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Nick Plourde
Jackburg High School
Physical Fitness/Wellness Block Plan Assignment
PHED 239-Module 4: High School
Dr. Mangano
Springfield College
April 21, 2014











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Equipment:
40 Jump Ropes
6 Wall Bars
6 Barbell Benches
6 Barbells
15 25 Pound Barbell Weights
6 Elliptical Machines
6 Treadmills
6 Cycle Ergometers
6 Leg Press Machines
10 Sets of 6 Dumbbells at 2, 5, 8, 10, 12, 15, 25, 50, 75, and 100
Pounds
40 Yoga Mats
10 Physioballs
10 Aerobic Steps
30 Aerobic Step Risers
5 Medicine Balls
2 Row Machines
1 iHome
1 iPod (Pandora Application)



Facility:
The space available for this unit includes two multi-
purpose gymnasiums (main and small), an Olympic-size
swimming pool, and weight room, which houses all of the
various weights the institution owns. Every exercise machine at
the school can be transported to either of these three locations,
where they are stored in a closet in the athletic hallway. With
that being said, all of the equipment can be used in these
spaces for this physical fitness/wellness unit.


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Unit Outcomes:
By the end of the unit, TSWBAT
Psychomotor- Explore several different means for enhancing
health by engaging in a variety of exercise activities, which
focus on cardiovascular endurance, flexibility, and muscular
strength health-related fitness components (NASPE #1 and MA
CF # 2.17).
Cognitive- Define what cardiovascular endurance, flexibility,
and muscular strength is, how the bodys function, mechanical
factors, and structure can be altered when partaking in
different exercise activities, and the key terms which provide
the basis behind these alterations that relate to each of the
health-related fitness components aforementioned (NASPE #2
and MA CF #2.19).
Affective- Exhibit engagement in physical fitness/wellness
content of health-related fitness components upon creating a
safe classroom environment by establishing culpable behavior
that contributes to having dignity for self and others (NASPE
#5 and MA CF #2.26).










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BLOCK PLAN
UNIT: Physical Fitness/Wellness
GRADE LEVEL(S): 9-12

Day___1___

Focus:
Improving Cardiovascular
Endurance through Exercise
Physiology

Equipment/Materials/Technology:
1 iPod (Pandora Application)
1 iHome
1 Target Heart Rate Age-Level
Poster
6 Elliptical Machines
6 Treadmills
6 Cycle Ergometers
24 Exit Slips
24 Pencils

Informing:
The purpose of this lesson is to
explain the physiological basis
for how to enhance ones
cardiovascular endurance by
engaging in different exercises,
which will be accomplished by
the students taking their heart
rate to determine the effect that
physical activity has on this
factor.
The meaning of cardiovascular
endurance will be expressed to
the students, which is the power,
strength, and ability of the heart
to supply enough oxygen to
muscles during a physical activity
for a prolonged period of time.
The students will learn that heart
rate is the amount of times the
organ beats in one minute, which
can be taken by measuring their
pulse rate for 15 seconds and
multiplying the number achieved
Day____2___

Focus:
Enhancing Flexibility from a
Biomechanical Viewpoint

Equipment/Materials/Technology:
24 Yoga Mats
1 iPod (Pandora Application)
1 iHome

Informing:
The purpose of this lesson is to
explain the biomechanical basis
behind flexibility by having the
students perform different
exercises that test this specific
factor in order to improve this
quality.
The meaning of flexibility will be
introduced to the students, which
is known as the physical capacity
to stretch the body in any angle.
The students will be made known
of what the biomechanical term of
torque is, which is a twisting force
that causes rotation.
It will then be expressed to the
class that this element has an
important role on the range of
motion for any joint within the
human body, which are classified
as a certain form of levers in
biomechanics.
The teacher will point out to the
students that levers are used with
an axis to either multiply the
mechanical force (effort) or
resistance force (load) applied to
it, which, in some cases, can be
linked to specific human body
Day____3___

