FITNESS - Miami-Dade County Public Schoolspe.dadeschools.net/pdf/pe_mid-high/SEC FITNESS.pdf ·...

FITNESS

FITNESS STANDARDS GRADE LEVEL STANDARD DESCRIPTION

6th

PE.6.M.1.1 Demonstrate movements designed to improve and maintain cardiorespiratory endurance, muscular strength and endurance, flexibility and proper body composition.

PE.6.M.1.11 Apply proper warm-up and cool-down techniques.

PE.6.M.1.12 Use proper safety practices.

PE.6.M.1.2 Perform at least three different activities that achieve target heart rate.

PE.6.M.1.3 Demonstrate the principles of training (overload, specificity and progression) and conditioning (frequency, intensity, time and type) for specific physical activities.

PE.6.M.1.4 Perform at least three activities having value for cardiorespiratory fitness.

PE.6.M.1.5 Perform movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.

PE.6.C.2.1 Identify at least two movements or activities which will lead to improvement in each of the health-related components of fitness.

PE.6.C.2.10 Recognize the difference between fact and fallacy as it relates to consumer physical fitness products and programs.

PE.6.C.2.11 Prepare a log noting the food intake, calories consumed, and energy expended through physical activity and describe results.

PE.6.C.2.2 List safety procedures that should be followed when engaging in activities to improve the health-related components of fitness.

PE.6.C.2.21 Identify the precautions to be taken when exercising in extreme weather and/or environmental conditions.

PE.6.C.2.22 List the three different types of heat illnesses associated with fluid loss.

PE.6.C.2.3 Describe how each of the health-related components of fitness are improved through the application of training principles.

PE.6.C.2.4 Describe the long-term benefits of regular physical activity.

PE.6.C.2.5 Describe the training principles of overload, progression and specificity.

PE.6.C.2.6 Classify activities as aerobic or anaerobic.

PE.6.C.2.7 Determine personal target heart-rate zone and explain how to adjust intensity level to stay within the desired range.

PE.6.C.2.8 List methods of monitoring intensity level during aerobic activity.

PE.6.C.2.9 Explain the effects of physical activity on heart rate during exercise, recovery phase and while the body is at rest.

PE.6.L.3.1 Participate in moderate physical activity daily.

PE.6.L.3.2 Participate in vigorous physical activity daily.

PE.6.L.3.3 Participate in a variety of fitness, wellness, gymnastics and dance activities that promote the components of health-related fitness.

PE.6.L.3.4 Identify the in-school opportunities for physical activity that promote fitness, wellness, gymnastics and dance.

PE.6.L.3.5 Identify the community opportunities for physical activity that promote fitness, wellness, gymnastics and dance.

PE.6.L.3.6 Identify a variety of fitness, wellness, gymnastics and dance activities that promote stress management.

PE.6.L.4.1 Create, implement and assess a personal fitness program in collaboration with a teacher.

PE.6.L.4.2 Develop goals and strategies for a personal physical fitness program.

PE.6.L.4.3 Use available technology to assess, design and evaluate a personal physical-activity plan.

PE.6.L.4.4 Develop a personal fitness program including a variety of physical activities.

PE.6.L.4.5 Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.

PE.6.R.5.3 Demonstrate responsible behaviors during physical activities.

PE.6.R.5.5 Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.

PE.6.R.6.1 Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.

PE.6.R.6.2 Identify the potential benefits of participation in a variety of physical activities.

GRADE LEVEL STANDARD DESCRIPTION

7th

PE.7.L.3.1 Participate in moderate physical activity daily.


PE.7.L.3.3 Participate in a variety of team sports, outdoor pursuits and aquatics activities that promote health-related physical fitness.



PE.7.L.4.3 Use available technology to assess, design and evaluate a personal physical-activity plan.


PE.7.L.4.5 Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.

PE.7.R.5.3 Demonstrate responsible behaviors during physical activities.

PE.7.R.6.1 Identify an opportunity for participation in a physical activity outside of the school setting that contributes to personal enjoyment and the attainment or maintenance of a healthy lifestyle.

PE.7.R.6.2 Discuss the potential benefits of participation in a variety of physical activities.

GRADE LEVEL STANDARD DESCRIPTION

8th PE.8.L.3.1 Participate in moderate physical

activity daily.


PE.8.L.3.3 Participate in a variety of individual/dual and alternative/extreme sport activities that promote health-related components of fitness.

