to the next
          activity
       This second circuit will have a choice of a high and low intensity option
          to choose from, hopefully students will challenge themselves and choos
          the higher intensity option
Organisation:
 Teacher gives a 5 second countdown until they have to change exercise, whilst
 doing this the teacher will walk around the gym and look for any faults that the
 students are making
 Turn on CD player to lift the tempo and enthusiasm of the class, but not to loud
 make sure your voice can be heard
Equipment:
 Gym apparatus capable of providing demonstration



Safety Considerations:
 Use of gym equipment, make sure performing with right technique
 A HIRAC of the circuit should have been done beforehand
Cues/Questions:
 Make sure giving students a lot of positive feedback

Time:
 90 – 100 Minutes
Activity/Content:
 During the first 5 minutes student will have students will have time to conduct
 their own static stretching warm down, focusing on major muscle groups
 The second 5 minute period will be time to clean the gym with the cleaning
 equipment they supply
Organisation:
 Teacher walks around to make sure students are stretching properly walks
 around to make sure students are stretching properly whilst getting the cleaning
 equipment ready for use
Equipment:
 Nil
Safety Considerations:
 Use of cleaning products make sure students are doing the right thing
Cues/Questions:
 Whilst students are stretching ask students if they enjoyed lesson
Lesson Plan 4 >>

Lesson 4 of 5

Lesson Topic: Interval Training / Anaerobic Training
Unit Topic: Fitness
Venue: Classroom & Athletics Oval / Oval
Year Level: 9 & 10
Lesson Duration: 100 Minutes
Number of Students: 10 Male & 10 Female

This presumes the school running this unit has an athletics oval/track or oval
adequate enough to cope with 400m runs, if not the teacher will have to allow time
to travel to adequate running area.

How Lesson Links to VELS >>

 This lesson is linked to the VELS students participating in 4 x 400 metre runs
 that will see students demonstrate advanced skills by performing them at work to
 rest ratio of 1:2. Which is an advanced skill
 Also during the lesson students will use subject specific language and different
 communication techniques when they ask any questions during the practical
 theory an whilst taking notes of the subject being written on board
 Also students will show respect to the environment that they have been put in
 and behave accordingly.
 Students will gain and seek feedback when completing their interval training
 practical component from the teacher and their peers, this feedback will provides
 them with information that can be used to further enhance their improving fitness
 levels and training techniques
 Throughout the whole students will be using a different training method to
 further enhance their fitness levels


Equipment >>

Equipment used in this lesson is as follows;
 Whiteboard markers & notes (regarding to the theory component)
 7 X Stopwatches
Specific Lesson Outcomes for Students >>

  Students will complete a complex activity when they participate in the interval
 training practical where they complete a set of 4 400m metre runs with a work to
 rest ratio of 1:2
 Students will gain knowledge of how an interval training session would work
 and all its factors (ie. Progressive overload, Different energy systems & What is
 involved in interval training)
 Students will learn the aspects of an active stretching session
 Students will understand the cause fatigue has on their body when they the
 diminish return of their 400m run times


Breakdown of Lesson >>

Time:
 0 – 5 Minutes
Activity/Content:
 Mark roll
 Handle any administration (if any)
Organisation:
 Students are to begin the class in a typical classroom environment with the
 teacher out the front of the classroom with a whiteboard to their while students
 are sitting in a neat orderly fashion in front of tables, with pens and books ready
 to take notes on the lessons theory component
Equipment:
 Nil
Safety Considerations:
 Nil
Cues/Questions:
 Nil

Time:
 5 – 40 Minutes
Activity/Content:
 Theory Component (Interval Training)
       Planning interval training (Different aspects ~ Explain)
             Work interval distance
             Work interval time
                Rest interval duration
                Rest interval type
                Work intensity
                Repetitions
                Sets
                Frequency
        Explain work to rest ratio
        Differing energy systems work at different levels of all of the different
           aspects (Hand out table ~ Examples of interval training for running)
        Explain the principle of progressive overload and how it can be applied
           to interval training
Organisation:
 Students are to begin the class in a typical classroom environment with the
 teacher out the front of the classroom with a whiteboard to their while students
 are sitting in a neat orderly fashion in front of tables, with pens and books ready
 to take notes on the lessons theory component
Equipment:
 Whiteboard markers & notes (regarding the theory information)
Safety Considerations:
 Nil
Cues/Questions:
 When talking about progressive overload remember to reinforce the fact that it
 is important to maintain the original aim of training
 Interval training is based around the different amounts of work & time
 Work intensity is a crucial part of training explain why
 Ask students which type of interval training will suit specific sports