Focus:
Increasing Muscular Strength in
Distinct Anatomical Structures

Equipment/Materials/Technology:
1 iPod (Pandora Application)
1 iHome
5 Sets of 6 Dumbbells at 5, 8, 10,
12, and 15 Pounds
6 Leg Press Machines
6 Barbell Benches
6 Barbells
14 25 Pound Barbell Weights
1 Teacher Checklist
1 Pencil
Informing:
The purpose of this lesson is to
familiarize students with what
muscles are typically targeted in
training by summarizing their
correlation to the importance in
gaining muscular strength.
The meaning of muscular strength
is the maximum amount of force
that a muscle can exert against
some form of resistance in a
single effort.
The students will be notified with
how the body is divided into three
sections, the upper body, core,
and lower body.
The teacher will express to the
students five basic muscles for
which reside in each of these
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from this calibration by 4 (this
action will be demonstrated to
class).
The concept of target heart rate
will be presented to the students,
which is known as the preferred
zone in which the heart should
beat in a minute during exercise
based on age.
The term of maximum heart rate
will also be informed to the
students, which can be
discovered by subtracting 220
minus ones age, where the
target heart rate of an individual
will typically be between 50 to 85
percent of this number.
The students will be made aware
of the internal system within the
human organism that regulates
ones cardiovascular endurance
is the rate at which blood is
pumped throughout the body
from the heart to its working
tissues in one minute, a phase
that is known as cardiac output.
The formula of heart rate times
stroke volume for cardiac output
will be shown to the students,
where stroke volume is the
amount of blood ejected from the
left ventricle in one minute, to
gain a better sense for how the
entire scheme behind
cardiovascular endurance is
carried out.
It will be interpreted to the
students that with cardiovascular
endurance training, one can
increase their level of cardiac
output to better their stamina
when completing exercises
because of an elevated stroke
volume in which results from
working out to deliver more
blood to the working tissues in
order to supply them with more
oxygen.
The students will be notified that
they will be jogging, running,
using an elliptical, dancing, and
cycling in set time intervals
during the lesson to work on
parts.
The students will then be
presented with how the greater
torque a muscle can produce, the
more movement a lever can
make, which, as a result,
correlates to better body
flexibility.
The teacher will announce to the
students they are going be
executing yoga poses during the
lesson to work on their bodys
flexibility to develop a better body
balance through this health-
related fitness component.
The benefits for having a good
flexibility will be conveyed to the
students; they include decreased
risk of injury, improved posture,
reduced stress, and upgraded
performance of physical activities.
The stop/start signals for each
activity within the lesson will be
the music, which when is turned
off will mean to stop executing a
task and when is turned on will
mean to start executing a task.
The safety concerns in relation to
the lesson are as followed:
1. All students must be wearing
the proper clothing to partake
in tasks.
2. The proper cues for carrying
out the different yoga poses
must be followed by students
in order to reduce the risk of
them developing an injury.
3. Students will be enforced to
stay on their mat at all times
when completing yoga poses
so that they do not slip and
fall.
4. It will be brought to the
students attention that they
can challenge themselves
when executing yoga poses,
regions that play an important
role in regards to muscular
strength within these locations.
Upper Body-
1. Deltoid
2. Bicep
3. Tricep
4. Pectoral
5. Trapezius
Core-
1. Abdominal
2. Oblique
3. Latissimus Dorsi
4. Intercostal
5. Spinalis
Lower Body-
1. Quadricep
2. Hamstring
3. Sartorius
4. Gastrocnemius
5. Gluteus
The concepts of agonist and
antagonist muscle groups will be
described to the students; where
agonist muscles are known to
cause movement through
contraction and antagonist oppose
the movement. Examples of these
terms such as biceps (agonist)
and triceps (antagonist),
abdominals (agonist) and
latissimus dorsi (antagonist), and
quadriceps (agonist) and
hamstrings (antagonist) will be
presented in an effort to help the
learners grasp this notion.
It will be made known to the
students that one of the main
goals with muscular training is to
cause hypertrophy, which is an
increase in size of skeletal
muscle, and prevent atrophy,
which is a decrease in size of
skeletal muscle, because with a
greater amount of muscle the
more strength an individual can
exhibit with any particular body
structure.
The teacher will tell the students
that they will be performing bicep