PE.8.L.3.4 Identify the in-school opportunities for participation in individual/dual and alternative/extreme sports.

PE.8.L.3.5 Identify the community opportunities for participation in individual/dual and alternative/extreme sports.

PE.8.L.3.6 Identify a variety of individual/dual and alternative/extreme sport activities that promote stress management.



PE.8.L.4.3 Use available technology to assess, design and evaluate a personal physical fitness program.


PE.8.L.4.5 Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.

PE.8.L.4.6 Define training principles appropriate for enhancing cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.

PE.8.R.5.4 Maintain appropriate personal, social and ethical behavior while participating in a variety of physical activities.

PE.8.R.5.5 Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.

PE.8.R.6.2 Describe the potential benefits of participation in a variety of physical activities.

FITNESS TERMINOLOGY

Vocabulary Word Definition

Aerobic exercise Makes your body use large amounts of oxygen

over a long period of time

Agility The ability to move and change directions

Anaerobic exercise Use short periods of hard work followed by

periods of rest

Balance The ability to keep from falling

Blood pressure The force of blood against artery walls

Body composition Amount of fat tissue to lean tissue in your body

Cardiac output Amount of blood pumped by your heart each

minute

Cardiopulmonary endurance The ability to stay active without getting tired

Cool down 5-10 minutes of easy physical activity after your

workout

Coordination The ability to use your body parts and senses

together

Flexibility Ability to move and bend your body easily

Frequency How often something happens

Health fitness Having your heart, lungs, muscles, and joints in

top condition

Heart rate The number of times your heart beats each

minute

Intensity How hard you work during physical activity (low,

moderate and vigorous)

Muscular endurance The ability to use your muscles for a long time

without getting tired

Muscular strength The amount of force your muscles produce

Overload Working your body harder than normal

Power The ability to combine strength and speed

Progression The gradual increase overload necessary to

produce higher levels of fitness

Reaction time The time it takes to move after given a signal

Specificity Doing specific exercises to improve a particular

area of fitness

Speed The ability to move quickly

Target health rate Fast and safe heart rate for workouts

Training Doing specific exercises to improve a particular

skill or type of health fitness

Warm up 3-5 minutes of easy physical activity before your

workout

FITNESS

LESSONS/

UNIT PLANS

Fitness Unit – Lesson 1

Space: Gym, Court Area, or Classroom

Materials:

• Chart Paper or Dry Erase Board

Objectives:

• Introduction to Physical Fitness

• Fitness Terms and PowerPoint

Learning Activity:

• Students will be introduced to the benefits of physical fitness

• Warm-Up Routine/Cool-Down Routine

• Students will complete Being Fit Fact Sheet

• Closure – Were students able to identify the benefits of physical fitness?

** The Being Fit Fact Sheet will also be used as a study guide in lesson 7.

Fitness Unit – Lesson 1 Continued

Teachers: (After review Being Fit Fact Sheet, have students write on each chart,

examples of each fitness component)

• Display 4 chart paper sheets around your teaching environment

• Label the sheets with the following title:

o Cardiorespiratory Fitness – the ability of the circulatory and respiratory

systems to supply oxygen to skeletal muscles during sustained physical

activity.

• Examples: running, biking, swimming, riding a skateboard

o Muscular Strength – the maximum amount of force a muscle can put out

when it contracts.

• Examples: sprinting, sit-ups, push-ups, squats, weight lifting

o Muscular Endurance - the ability of the muscle to sustain activity or

continue to perform work.

• Examples: bicycling, running, swimming, backpacking

o Flexibility – the ability of the muscles and joints to extend themselves

through their range of motion.

• Examples: yoga, stretching, Capoeira

Fitness Safety Tips

• Take 5 to 10 minutes to warm up and cool down properly. • Plan to start slowly and boost your activity level gradually unless you are already

exercising frequently and vigorously.

• Be aware that training too hard or too often can cause overuse of injuries like

stress fractures, stiff or sore joints and muscles, and inflamed tendons and

ligaments.

• Listen to your body. Hold off on exercise when you're sick or feeling very

fatigued. Cut back if you cannot finish an exercise session, feel faint after

exercise or fatigued during the day, or suffer persistent aches and pains in joints

after exercising.

• If you stop exercising for a while, drop back to a lower level of exercise initially.