Time:
 40 - 50 Minutes
Activity/Content:
 Allow students 10 minutes to get changed and travel to athletics oval
Organisation:
 Remember to bring stopwatches down to the oval
 Equipment:
 Nil
Safety Considerations:
 Nil
Cues/Questions:
 Nil

Time:
 50 - 60 Minutes
Activity/Content:
 Warm Up
       Two hundred metre runs at differing intensity, one at 50% the other at
          70 %
       An Active stretching session where the teachers shows the students what
          to do ~ slowly move joints through range of motion, relaxing the agonist
          and repeating the stretch
       Focus on major muscle groups suited to running (ie hamstrings &
          quadriceps)
 Organisation:
 Students after completing their run go to a bar or wall which they balance with
 whilst the teacher stands in front of the class demonstrating the stretch that
 should be done
 Get Students to split into pairs at the completion of the stretching session

                                                                       ~ Wall / Pole

                                                                            ~ Teacher


                                                                            ~ Student




Equipment:
 Wall or pole students are able to balance on
Safety Considerations:
 Making sure students don’t over stretch
Cues/Questions:
 Remember to move joint through full range of motion

Time:
 60 – 90 Minutes
Activity/Content:
 Interval training of anaerobic system
       In pairs students will take turns in completing an interval training
          session based around the anaerobic system
       One student will run 400 metres, 4 times with a work to rest ratio of 1:2,
          there is an allotment of 85 seconds for students to complete their 400
          metres, this equates to a maximum of 85 seconds rest and a maximum of
          170 seconds rest.
          The Student whom is not running has to manage their partner through
           the set giving time count down until they have to run again and provide
           feedback
          Students work and rest time will depend on what time they previously
           ran running 400 metres at 85 % intensity
          Once the first partner has completed the trails change roles

Organisation:
 The first groups of students are all t set off at the same time with their partner
 recording the time they achieve on their first 400, then time the amount the rest
 time that has been allocated. (Repeat this process until the first groups of
 students have completed 4 400 metre trails.)
 Ensure quick transition time between role reversals, by making sue students are
 ready to run at the completion of the third trail
Equipment:
 7 X Stopwatches
Safety Considerations:
 A HIRAC of the circuit should have been done beforehand
 Attend to any injuries that occur (if any)
 Remove any hazards if you see any
 Make sure students whom have completed their run keep active by walking and
 rehydrate
Cues/Questions:
 Provide plenty of feedback to the students whom are running
 Look at technique of runners for future reference and explain any deficiencies
 at a later time

Time:
 90 – 100 Minutes
Activity/Content:
 Warm Down (5 Minutes)
        Students are to complete their own static stretching routine whilst sitting
 Allow Students 5 minutes to get changed and make their way to the next class
Organisation:
 Students are to sit in an orderly fashion together and complete their static
 stretching routine
 Count the number of stopwatches that come back
Equipment:
 Nil
Safety Considerations:
 Watch student whom might be over stretching
Cues/Questions:
 Ask for feed back on the lesson
         Practical Lesson Plan

         Date:            Lesson # 5 of 5                     Venue: Gym/Stadium

         Lesson Topic:      Post Fitness Testing/Assessment                Unit Topic:
         Fitness

         Year Level: 9 and 10

         Lesson Duration: 100 minutes          Students: 10 boys 10 girls


                     VELS                               Specific Lesson Outcomes for the students

Movement & Physical Activity - Students                 Students gain a greater understanding of
measure their own fitness and physical activity          fitness components, training methods and
levels and identify factors that influence               training principals.
motivation to be physically active                      Students will also undergo a number of
                                                         fitness tests and will familiarize themselves
                                                         with the tests in order to pass the
                                                         assessment in week 5.
The individual Learner - Students monitor and           Students will identify their individual strengths
describe their progress as learners, identifying         and weaknesses from the results of the
their strengths and weaknesses and take action           fitness tests.
to address their weakness

Managing personal learning - Set realistic short-       Students will set a goal to achieve by the last
term and long-term learning goals within a               session of this fitness unit based on testing
variety of tasks and describe their progress             results.
towards achieving these.