curl, bench press, squat jump, leg
press, stomach crunch, sit up,
squat thrust, and burpee
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their bodys cardiovascular
endurance to increase their heart
rate by completing these
exercises in order to see the
deviation that occurred with this
factor upon carrying out these
physical activities to test this
health-related fitness
component.
Altogether the benefits in
engaging in exercises to improve
cardiovascular endurance will be
revealed to the students, which
include improved heart health,
increased metabolism, enhanced
hormonal profile, better workout
recovery ability, and an
upgraded weight management.
The stop/start signals for each
activity within the lesson will be
the music, which when turned off
will mean to stop performing a
task and when turned on will
mean to start performing a task.
The safety concerns in relation to
the lesson are as followed:
1. If students are not wearing
the required physical activity
clothing they will not be able
to partake in tasks.
2. The students must apply the
proper form for using the
equipment in order to
prevent any injuries from
occurring.
3. If students get tired they will
need to get a drink of water
and sit off to the side so that
the teacher can examine
them to make sure that they
are feeling okay.
4. No fooling around with the
equipment will strictly be
enforced to students, where if
caught, they will be forced to
sit out for the rest of the
lesson and be given a 0 for
the day.
5. Students will be pleaded to
not push themselves to
extreme limits by acts of peer
pressure to the point where
they put themselves in
but they must stay within
their limits in an effort to
prevent injury.
5. When implementing poses,
students must have their eyes
open at all times to be aware
with what is going on in their
surroundings.
Refining/Extending:
Stimulating Yoga Poses-
Butterfly Pose Skill Cues:
1. Sit with knees close to your chest.
2. Relax knees out to either side, and
gently press the bottoms of feet
together.
3. Hold feet or ankles.
Extension Up- Perform pose while laying on
back.
Seated Straddle Pose Skill Cues:
1. Sit with knees close to chest.
2. Using hands on the floor behind
body for balance, lengthen legs
evenly apart to both sides.
3. Keep toes pointing up.
4. Roll hips and body gently forward,
and widen legs enough to feel some
resistance.
5. Walk hands slowly forward between
legs, keeping the front of body long
and open.
Extension Up- Perform pose by using arms
to lift body off of the ground.
Boat Pose Skill Cues:
1. Sit down with knees close to chest,
feet on the floor.
2. Keep body close to vertical, hold
behind knees and lift feet to bring
shins parallel to the ground.
3. Release hands and stretch arms
straight forward.
4. Lean back slightly as you stretch
legs up.
Extension Up- Perform pose by holding onto
legs with hands.
Ferocity Poses-
Side Plank Pose Skill Cues:
1. From a plank, lift hips up slightly,
then shift weight into one hand
when rolling whole body open to
the side.
2. Stack hips, knees, and ankles
vertically on top of each other.
3. Shoulders, hips and ankles should
exercises during the lesson to
work on their muscular strength
by determining what body region
they correspond to gain a strong
knowledge base in reference to
this health-related fitness
component.
The benefits with regards to
having a well-developed muscular
strength will be announced to the
students, which include an
increase in energy levels, better
long-term health, enhanced
posture, decreased risk of injury,
and improved disease prevention.
The stop/start signals for each
activity within the lesson will be
the music, which when is turned
off will mean to stop carrying out
a task and when is turned on will
mean to start carrying out a task.
The safety concerns in relation to
the lesson are as followed:
1. The essential clothing for
physical activity is a
mandatory requirement to
take part in the tasks.
2. The students will need to
apply the proper form when
using the equipment in order
to prevent any injuries from
occurring.
3. Horseplay with the equipment
will not be tolerated, where
students must sit out for the
rest of the lesson and be given
a grade of 0 for the day if
caught.
4. If peer pressure by a student
on another classmate is
detected in an effort to push
them to extreme limits to the
point where they put the
individual in danger, then a
conference with the teacher to
discuss the situation and a
reduced grade for the day will
result for the violator.
5. For any task requiring the use
of weights, a spotter must be
present at all times to make
sure that the necessary
backup personnel are in place
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danger, which any behaviors
that fall under this category
of behavior will result in a
conference with the teacher
to discuss the situation and a
reduced grade for the day for
the individuals who carry out
these acts against any
classmate.

