Livermore Falls High School (Home Of The Andies) Physical Fitness / Wellness Block Plan Assignment PHED 239

- Module 4: High School Dr. Mangano Springfield College 2-26-14 By: Jordan Hersom

Facilities And Available At LFHS

Facilities - Gymnasium - Pool

Equipment

- Fields Outside (Football & Baseball) * No equipment Needed - Weight room /Fitness room (combined)

Equipment For Big Gymnasium - Cones (100) - Physioballs (12) - Medicine balls (12) - Mats (30) - Cross country skiis (30 pairs) - Cross country snow boots (30 pairs) -Cross Country Ski Poles (30 pairs) - Pull-up bars (3) - CD Player (1) - Whistle (1) -Stopwatch (1) - CD Discs (4) - Plyo boxes: 12 in. (3), 18 in. (6), 24 in. (3) Equipment For Pool - Kickboards (24) - Flippers (12 pairs) - Goggles (30 pairs) -Tennis Balls (24) Equipment For Weight Room -Free weights (Ranging from 5 lbs to 100 lbs) -Squat Racks (6) -Benches (6) -Tricep Pushdown Machine (1) -Barbell curl machine (1) -Leg curl/leg extension machine (1) -Pull-up machine (1) -Lower back extension machine (1) -Incline Sit-up Machine (1) Equipment For Fitness Room (Combined With The Weight Room) -Treadmills (6) -Elliptical (6) -Stair Master Machine (2) -Exercise Bikes (8)

Unit Outcomes
By the end of the unit students will be able to:
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(P): Practice and explore different options that they can use for the rest of their lives in order to improve their muscular endurance, muscular strength and cardiovascular strength. (NASPE #1, MA CF 2.17) (C): Identify the similarities and differences between muscular strength, muscular endurance, and cardiovascular endurance while also explaining how they each relate to the FITT (frequency, intensity, time ,and type) principle. (NASPE #2, MA CF 2.21) (A): Think of an activity for each of the three separate categories (muscular strength, muscular endurance, and cardiovascular strength) that you would enjoy doing for the rest of your life, and be ready to share your three activities to the entire class. (NASPE #4, MA CF 2.22) Livermore Falls High School Block Plan UNIT: Physical Fitness/ Wellness Unit GRADE LEVEL(S): 9-12
Day #1: Cardiovascular Endurance (Cross Country Skiing) Focus: Lower Resting Day #2: Muscular Endurance (Swimming) Focus: Limit the Day #3: Muscular Strength (Weight Lifting) Focus: Breakdown

Heart Rate Reach 80% of Maximum Heart Rate Strengthen the Heart Equipment/Materials /Technology: Cross Country Skis (24 pairs) Cross Country Ski Boots (24 pairs) Cross Country Ski Poles (24 paris) Football/ Baseball Field Stopwatch (1) Whistle (1) Informing: Definition of Cardiovascular Endurance: the bodys ability to continue exertion while getting energy from the aerobic system used to supply the body with energy. Purpose: Make the heart work more effectively without having to work as hard. Benefits: Prevents cardiovascular disease, will be able to perform better in competitions. How does someone find their maximum heart rate?: An easy way to find your maximum heart rate is to subtract from age in years from 220. For example my maximum heart rate is 200. However, this does not take into any consider about my physical condition. A

experience of fatigue in the muscles. Train the muscles until they experience the exhaustion stage Have the muscles become defined instead of big and bulky Equipment/Materials/Technol ogy: Goggles (24 pairs) Kickboards (24) Flippers (12 pairs) CD player (1) CD Disc (1) Stopwatch (1) Whistle (1) Swimming Pool Tennis Balls (24) Informing: Definition of Muscular Endurance: The muscles ability to avoid fatigue. Purpose: Allow the body to work non-oxidatively for an extended period of time. Benefits: Muscles will be like superheros compared to a normal muscle. The muscles with good muscular endurance will not get tired allowing the person to be activity for a longer period of time. Understanding The FITT

individual muscles forcing them to repair themselves and experience muscle hypertrophy (increase in muscles size). Create a bodily image of (Bigger, Faster, Stronger) that are be used in everyday life. Look for form over the amount of weight (correct form = larger gains)

Equipment/Materials/Technol ogy:
Cones (8) = Indicate A Station

Cd Player (1), CD Disc (1)

Squat Racks (6) Benches (6) Tricep Pushdown Machine (1) Barbell Curl Machine (1) Leg curl/leg extension machine (1) Lower back extension machine (1) Pull-up machine (1) Incline Sit-up Machine (1) Informing: Definition of Muscular Endurance: Amount of force a muscle can produce by using a single maximum effort. Purpose: To gain strength in all areas of the body and gain an advantage in athletic events. Benefits: Makes the body less
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person could be 40 years old but their body responds like they are only 30. This could also occur with an opposite impact on a person. Understanding The FITT Principle: F- frequency I- intensity T- time T- type All activities relate to the FITT principle. The type of workout in this case would be cardiovascular. The time is in a 50 minute class period. All of the activities range from moderate to vigorous, and the frequency of these activities depends on how often the teacher decides to have the students do it. How Many Times A Week Should I Work On My Cardiovascular Endurance?: A person can work at a vigorous rate three to four times a week for about 30 minutes. These numbers are actually recommended, but the majority of how society does not follow this. Students will be asked to stay inside of the cones that mark the trail around the football and baseball field. Teacher will explain the difference between classical and skate cross country skiing.