         Equipment


       Pen and Paper, 20 x gym mats, measuring tape, handgrip dynamometer,
       beep test cd/cdplayer, stop watches, cones, whiteboard/blackboard markers.
Time (mins)          Activity/Content                  Organisation                Equipment
                                                                               Pens and Paper
0 – 20        Each group will have 15         Students to be sitting in
              mins to go over testing         there group in the gym.
              procedures and how to set
              up/explain the required test
              ready to teach it to the rest
              of the class.
20 - 30                                       2 Laps (whole class as a         Markers/Hats
              Warm-Up – 2 laps of the         group)                           Whistle
              stadium, dynamic stretching     Dynamic (groups of 5 at a
              run-throughs, static            time)
              stretching                      Static (in a circle in the
                                              middle)
                                              (see attached stretch chart)
30 - 45                                                                        (Procedures/
              Group 1- Assessment                                              instructions
              coordinate the                  (Procedures/ instructions        attached)
              Beep Test – (Procedures/        attached)
              instructions attached)
45 - 50
              Rest/Recovery – students
              get a drink and prepare for
              next set of tests

50 – 70
              Group 2 - Assessment                                             (Procedures/
              Max Push-ups Test               In groups of 4 or 5, each        instructions
              Vertical Jump Test              group will go to a different     attached)
                                              test where they will all
              Group 3 - Assessment            complete the test and record
              Handgrip Strength Test          there results.
              Prone Bridge                    (Procedures/ instructions
70 – 85                                       attached)

              Group 4 - Assessment                                             (Procedures/
              Phosphate Recovery Test -       Class will split into 2 groups   instructions
              (Procedures/ instructions       one group will complete the      attached)
              attached)                       test the other will record
                                              results then swap.
85 – 90                                       (Procedures/ instructions
                                              attached)

              Cool Down – Stretch down                                         Space
                                              Class will come together as a
90 – 100                                      group and teacher will give
                                              direct instruction on specific
                                              stretches.
              Conclusion of Unit
                                              Students sitting in font of
teacher and blackboard.
Discussion about student
learning.
Testing Instructions and Procedures

BEEP TEST


The multistage fitness test, also known as the 20 meter shuttle run test, beep test is a very
common test of aerobic fitness.




       diagram:
       description: This test involves continuous running between two lines 20m apart in time
        to recorded beeps. For this reason the test if also often called the 'beep' test. The time
        between recorded beeps decrease each minute (level). There are several versions of the
        test, but one commonly used version has an initial running velocity of 8.5 km/hr, which
        increases by 0.5 km/hr each minute (more on test variations).
       scoring: The athletes score is the level and number of shuttles reached before they were
        unable to keep up with the tape recording. This score can be converted to a VO2max
        equivalent score using this calculator.
       equipment required: Flat, non-slip surface, marking cones, 20m measuring tape, pre-
        recorded audio tape, tape recorder, recording sheets.
       target population: Suitable for sports teams and school groups, but not for populations
        in which a maximal exercise test would be contraindicated.
       advantages: Large groups can perform this test all at once for minimal costs. Also, the
        test continues to maximum effort unlike many other tests of endurance capacity.
       disadvantages: Practice and motivation levels can influence the score attained, and the
        scoring can be subjective. As the test is usually conducted outside, the environmental
        conditions can be often affect the results.
PHOSPHATE RECOVERY TEST


    purpose: this is a test of anaerobic capacity, the ability to recover between sprints and
     produce the same level of power repeatedly.
    equipment required: stopwatch, measuring tape, marker cones, at least 60 meter track.




    diagram:
    description / procedure: This test involves seven all out sprints, each lasting seven
     seconds, with 23 seconds recovery. Marker cones are placed two meters apart for the
     first 20 meters. At forty meters from the first cone, cones would again be placed two
     meters apart to 60 meters (see diagram above). The subjects set themselves at the first
     cone (Start 1). On the command "go", each subject would sprints 'all out' for seven
     seconds. At seven seconds, "time" is called and an observer would note at what cone the
     subject had past. The subject then has a 23 second passive recovery period before the
     next sprint. For the second sprint subjects would set themselves at the last cone (Start 2),
     facing back along the cones. At 30 seconds after the start of their first sprint, they would
     sprint again for seven seconds in the direction they had come. Again "time " is called at 7
     seconds, and the distance run recorded. This is repeated for a total of seven sprints.


    scoring: The drop off distance is calculated by subtracting the distance covered in the
     last sprint by the distance covered in the first sprint. It is expected that the last sprint
     would cover less distance than the other sprints due to fatigue.
2 Min MAX Push Up Test
     purpose: This test measures the strength endurance of the chest, shoulder, and triceps
      muscles.
     equipment required: floor mat or flat ground
     description / procedure: The aim of this test is to perform as many push-ups in you can
      in two minutes. The starting position is with your arms straight, hands a comfortable
      distance apart, body straight. Feet may be up to 12 inches apart. On the command ‘get
      set,’ the starting position is assumed, and on the command ‘go,’ start the push-up by
      bending your elbows and lowering your body until your upper arms are at least parallel to
      the ground, and then return to the starting position. Pausing to rest is permitted only in
      the authorized rest position, though you must return to and pause in the correct starting
      position before continuing.