Refining/Extending:
Initiation Exercise-
Jogging Skill Cues:
1. Hands relaxed (Motion cue: shake
your hands out).
2. Elbows bent (Motion cue: bend
arm/elbows at 90 degrees).
3. Swing forward and back (Motion
cue: swing bent arms forward and
back).
4. Tall body (Motion cue: stand
erect).
5. Jog lightly (Motion cue: "Jog"-
swing bent arms forward and
back; "lightly"- palms facing
downward and bring hands slowly
downward to waist level).
Extension Up- Mandate that students travel
around the gymnasium at least 20 times
when using this motion in the warm up.
Intensity Exercises-
Running Skill Cues:
1. Head - is in a straight line with
upper body (remains motionless).
2. Shoulders- square and parallel on
body.
3. Hands - are relaxed, not clenched.
4. Arms - move with a smooth
forward-backward action in
straight line with elbows
maintained at 90 degrees.
5. Legs - drive leg forward with high
knee action.
6. Toes - on the balls of feet/toes at
all times.
Extension Up- Increase the speed on the
treadmill at this station to 15 miles per
hour when using this motion.
Elliptical Movement Skill Cues:
1. Align feet with hips.
2. Stand up straight at all times while
keeping back stationery.
3. Grasp handles of machine firmly.
4. Push hips open to start and
maintain motion.
5. Progressively slow down motion
and wait for the machine pedals to
come to a complete stop prior to
be in one straight line.
4. Reach top arm straight up, forming
a line from planted wrist through
top fingers.
Extension Up- Perform pose by holding onto
top leg with one arm.
Cat Pose Skill Cue:
1. From hands and knees, round back
so spine curves upward, and relax
head toward the ground, releasing
neck.
Extension Up- Perform pose by lifting knees
off of ground to hold body up with just
arms.
Plow Pose Skill Cues:
1. Lie down on back with arms
alongside body, and bring knees
into chest.
2. With legs either bent or straight, lift
hips and reach feet toward the floor
behind head.
3. Interlace fingers with arms straight
on the ground, and squeeze
shoulder blades and elbows close
together.
4. Bend elbows and support middle
back with palms, fingers facing up.
Extension Up- Perform pose using arms and
feet to lift head up off of ground.
Downward Dog Pose Skill Cues:
1. Start on hands and knees,
shoulders over wrists, toes tucked.
2. Make a tall "V" shape by lifting hips
straight up, sinking upper chest and
shoulders, and relaxing down the
backs of legs into heels.
Extension Up- Perform pose using just one
arm to hold body into position.
Dolphin Pose Skill Cues:
1. From hands and knees, bring
forearms to the ground, elbows
right under shoulders, hands
directly forward of elbows.
2. Tuck toes and lift hips and belly
to inhibit any accidents for
occurring.