• For most people, simply drinking plenty of water is sufficient. But if you're working

out especially hard or doing a marathon or triathlon, choose drinks that replace

fluids plus essential electrolytes.

• Choose clothes and shoes designed for your type of exercise. Replace shoes

every six months as cushioning wears out.

• For strength training, good form is essential. Initially use no weight, or very light

weights, when learning the exercises. Never sacrifice good form by hurrying to

finish reps or sets or struggling to lift heavier weights.

• Exercising vigorously in hot, humid conditions can lead to serious overheating

and dehydration. Slow your pace when the temperature rises above 70°F. On

days when the thermometer is expected to reach 80°F, exercise during cooler

morning or evening hours or at an air-conditioned gym. Watch for signs of

overheating, such as headache, dizziness, nausea, faintness, cramps, or

palpitations.

• Dress properly for cold-weather workouts to avoid hypothermia. Depending on

the temperature, wear layers you can peel off as you warm up. Don't forget

gloves.

Cardiorespiratory Fitness

The ability of the heart and lungs to supply oxygen to our

muscles during continuous physical activity.

Intensity

• How fast can you walk/run or how hard

you work

• Intensity can be determined by your

target heart rate

• To get the most out of physical

activity, your target heart rate zone

should be between 60-80% of your

maximum heart rate.

• Average target heart rate for

teenagers is 120-160 beats per minute.

• New and beginning exercisers should

stay near that low end of the range.

Frequency & Time (Duration)

• How often and how long are you active?

• Moderate to vigorous activity 30 minutes

a day

• Small amounts throughout the day (5-

10 minutes)

Aerobic activities include walking, running,

bicycling, skateboarding, tennis

Helps in preventing heart disease, high blood

pressure, stroke, diabetes, high cholesterol and

obesity

Muscular Endurance

The ability of the muscle to sustain activity or continue to perform work.

• Necessary for everyday tasks

• Key to success in sports

• Raking leaves, carrying a backpack, running

• Weight bearing activities, such as running, help in preventing osteoporosis

Muscular Strength

The maximum forces muscles put out when they contract.

• Needed for all movements

• Muscles support and protect joints and internal organs

• Can be increased through physical activity

• Anaerobic exercise is strenuous exercise over short periods of time that targets specific

muscle groups

• Includes weight lifting, sprinting, sit-ups

Flexibility

The range of motion of joints and muscles

• Increased by activities that extend the range of motion of joints and muscles.

• Stretching exercises, touching toes, torso twists

Being Fit

FITT = Frequency, Intensity, Time and Type of activity



Materials:

• Fitness Plan

• Aspen Fitness Target Goals

• Fitness Goal Setting Form

Objectives:

• Students will learn the health fitness components through discussion.

• Students will plan and organize a fitness plan that will be conducive to their learning

environment.

• Students will be introduced to the fitness terminology.

• Students will practice warm-up and cool-down activities.

Learning Activity:

• Students will complete fitness plan.


• Students will complete a fitness goal setting form

• Students will be introduced to fitness terminology

• Closure – Were students able to identify the fitness terminology?

Fitness Plan

2-week activity log and 1-week food log

Name: ____________________ Period: ______ Date: _______

Fitness Contract

I, __________________________________, am going to make a commitment to

helping build my lifelong fitness and nutrition habits that will assist me in sustaining a

long, actively healthy lifestyle. I will try to follow most, if not all guidelines I have

designed in my fitness plan. My fitness plan will identify areas I need improvements in

both fitness and nutrition. I will design realistic, achievable, and measurable goals. My

activities will be ones that I can consistently incorporate into my current lifestyle. I will

do my best to keep fitness logs so that I can actually see if I am achieving the guidelines

of my fitness plan as well as seeing my improvements in my overall fitness.

I understand the condition of my fitness plan and will do my best to incorporate this plan

into my daily life.

Student first and last name

Student Signature

Parent Signature

Fitness Goal Setting

1. Identify a fitness goal for ALL of the Healthy Fitness Components you

would like to achieve by the end of the year.

a. Body Composition: ___________________________________________

b. Flexibility: __________________________________________________

c. Muscular Strength: ___________________________________________

d. Muscular Endurance: _________________________________________

e. Aerobic Capacity: ____________________________________________

2. Using the “SMART” criteria, explain how you plan to meet these fitness

goals. Please be specific and detailed with your answer.