HAND GRIP STRENGTH TEST


     purpose: strength is defined as the ability to carry out work against a resistance.
      Handgrip strength is important for any sport in which the hands are used for catching,
      throwing or lifting. Also, as a general rule people with strong hands tend to be strong
      elsewhere.
     equipment required: handgrip dynamometer
     description / procedure: The subject to be tested holds the dynamometer in one
      hand in line with the forearm and hanging by the thigh. Maximum grip strength is
      then determined without swinging the arm.


Handgrip Scores

                        rating*              males (kg)          females (kg)
                       excellent               > 64                 > 38
                      very good                 56-64                34-38
                   above average                52-56                30-34
                       average                  48-52                26-30
                    below average               44-48                22-26
                         poor                   40-44                20-22
                      very poor                  < 40                 < 20
VERTICAL JUMP TEST


     equipment required: measuring tape or marked wall, chalk for marking wall (or Vertec,
      jump mat, timing mat).
     description / procedure: the athlete stands side on to a wall and reaches up with the
      hand closest to the wall. Keeping the feet flat on the ground, the point of the fingertips is
      marked or recorded. The athlete then stands away from the wall, and jumps vertically as
      high as possible using both arms and legs to assist in projecting the body upwards.
      Attempt to touch the wall at the highest point of the jump. The difference in distance
      between the reach height and the jump height is the score. The best of three attempts is
      recorded.
     modifications: Jump height can also be measured using a timing mat which measures
      the time the feet are off the mat, or a jump mat which measures the displacement of the
      hips. From the time, jump height can be calculated (based on the calculation: jump height
      = 4.9 x (0.5 x Time)^2 ). To be accurate, you must ensure the feet land back on the mat
      with legs nearly fully extended. Other test modifications are to perform the test with no
      arm movement (one hand on hip, the other raised above the head) to isolate the leg
      muscles and reduce the effect of variations in coordination of the arm movements. The
      test can also be performed off one leg, with a step into the jump, or with a run-up,
      depending on the relevance to the sport involved.




Vertical Jump Scores



                          rating           males (cm)         females (cm)
                        excellent              > 70                > 60

                        very good             61-70               51-60

                     above average            51-60               41-50

                         average              41-50               31-40

                     below average            31-40               21-30

                           poor               21-30               11-20

                        very poor              < 21                < 11
PRONE BRIDGE STABILIZER TEST


     purpose: the aim of this test is to hold a prone bridge position for as long as you
      can with good technique/form. The test concentrates on the your core strength
      and local muscular endurance

     equipment required: floor mat or flat ground

     Procedure: Lying on a mat or flat ground, bend elbows at 90 d egrees and lift
      upper torso (chest and shoulders off the ground, keep hips and bottom in a
      straight line.)
                        References:


Top end sports. (2000) Fitness Testing, Retrieved May 1, 2007,
from http://www.topendsports.com/testing/tests.htm

Gold coast sport. (1997) Hall of Fame Profiles. Retrieved April
30, 2007
From
http://www.goldcoastsport.com.au/Hall_Of_Fame/profiles/Trevor_
Hendy.htm

UltraFIT magazine issue 26, January edition 2007

Appendix 4 Australian Fitness Norms
             Fact File:




Mesomorphs    Endomorphs   Ectomorphs
Training principals:
Law of Overload

          Body adapts to training loads — explains how training works
          Adequate training loads improve overall fitness and increase
           performance
          Factors impacting training load — frequency, duration and intensity

Law of Reversibility

          Training loads that increase progressively create higher fitness levels
          No increase in fitness will occur if loading is too far apart or stays t he
           same
          Over training or incomplete adaptation occurs when training loads are
           too great or too close

Law of Specificity

          Specific training load produces specific response and adaptations
          General training prepares athletes for specific training
          Greater the volume of general training, greater the capacity for specific
           training

Principle of Individualism

          Athletes bring their unique talent, capabilities and capacities to training
          Heredity determines many physiological factors that impact training
          Chronological, biological and training ages must be considered when
           designing a training and competition plan

Principle of Variety

          Training is a long-term process and loading and recovery can become
           boring
          Make it fun for the athlete
          Be creative

Principle of Active Involvement

      Athlete has to want to actively and willingly participate in their train ing
       program.
      Athlete has to be committed.
      All aspects of an athlete’s life contributes to their athletic success
SPORT                                               FITT