Refining/Extending:
Upper Body Exercises-
Bicep Curl Skill Cues:
1. Stand with the feet shoulder width
apart, knees slightly bent and back
straight.
2. Hold a dumbbell in each hand with
the palms facing forwards and
elbows straight.
3. Bend the elbows to lift the
dumbbells from thighs, up towards
shoulders.
4. Avoid swinging the weights or
arching the back to help lift the
weight.
5. Slowly return the weights back to
the starting position.
Extension Up- Increase number of
repetitions to 35 during task.
Bench Press Skill Cues:
1. Lay on back on a bench with feet
planted on the floor.
2. Grip the bar approximately 2 feet
apart (or at a comfortable point,
wider than shoulder width) with the
arms straight above chest.
3. Slowly and under control, lower the
bar down to the level of chest.
4. Push the bar back up, until the
elbows are straight.
5. Keep the lower back in contact with
the bench at all times.
6. Natural spine arch maintained
throughout.
Extension Up- Increase the original weight
from what it was when first executing
exercise during task.
Lower Body Exercises-
Squat Jump Skill Cues:
1. Stand with feet shoulder width
apart and toes pointing straight
forwards.
2. Keep back straight to initiate
movement at hips.
3. Push buttocks out behind body and
bend knees.
4. From this position, use knees to lift
body off of ground with major
thrust.
5. Do not let knees move in front of
toes.
6. Do not squat deeper than a 90
degree (right angle) at the knee.
7. Return to the starting position.
Extension Up- Perform exercise on one leg
during task.
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getting off when finished with
exercise.
Extension Up: Increase the grade of the
elliptical machine at this station by 4
percent after every minute.
Hip-Hop Dance Move Skill Cues:
Popping-
1. Put right hand in a flat karate chop
position in which it has to be below
chest, about a foot and a half
away from body.
2. Drop fingers till middle knuckles,
for them to form a 90 degree
angle.
3. Hand should then be dropped
straight to wrist.
4. Raise both palms and elbow to
then drop wrist, which will lift
shoulders.
5. Straighten out arm used to start
the motion.
Moon Walk-
1. Bring feet together so that they
are closer than shoulder-width
apart, but still not touching.
2. Lift right heel, while placing weight
on top of foot.
3. Slide left foot straight back, while
keeping it absolutely flat on the
ground; which must be done till
the toes of the left foot are in line
with the middle of the right.
4. Drop right heel to the ground and
simultaneously raise left heel.