A very important aspect of designing your personal fitness plan is to set fitness goals. The goals that you

establish should take into account your current fitness levels, as well as where you want your fitness levels

to be. Well written goals will drive your activity selection and FITT formula.

Use “SMART” criteria to set your fitness goals:

SPECIFIC: What do you want to achieve? How will you achieve it? Why is it important to you?

MEASUREABLE: Establish how to measure your success. Actual numbers, target dates, or specific events.

ACHIEVEABLE: Your goals should push your past, your comfort point, but should still be do-able.

RELEVANT: Your goals should be important to you and the outcome should impact your life.

TIMELY: Your goals should have a time element established. This helps you keep on track.



Materials:

• Fitness Plan (Completed)

• Fitness Goal Setting Form (Completed)

• Fitness Workout Worksheet

• FITT Principle and Table

Objectives:


• Students will receive a workout worksheet and FITT Principle and Table and teacher led

discussion on these items.

• Students will review the fitness terminology.

• Students will practice warm-up and cool-down activities.

• Student will learn a variety of workout exercises dealing with health and fitness.

Learning Activity:

• Students will turn in completed fitness plan and fitness goal setting form.


• Students will participate in a variety of fitness related exercises.

• Students will review the fitness terminology

• Closure – Were students able to identify the fitness terminology?

Fitness Workout Worksheet

Directions: Give 2 examples of proper activities for each

activity/exercise below.

WARM UP EXERCISES

1._____________________________

2._____________________________

COOL DOWN EXERCISES

1._______________________________

2._______________________________

AEROBIC EXERCISES

1._____________________________

2._____________________________

FLEXIBILITY

1._______________________________

2._______________________________

MUSCULAR STRENGTH/MUSCULAR ENDURANCE

1._____________________________

2._____________________________

STRATEGIES FOR MINOR INJURIES

1.Upper body injury______________________

2.Lower body injury_______________________

FITT Principle & Table

Directions: Use the FITT Principles and Table below to create a

2-week fitness log of activities you plan to do. Your log should be

complete, show thought and effort, as detailed as possible.

Definition of FITT Principle

F: Frequency – Describes how often the activity takes place in a week.

I: Intensity – Describes how vigorous the participant was engaged in

the activity.

T: Type – Describes the specific activity selected.

T: Time – Describes how long the participant was engaged in the

activity.

FITT TABLE

Frequency Intensity Type Time

Aerobic

capacity

3 to 6 times

per week

Moderate

Vigorous

Jogging

Swimming

Bicycling

20-60

minutes

Muscular

strength &

endurance

2 to 3 times

per week

Progressive

Moderate

Resistance

Weights

Push-ups

Curl-ups

Circuits

20-60

minutes

Flexibility 3 to 7 times

per week

Moderate

Stretch

Yoga

Dynamic

stretching

3-5 minutes

before and

after

activity

Reminder: The FITT table provides some examples of what your

activity log should include. Make sure to create your own fitness plan

so that it best meets your physical needs.

Personal Fitness Plan Activity Log – Week 1

Directions: Using the FITT Principles and Table as a guide, create a

2-week fitness log of activities you plan to do. The Frequency of your

weekly log will be identified by the amount of days you do.

Fitness Category Intensity (Moderate to

Vigorous)

Type (Describe Activity)

Time (How

Long?)

Su

nd

ay

Aerobic Capacity Muscular Strength/Endurance

Flexibility

Mo

nd

ay


Flexibility

Tu

esd

ay


Flexibility

Wed

ne

sd

ay


Flexibility

Th

urs

day


Flexibility

Fri

day

Aerobic Capacity

Muscular Strength/Endurance

Flexibility

Satu

rda

y Aerobic Capacity


Flexibility

Personal Fitness Plan Activity Log – Week 2

Directions: Using the FITT Principles and Table as a guide, create a

2-week fitness log of activities you plan to do. The Frequency of your

weekly log will be identified by the amount of days you do.

Fitness Category Intensity (Moderate to

Vigorous)

Type (Describe Activity)

Time (How

Long?)

Su

nd

ay


Flexibility

Mo

nd

ay


Flexibility

Tu

esd

ay


Flexibility

Wed

ne

sd

ay


Flexibility

Th

urs

day


Flexibility

Fri

day

Aerobic Capacity


Flexibility

Satu

rda

y Aerobic Capacity


Flexibility

Fitness Unit – Lesson 4 & 5


Materials:

• Personal Fitness Plan Activity Log – Week 1 and Week 2

Objectives:


• Students will review the fitness terminology.