Principle: F- frequency I- intensity T- time T- type All muscular endurance activities directly relate to the FITT principle. The type of exercise is built for endurance, the time for this type of exercise is usually longer because the body is training the muscles to be able to respond for longer periods of time, the intensity is dictated by the individual, and the frequency is dictated by the individual.
How Many Times A Week Should I Work On My Muscular Endurance?: A

person can work on muscular endurance three to four times a week. This involves influencing the type 2a muscle fibers to be more like Type 1 fibers (slow twitch fibers). Students will be asked to stay in the pool unless the teacher tells them to get out of the pool. Teacher will explain the activities in the pool that the students will be participating in to work on muscular endurance. Students will

prone to injury, allows the body to produce more force when trying to perform a strenuous movement. Understanding THe FITT Principle: F- frequency I-intensity T-time T-type All muscular strength activities directly relate to the FITT principle. The type of exercise is built for strength, the time for this type of exercise is usually shorter because the body is training the muscles to be able to respond smaller periods of time, the intensity is dictated by the individual, and the frequency is dictated by the individual. How Many Times A Week Should I Work On My Muscular Strength?: A person can work on muscular strength three to four times a week. This involves influencing the type 2a muscle fibers to be more like type 2b fibers (fast twitch fibers). Students will be asked to be careful of their classmates who are also lifting around them. Weights should not be thrown on the weight room floor. Students will start every activity when the teacher says GO! and stop when the teacher blows
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 Students will start every activity when his/her whistle twice. start every activity when the teacher says GO! and The teacher will the teacher says GO! and stop when the teacher perform a quick will stop when the teacher plows his/her whistle demonstration of every plows his/her whistle twice. twice. weight lifting exercise so the The teacher will The teacher will students know how to do all provide a demonstration ask the students to provide of the exercises available for before every activity. The a demonstration for the them. teacher will also entire class to see the skill The teacher will demonstrate the difference or activity. check for understanding to between the classical and Lastly, the make sure everyone is on the skate techniques. teacher will check for same page. these questions The teacher will understanding to make will directly relate to the also check for sure everyone is on the activities. understanding to make sure same page. These Students are the students know the main questions will directly required to do three sets of difference between the relate to the activities. each exercise. Working with classical and skate a partner is mandatory. The Refining/Extending: techniques. teacher will partner up the Skill Cues For Refining/Extending: students based on their The Freestyle Stroke: Skill Cues For compared strengths. Lower body should be Classical Technique: performing a flutter kick Refining/Extending: Opposite arm, opposite leg snap ankles up and down), Skill Cues For action (Diagonal Stride), arms come overhead with Benching: Allows have a Transfer weight onto nonthe fingers making the first spotter, aim for 6-8 kicking leg, Kick forward contact with the water, repetitions, touch chest with onto gliding leg (Similar to a come up for air after two bar on every repetition, soccer kick), Rhythm is key strokes (head turns to the make sure elbows are in. (action is like running). side). Extensions: Add weight to Skill Cues For Skill Cues For make the lift harder, or take Skate Technique: Ice skating The Backstroke: Lower off weight to make the lift action, push off inner part body should be performing easier. of foot (aim for 45 degrees). the flutter kick (snap Skill Cues For Extending The ankles up and down), arms Squatting: Allows have a Classical Technique: See if should be traveling in a spotter, aim for 6-8 the students can use the circular motion overhead, repetitions, go down to 90 correct skill cues for an chin should be up along degrees, keep back straight,
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entire lap around the football and baseball field without breaking their rhythm (the correct technique). If students can not perform one complete lap, they will be asked to try to do a half of a lap with correct form. Extending The Skate Technique: Have the students try using the ski poles to see if they can get the correct arm action as well as the ice skating technique. If students are struggling with the technique, they will be asked to practice the ice skating movement without any skates on to do everything correctly. Learning Activities: Warm-up: Students will participate in a dynamic and static stretch workout before going outside. The dynamic warmup is designed to get the students moving and then the static is for getting a deep muscle stretch. The warm-up will last for five minutes. Getting The Form Down: Students will be asked to put on one ski (left or right foot) and practice their kick and balancing on one ski. Students will push off of the foot