Heel Toe-
1. Start with feet at shoulder width
apart.
2. Jump up, but not too high in order
to land aligning right foot directly
in front of left.
3. Turn right foot to the right with the
heel firmly on the ground.
4. Slightly fall to the left, but stop
when left foot is about a foot to
straight up, forming a high V
shape.
Extension Up- Perform pose using just one
leg to hold body into position.
Warrior I Pose Skill Cues:
1. Start on hands and knees,
shoulders over wrists, toes tucked.
2. Make a tall "V" shape by lifting hips
straight up, sinking upper chest and
shoulders, and relaxing down the
backs of legs into heels.
Extension Up- Perform pose standing on
only one foot.
Upward Facing Dog Pose Skill
Cues:
1. From a plank, gently lower knees to
the ground and untuck toes.
2. Keeping arms straight or only
slightly bent, slowly lower belly
down and forward.
3. Hands are under shoulders.
4. Drop shoulders down away from
ears, bring shoulder blades together
behind body, and breath body
forward through arms.
Extension Up- Perform pose by using arms
to lift body up off of ground.
Lizard Pose Skill Cues:
1. From a low lunge, lower back knee
to the ground then bring forearms
to the ground just inside front foot.
2. Lift back knee if easy.
Extension Up- Perform pose with only one
arm to hold body into position.
Recuperative Poses-
Reclining Eagle Twist Pose Skill
Cues:
1. Lie down flat on back.
2. Lift both knees up, bringing feet
right behind hips.
3. Keep one foot on ground, lift other
Leg Press Skill Cues:
1. Position body on the seat with the
feet hip width apart on the
platform.
2. In the starting position there should
be approximately a 90 degree angle
at the knee.
3. Adjust the seat accordingly.
4. Push with the legs to straighten the
knees (either the seat will move
backwards or the platform will
move forwards).
5. Do not lock the knees - leave a
slight bend.
6. Slowly bend the knees back
towards the starting position,
although do not allow the weights in
the stack to touch.
Extension Up- Increase the original weight
from what it was when first executing
exercise during task.
Core Exercises-
Stomach Crunch Skill Cues:
1. Lay on back with the knees bent.
2. Place hands on thighs.
3. Lift head, neck and shoulders off
the ground and slide hands up,
towards knees.
4. Try to keep the same gap between
chin and chest to avoid straining
the neck.
5. Slowly return to the start position.
Extension Up- Increase number of
repetitions to 50 during task.
Sit Up Skill Cues:
1. Begin by lying down on back, knees
bent and feet flat on the floor.
2. Cross arms across chest.
3. Squeeze abs (stomach muscles)
and lift trunk directly toward the
ceiling, far enough so shoulders
come off of the ground.
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the left.
5. Jump again with weight back to
the center and land with left foot
this time directly in front of the
right, on the heel of left foot and
toes of right.
Extension Up- Have students try to
perform the dance moves with their eyes
closed when at this station.
Cycling Skill Cues:
1. Sit down on the center of the seat.
2. Push down on pedals with feet to
begin motion.
3. Extend legs to maintain motion.
4. Firmly grip handlebars so that
balance is sustained.
5. Arch back to generate more power
to lower body extremities.
Extension Up- Increase the resistance on
the bike at this station by 4 points after
every minute.
Learning Activities:
Warm Up- The students will jog
around the gymnasium for 2.5
minutes with teacher very briefly
presenting them cues of motion
and demonstrating it in front of
class with student volunteer.
Cardiovascular Endurance
Stations-
Rotation:
1. Students will run on a
treadmill at 5 miles per hour
on a 20 percent grade.
2. Students will move on the
elliptical at a rapid pace,
while increasing its grade by
2 percent after every minute.
3. Students will be taught 3 hip-
hop dance moves that they
must perform in a continuous
succession for every song
played; however, they will be
given the opportunity to
execute other moves they are
already familiar with at
different points when
foot and wrap that leg over and
around resting leg.
4. Hook the foot of lifted leg behind
the calf of the resting leg.
5. Slowly lower knees to the side of
resting leg, keeping thighs close to
chest.
6. Reach arms out perpendicular to
body, with both shoulders resting
on the floor.
Extension Up- Perform pose lifting both legs
off of the ground.
Childs Pose Skill Cues:
1. From hands and knees, untuck toes
and lower hips back to heels.
2. With knees apart or together, lie
body on thighs and rest forehead on
the ground.
3. Arms can be straight forward on the
ground, or reaching behind body for
an extra shoulder release.
Extension Up- Perform pose with both arms
place on top of back.
Corpse Pose Skill Cues:
1. Lie down flat on back.
2. Feet can be about mat width apart,
arms straight, palms up.
Extension Up- Perform pose lifting arms,
legs, and head slightly off of ground.
Learning Activities:
Warm Up- The students will
execute every stimulating pose by
holding them still for 50 seconds
each for a total of 2.5 minutes
after the teacher has explained
their skill cues and demonstrated
them in front of the class in order
to prepare the body for more
strenuous exercise.
The different poses that will be
utilized during this segment are
as followed:
1. Butterfly
2. Seated Straddle
3. Boat
4. Hold this position for 1-2 seconds,
then return slowly to the starting
position.
Extension Up- Perform exercise by bringing
elbow to knee during task.
Restorative Activity-
Walking Skill Cues:
1. Stand tall- head to ankles,
everything in alignment.
2. Shoulders back.
3. Stomach in.
4. Step forward- toes facing forward.
5. Place heel down first.
6. Place toe of foot down last.
7. Swing arms in opposition to legs.
Extension Up- Perform motion backwards in
cool-down.
Learning Activities:
Warm Up- The teacher will call
on 5 different students to pick,
lead, and demonstrate a body
stretch of their choice that they
must hold for 30 seconds for a
total of 2.5 minutes.
Muscular Strength Exercises-
The teacher will explain to the
students and demonstrate with a
student volunteer the various
exercises they will be performing
throughout the lesson.
Each student will be provided with
a notecard (made up prior to
students arrival) that details what
type of body exercise they will
complete in a sequential order;
however, the tasks will not be
written down on the card, only
the anatomical region that the
activity targets, so it will be up to
the learners to choose one of the
exercises presented to them that
corresponds to what is on their
card in the exact order that they
are expressed in.
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indicated by the teacher
(must be appropriate).
4. Students will ride on the
cycle ergometer at a
moderate pace, while
increasing the resistance on
the machine by two values
after every minute.
Each station will
accommodate 6 students
(groups will be made up and
arranged by instructor prior
to learners arrival to class)
with their duration lasting 10
minutes.
When the music is turned off
this will indicate for the
students to stop what they
are doing and move to the
next station, while when it is
turned on will signify for
them to start executing these
activities.
The teacher will issue a
demonstration to the
students for what they have
to perform at all of the
stations along with a different
student volunteer for each
one.
As students are performing
the tasks at stations, the
teacher will walk around to
provide them with feedback
on their form to ensure that
they are executing them the
right way.
After every station, the
students will take their heart
rates in order to determine
whether they have reached
their target zones by
comparing the data they
obtain to a poster indicating
what these are for all the
ages of the learners within
the school that is hanging on
the gymnasium wall.
Cool-Down- The students will
execute 5 different body
stretches with the teacher calling
upon different learners to pick,
demonstrate, and lead one of
Yoga Pose Flexibility
Activities-
The teacher will present to the
students the different ferocity
poses by explaining their skill
cues and demonstrating how to
do them in front of the class.
The different poses that will be
utilized during this segment are
as followed:
1. Side Plank
2. Cat
3. Plow
4. Downward Dog
5. Dolphin
6. Warrior I
7. Upward Facing Dog
8. Lizard
The students will be expected to
hold each pose still for 5 minutes,
coming out to a total of 40
minutes.
When music is turned on this will
indicate for the class to begin
initiating their poses, whereas
when it is turned off will indicate
for the class to stop carrying out
the action.
As students are completing their
poses, the teacher will walk
around to provide them with
feedback on their form to ensure
that they are doing them right.
Cool-Down- The students will
execute each of the recuperative
poses by holding them still for 50
seconds each for a total of 2.5
minutes after the teacher has
explained their skill cues and
demonstrated them in front of the
class in order to bring the body
back to its normal state
succeeding exercise.
The different poses that will be
utilized during this segment are as
followed:
1. Reclining Eagle
2. Childs
3. Corpse

