PAI 3O/4O [Type here] NGDHS – S. Kelly

Assignment 2

Everyone completes the following:

1. A) Consider your experience completing the Crossfit Baseline. How did you feel? What

part was toughest?

B) State your Baseline time. Give an estimate of how much you can improve your time

by January. Explain why you think this is so.

2. Briefly outline ONE area of your life OUTSIDE of strength and conditioning class where

improving your strength and conditioning will benefit you and/or your overall health.

3. What is the toughest aspect of the max testing phase? Please explain your answer and give

examples whenever appropriate.

3O1 Students ONLY:

1. Why is proper form so important during max testing? Give at least two specific

examples to support your answer.

2. Briefly describe ONE setback you suffered in class in the past week or two. Outline (use

point form if you want) at least two strategies to turn this setback into a positive

experience.

3. Read the article intended for 3O1 students. After reading, complete the following:

i) Summarize the article in 3-4 sentences (100 words approx.)

ii) Outline how, if at all, this article can help with your training or the training of

your friends/family/teammates/etc.

4O1 Students ONLY:

1. Do some research to answer the question below for each of the following groups:

a) Peers

b) Parents

c) Extended family

“How does physical strength and physical health influence mental strength and mental health?”

2. Read the article intended for 4O1 students. After reading, complete the following:

i) Summarize the article in 3-4 sentences (100 words approx.)

ii) A friend is taking PAI for the first time and wants to use pre-workout before class

at 8am. What do you tell your friend? **No real wrong answer here… as long as

your advice makes sense…

DUE: Friday 13th October 2017 by midnight. Submit paper copy or email to:

sean.kelly@ucdsb.on.ca

PAI 3O/4O [Type here] NGDHS – S. Kelly

K / U

NL

1

2

3

4

Strength training

concepts

Incomplete

Student

demonstrates

little knowledge

of the concepts.

Student

demonstrates

some knowledge of

the concepts.

Student

demonstrates

considerable

knowledge of the

concepts

Student

demonstrates

extensive

knowledge of the

concepts.

T / I

NL

1

2

3

4

Max testing phase

Incomplete

Student

demonstrates

little evidence of

thinking skills in

terms of the

testing phase

Student

demonstrates

some evidence of

thinking skills in

terms of the testing

phase.

Student

demonstrates

considerable

evidence of

thinking skills in

terms of the testing

phase

Student

demonstrates

extensive evidence

of thinking skills in

terms of the testing

phase.

Use of substances designed to enhance training

Incomplete Student

demonstrates

minimal evidence

of thinking skills

regarding the use

of substances

designed to

enhance training

Student

demonstrates

some evidence of

thinking skills

regarding the use

of substances

designed to

enhance training

Student

demonstrates

considerable

evidence of

thinking skills

regarding the use

of substances

designed to

enhance training

Student

demonstrates

extensive evidence

of thinking skills

regarding the use

of substances

designed to

enhance training

C

NL

1

2

3

4

Effectiveness

Incomplete

Student

communicates

with minimal

effectiveness.

Student

communicates with

some

effectiveness.

Student

communicates with

considerable

effectiveness.

Student

communicates with

extraordinary

effectiveness.

A

NL

1

2

3

4

Application of

theoretical

concepts to real

situations

Incomplete

Student applies

theoretical

concepts to real

situations with

little

effectiveness

Student applies

theoretical

concepts to real

situations with

some

effectiveness.

Student applies

theoretical

concepts to real

situations with

considerable

effectiveness.

Student applies

theoretical

concepts to real

situations with

extraordinary

effectiveness.