       Specificity - sport and individual needs           Frequency - how often
       Progression - start at your level and              Intensity - how hard
        gradually increase                                 Time - how long
       Overload - work harder than normal                 Type - what methods of
       Reversibility - train regularly                     training
       Tedium - keep it interesting




Components of fitness:
       Strength - the extent to which muscles can exert force by contracting
        against resistance (holding or restraining an object or person)
       Power - the ability to exert maximum muscular contraction instantly in an
        explosive burst of movements (Jumping or sprint starting)
       Agility - the ability to perform a series of explosive power movements in
        rapid succession in opposing directions (ZigZag running or cutting
        movements)
       Balance - the ability to control the body's position, either stationary (e.g. a
        handstand) or while moving (e.g. a gymnastics stunt)
       Flexibility - the ability to achieve an extended range of motion without
        being impeded by excess tissue, i.e. fat or muscle (Executing a leg spl it)
       Local Muscle Endurance - a single muscle's ability to perform sustained
        work (Rowing or cycling)
       Cardiovascular Endurance - the heart's ability to deliver blood to working
        muscles and their ability to use it (Running long distances)
       Strength Endurance - a muscle's ability to perform a maximum
        contracture time after time (Continuous explosive rebounding through an
        entire basketball game)
       Co-ordination- the ability to integrate the above listed components so that
        effective movements are achieved.
Training Methods:

     Circuit: is a method of training that provides an easy way to train all
      muscle groups, requires very little equipment and can be adapted for any
      size group. It combines a number of stations/exercises. For eg. 30 seconds
      on each exercise with 5 seconds to get to the next.

     Fartlek: is a form of continuous training that uses different intensities it is
      used for speed training as well as endurance training. For eg, a 3 kilometer
      run may have intervals of 30 seconds at high intensity bursts.

     Continuous Training: is pro-longed training 20 minutes or more this is
      working using the aerobic system.

     Plyometrics: is a training method used to improve muscular power it
      involves high intensity explosive movements, plyometrics often consists of
      things such as bounding.

     Resistance: is weight training, most commonly completed in a gym using
      machines or free weights. This type of training looks mostly at strength and
      toning of the muscle.

     Swiss ball: training mainly isolates the core stabilizers, fitness balls or
      swiss balls are becoming more and more popular and are a great way to
      train the entire body.

     Interval Training: is also a form of continuous training but unlike fartlek
      training it uses a variety of different intensities ranging from high to low for
      different lengths of times.
Profile - Trevor Hendy (Iron Man World Champion)

                                     Date of Birth: 7 August 1968


                                    Place of Birth: Melbourne


                                         Inducted: 20 May 1999


Trevor Hendy is a legend in his sport. No other competitor has reached his heights. Together with
his down to earth attitude, he has become a role model for all Australians.


Trevor is unchallenged as "The Greatest Ironman in the World." The pride of Australian Surf
Lifesaving. Trevor's list of achievements would make most sportsmen and sportswomen turn
green with envy. Competing for the Surfers Paradise club on the Gold Coast Hendy has won six
Australian Open Ironman titles surpassing Grant Kenny's record. His string of Queensland titles
stretch back to the mid 1980's and in 1994 Trevor claimed his fourth consecutive World Ironman
title in the United Kingdom.


As four time winner of the Uncle Toby's Super Series, he was the man everybody wanted to beat.
Hendy won the series in its first year in 1989/90 and backed this up with outstanding
performances during the 1990/91, 1991/92 and 1993/94 seasons. Hendy achieved a near perfect
point score of five 1st placings and two 2nd placings out of seven races - a score never before
achieved in the history of the series and one which will probably take many years to surpass. In
that same year he won the Australian and World Ironman titles.


Ever modest of his achievements, Hendy prefers to let his racing do all the talking when
discussing his place in Surf Lifesaving history. Trevor currently holds the all-time record of six
times Australian Ironman Champion and four time World Ironman. After setting records as an
Ironman which are yet to be matched, Trevor retired from Ironman racing in 1997 to concentrate
solely on pushing a kayaking career with the dream of competing at the Sydney 2000 Olympics.
Trevor was a member of the Australian champion K4 1000 team to win consecutive national titles
in 1997 and 1998 and a bronze medal at the world Championships in Germany. His remarkable
contribution to sport resulted in the awarding of the Member of the Order Australia.


(http://www.goldcoastsport.com.au/Hall_Of_Fame/profiles/Trevor_Hendy.htm )

				
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