Assessment:
The students will be asked to
The exercises will be created so
that they are based off the
number of repetitions needed in
order to complete them, which
are as followed:
Bicep Curls- 20 (each arm)
Bench Press- 10
Squat Jumps- 40
Leg Press- 15
Stomach Crunches- 30
Sit Ups- 30
For each piece of equipment, the
students have the option with
regards to the amount of weight
they can use to complete them
based on what the facility
provides.
The students will be free to start
the exercises at their own pace
when the teacher turns on music,
whereas when it is turned off will
signify the end of the workout
session.
The length of time in which the
students will be given to execute
these exercises will be 40
minutes, where if anyone finishes
early the teacher will have them
complete them again in a
modified version.
As students are performing the
exercises, the teacher will walk
around to provide them with
feedback on their form to ensure
that they are executing them the
right way.
Cool-Down- The students will
walk around the weight room for
2.5 minutes in an effort to bring
body back to normal state.
Assessment:
The teacher will utilize a checklist
to analyze the students form
when completing the exercises in
relation to the cues given to them
prior to carrying out these tasks.
References:

11

their choice that they will have
the class hold for 30 seconds at
2.5 minutes in total.

Assessment:
The students will complete an
exit slip at the end of the lesson
that asks them to explain how
training can improve
cardiovascular endurance in the
human body.
References:

Brouhard, R. (2014, January 23).
How To Determine the Pulse
Rate. About. Retrieved from
http://firstaid.about.com/od/first
aidbasics/ht/08_Take_a_Pulse.ht
m

Clark, S. (2007, April 30). 5 Great
Benefits of Cardiovascular
Exercise. Bodybuilding. Retrieved
from
http://www.bodybuilding.com/fu
n/sclark85.htm

Galati, F. (2003, May 22). Track
and Field Cues: Sprinting. PE
Central. Retrieved from
http://www.pecentral.org/lessoni
deas/Cues/ViewCues.asp?ID=10
9

Godbole, M. (2010, July 13). Hip
Hop Dance Moves Step by Step.
Buzzle. Retrieved from
http://www.buzzle.com/articles/
hip-hop-dance-moves-step-by-
step.html
Kanhu, Chris, Keiri, & Sharon.
(n.d.). How to Work out on an
Elliptical Machine. wikiHow.
Retrieved from
http://www.wikihow.com/Work-
out-on-an-Elliptical-Machine
McMahon, M. (2014, April 5). What
is Stroke Volume?. wiseGeek.
Retrieved from
perform a turn and talk exercise
with another peer in the class
detailing what yoga pose they
executed that they feel made the
greatest impact on any joint
within their body for which was
stretched during the tasks in
terms of how malleable it felt
when moving around after the
activities were complete.
References:

Skinny Ms. (n.d.). Stretch Out- 5
Benefits of Flexibility. SkinnyMs.
Retrieved from
http://skinnyms.com/stretch-out-
5-benefits-of-flexibility/
Swanson, A. (2011, June 30). Basic
Biomechanics: Levers. Aaron
Swanson. Retrieved from
http://www.aaronswansonpt.com/
basic-biomechanics-levers/
Swanson, A. (2011, July 3). Basic
Biomechanics: Moment Arm &
Torque. Aaron Swanson. Retrieved
from
http://www.aaronswansonpt.com/
basic-biomechanics-moment-arm-
torque/
Taylor, M. (2010, May 3). Yoga
Poses for Beginners: How-to, Tips,
Benefits, Images, Videos.
MindBodyGreen. Retrieved from
http://www.mindbodygreen.com/
0-682/Yoga-Poses-for-Beginners-
Howto-Tips-Benefits-Images-
Videos.html


Activity Cues: Sit Ups/Abdominal
Crunches. (n.d.). PE Central.
Retrieved from
http://www.pecentral.org/lessoni
deas/cues/situps.html

Benefits of Muscular Strength.
(2014, April 19). Med-Health.
Retrieved from http://www.med-
health.net/Benefits-Of-Muscular-
Strength.html

Boudreau, B., Butler, J., Damren, L.,
ODonnell, J., & Franzoni, D.
(2001, October 15). Cool Cues
For Skill Building. NHAHPERD.
Retrieved from
http://www.nhahperd.org/resour
ces/cool_cues.pdf

Dauzvardis, M. F., (1996, May 16).
LUMEN Master Muscle List.
Meddean. Retrieved from
http://www.meddean.luc.edu/lu
men/MedEd/grossanatomy/dissec
tor/muscles/muscles.html

Long, N. (2014, March 21). What Are
the Differences between
Antagonist and Agonist Muscles?.
wiseGeek. Retrieved
from http://www.wisegeek.com/
what-are-the-differences-
between-antagonist-and-agonist-
muscles.htm