• Students will practice warm-up and cool-down activities

• Students will learn a variety of workout exercises with fitness

Learning Activity:

• Students will continue working on personal fitness plan activity log for 2 weeks.


• Students will participate in a variety of fitness related exercises.

• Students will complete daily food log on week 2 of fitness plan

Closure – Discussion of fitness plans and food logs



Materials:

• Resistance Bands

• Resistance Band Exercises

Objectives:

• Explanation of resistance bands and how they develop muscular strength and flexibility

• Demonstration of how to use a resistance band and safety precautions

Learning Activity:

• Introduction to resistance bands, exercises, and safety precautions


• Students will participate in a variety of resistance band workout exercises

Resistance Band Workout Exercises

Bent Over Row: Center band under feet and bend forward at the waist, back flat and

abs in. Grab tube close to the feet and bend the elbows to pull the arms up to the torso,

squeezing the back.

Overhead Press: Place both feet on tube and grasp ends or handles, bringing hands

up just over shoulders with elbows bent and palms in. Press arms up over head and

then lower.

One-Armed Reverse Fly: With front foot standing on one end of the band, hold other

end in one hand and lean over, abs in, torso at 45 degrees. Keeping elbow slightly bent

and in a fixed position, raise arm out to shoulder level, squeezing shoulder blades.

One-Armed Lateral Raise: Stand with one end of tube under foot and the other end in

one hand. Keeping elbow slightly bent and fixed, lift the arm out to the side, to shoulder

level.

Bicep Curl: Place both feet on the tube and grasp handles (the wider the feet, the

harder the exercise). Bend the elbows and curl hands up toward shoulder. Lower and

repeat.

Cross – Body Bicep: Place left foot on band and hold the handle or end in the right

hand. Begin the move with palm facing in and bend the elbow, curling hand up towards

the shoulder, going across the body.



Materials:

• Being Fit Informational Sheet from Lesson 1

Objectives:

• Review for Fitness Unit Test

Learning Activity:

• Review Being Fit Informational sheet from Lesson 1 for Fitness Unit Exam


• Students will complete Fitness Unit Exam.

• Students will turn in their week 1 and week 2 Personal Fitness Plan Activity Log

Sheets.

• Closure – Were students able to achieve 80% of higher on the fitness unit exam?

FITNESS UNIT EXAM

1. Cardiorespiratory fitness, muscular strength, muscular endurance, and flexibility are:

a. FITT

b. 4 components of physical activity

c. Benefits of physical fitness

2. Cardiorespiratory fitness strengthens which 2 body parts?

a. Heart and eyes

b. Brain and lungs

c. Heart and lungs

3. Examples of aerobic activities:

a. Walking, running, bicycling

b. Swimming, basketball, dancing

c. All of the above

4. For maximum benefit, teens should exercise so that their target heart

rate is __________ per minute.

a. 50-60

b. 120-160

c. 90-110

5. For health benefits, the duration of aerobic exercise should be AT

LEAST ________ minutes.

a. 10

b. 30

c. 60

6. What conditions can aerobic exercise help prevent?

a. High blood pressure, stroke, diabetes

b. Heart disease, high cholesterol, obesity

c. All of the above

7. Weight bearing activities help prevent what disease?

a. Osteoporosis

b. Heart disease

c. High blood pressure

8. ______________ exercise is strenuous exercise over short periods of time that targets

specific muscle groups

a. Aerobic

b. Physical

c. Anaerobic

9. What advice should be given to someone who is just beginning to exercise?

a. Start slowly and build up over time

b. Go as fast as possible

c. Don’t exercise

10. Over exercising and pushing too hard can result in

a. Heart attack

b. Injury

c. Broken bones

FITNESS UNIT EXAM ANSWER KEY

1. B

2. C

3. C

4. B

5. B

6. C

7. A

8. C

9. A

10.B

FITNESS - Miami-Dade County Public Schoolspe.dadeschools.net/pdf/pe_mid-high/SEC FITNESS.pdf ·...

Documents

Transcript of FITNESS - Miami-Dade County Public Schoolspe.dadeschools.net/pdf/pe_mid-high/SEC FITNESS.pdf ·...