Strength Training. (2014). Teach PE.
Retrieved
from http://www.teachpe.com/

Ulm, S. (n.d.). Atrophy versus
Hypertrophy. fastbleep. Retrieved
from
http://www.fastbleep.com/biolog
y-notes/36/162/1324

12

http://www.wisegeek.org/what-
is-stroke-volume.htm
Murashima, J. (2008, March 12).
Track and Field Cues: Jogging.
PE Central. Retrieved from
http://www.pecentral.org/lessoni
deas/cues/ViewCues.asp?ID=230

Nickson, C. (2014, April 20).
Cardiac Output Measurement.
Life In The Fastlane. Retrieved
from
http://lifeinthefastlane.com/educ
ation/ccc/cardiac-output-
measurement/






















13

References:
Activity Cues: Sit Ups/Abdominal Crunches. (n.d.). PE Central. Retrieved
from http://www.pecentral.org/lessonideas/cues/situps.html
Benefits of Muscular Strength. (2014, April 19). Med-Health. Retrieved from
http://www.med-health.net/Benefits-Of-Muscular-Strength.html
Brouhard, R. (2014, January 23). How To Determine the Pulse Rate. About.
Retrieved from
http://firstaid.about.com/od/firstaidbasics/ht/08_Take_a_Pulse.htm
Boudreau, B., Butler, J., Damren, L., ODonnell, J., & Franzoni, D. (2001,
October 15). Cool Cues For Skill Building. NHAHPERD. Retrieved from
http://www.nhahperd.org/resources/cool_cues.pdf
Clark, S. (2007, April 30). 5 Great Benefits of Cardiovascular Exercise.
Bodybuilding. Retrieved from
http://www.bodybuilding.com/fun/sclark85.htm
Dauzvardis, M. F., (1996, May 16). LUMEN Master Muscle List. Meddean.
Retrieved from
http://www.meddean.luc.edu/lumen/MedEd/grossanatomy/dissector/mus
cles/muscles.html
Galati, F. (2003, May 22). Track and Field Cues: Sprinting. PE Central.
Retrieved from
http://www.pecentral.org/lessonideas/Cues/ViewCues.asp?ID=109
Godbole, M. (2010, July 13). Hip Hop Dance Moves Step by Step. Buzzle.
Retrieved from http://www.buzzle.com/articles/hip-hop-dance-moves-
step-by-step.html
Kanhu, Chris, Keiri, & Sharon. (n.d.). How to Work out on an Elliptical
Machine. wikiHow. Retrieved from http://www.wikihow.com/Work-out-
on-an-Elliptical-Machine
Long, N. (2014, March 21). What Are the Differences between Antagonist
and Agonist Muscles?. wiseGeek. Retrieved
from http://www.wisegeek.com/what-are-the-differences-between-
antagonist-and-agonist-muscles.htm

McMahon, M. (2014, April 5). What is Stroke Volume?. wiseGeek. Retrieved
from http://www.wisegeek.org/what-is-stroke-volume.htm

14

Murashima, J. (2008, March 12). Track and Field Cues: Jogging. PE Central.
Retrieved from
http://www.pecentral.org/lessonideas/cues/ViewCues.asp?ID=230

Nickson, C. (2014, April 20). Cardiac Output Measurement. Life In The
Fastlane. Retrieved from
http://lifeinthefastlane.com/education/ccc/cardiac-output-measurement/

Skinny Ms. (n.d.). Stretch Out- 5 Benefits of Flexibility. SkinnyMs. Retrieved
from http://skinnyms.com/stretch-out-5-benefits-of-flexibility/
Strength Training. (2014). Teach PE. Retrieved
from http://www.teachpe.com/
Swanson, A. (2011, June 30). Basic Biomechanics: Levers. Aaron Swanson.
Retrieved from http://www.aaronswansonpt.com/basic-biomechanics-
levers/
Swanson, A. (2011, July 3). Basic Biomechanics: Moment Arm & Torque.
Aaron Swanson. Retrieved from http://www.aaronswansonpt.com/basic-
biomechanics-moment-arm-torque/
Taylor, M. (2010, May 3). Yoga Poses for Beginners: How-to, Tips, Benefits,
Images, Videos. MindBodyGreen. Retrieved from
http://www.mindbodygreen.com/0-682/Yoga-Poses-for-Beginners-Howto-
Tips-Benefits-Images-Videos.html
Ulm, S. (n.d.). Atrophy versus Hypertrophy. fastbleep. Retrieved from
http://www.fastbleep.com/biology-notes/36/162/1324