with the eyes (at the cycling). Skill cues for the sidestroke: Lay on one side in the water, keep head up, perform the scissor kick with the lower body, bring hands and arms together and then extend them at the same time as the scissor kick. Extending the Freestyle Stroke: Have students rotate the side they come up for air. This will be challenging because they are not use to using both sides of their body to breath (compared to a weak hand in basketball). If the students are having trouble with this, they could use the kickboard and just practice the flutter kick and coming up to breath. Their arms would be straightforward holding onto the kickboard. Extending the Backstroke: Have students practice the stroke making sure it is continuous. This stroke should not be choppy. Everything should be completed in one movement. If this is a

do not lean forward, weight on heels. Extensions: Hold your position at the bottom of the squat for two seconds before coming up, lower the amount of weight or the amount of repetitions for that set to make it easier. Skill Cues For Tricep Pushdown Machine: Pull rope down to waist, extend rope outward, keep back straight, just use arms for the full range of motion. Extensions: To make the exercise harder lift more weight, and to make the exercise easier lower the amount of weight being lifted and work on proper form. Skill Cues For Barbell Curl Machine: Sit on the mat, have arms straight out in front of you, consist the biceps, only use arms to lift weight, to not sway back and forth. Extensions: Increase the amount of sets to make it more difficult, and lower the weight to make the exercise easier. Leg curl/Leg Extension Machine: Curl leg backwards, or extend leg forwards, bring the leg back to a relaxed state, make sure

without the ski to propel them forward. The teacher will ask the students to put the other ski on and do the same for the other foot. This is an activity to get the students use to the classical form of cross country skiing. This activity will last for eight minutes. Four minutes for each leg. Students should be working on muscle memory and trying to instill these movements in their brain so they become easier.

struggle, students can work on the arm action in a stationary position by having a partner hold their legs. Extending the Sidestroke: Students can practice the stroke on their non-dominant side by keeping good form throughout the entire stroke. If the side stroke is too difficult, student can hold onto the wall with one hand and practice the No Pole, No Problem: Students scissor kick on their side. will practice the skate Once they feel comfortable technique (like ice skating with the entire movement movement) with no skiing they can begin practicing it poles. They will work on again. pushing off of the inside of Learning Activities: their foot at 45 degrees and Warm-up: Students will split propelling onto their next leg. This will last for eight minutes. up evenly in the six lanes (4 Doing the skill correctly is very per lane) and pick their favorite stroke to travel up the important so the teacher will pool and back in. This should be looking for proper form in last about ten minutes for all the skill. 24 students to go through this Putting It All Together: All warm-up. students will be asked to practice their classic and skate Tennis Ball Relay: Students will be split up evenly between the techniques around the six lanes randomly (teacher perimeter of the football and does a 1,2,3,4 count). All baseball field. When the teacher blows the whistle once, students must use the that tells the students to switch backstroke stroke to swim the technique they are using to down the pool and retrieve a floating tennis ball in their the other one. This way all

to get the full range of motion in for each repetition. Extensions: Add more weight to make the exercise more difficult, lower the amount of weight to make the exercise easier. Lower back extension machine: Hold weight on chest with arms crossed over it, raise upper body up to make sure it is level with the lower body, go back down for another repetition, tighten core so your back is not arched. Extensions: Have your partner put on a hand on your back and apply force when you are trying to get up, to make it easier lower the amount of weight that is being used. Pull-up Machine: Extend arms all the way down and pull your head up over the bar, do not use legs, make sure to extend arms straight each time. Extensions: To make it harder, increase the amount of pull-ups, to make the exercise easier, use the weight provided for you at the bottom of the machine so the pull-ups can become easier to do.

students can practice both techniques for the same amount of time. This activity will last for five minutes. The goal is to have five segments of classical technique and five segments of the skate technique (lasting 30 seconds). Class Relay: Students will be broken up into two different teams by the teacher before class (based on individual skill). Students will be asked to perform the relay for three laps. However, the lap around the football and baseball field will be split up in fourths. There will be three people from each team at each site. Once the first person gets to the second site, the will tag their partner and their partner will begin to ski to the third site. Since there are 12 students on a team, three laps will allow everyone to participate in the race. One race will be done for classical technique, one race will be done for the skate technique. Each relay should about 5 minutes. Cool Down: All students will come inside and do a 5 minute static stretch mainly focusing on their legs, core, and lower back. Assessment:

lane. There will be four tennis balls in each lane. On the way back to their teammates, the swimmer can use whatever stroke they would like to use. The other teammate can not leave until their other teammate returns. The first team to get all of the tennis balls back first wins the relay. This relay should last for 10 minutes. Obstacle Course: Students will be asked to stay in their teams of four and compete in an obstacle course. The course will consist of all six lanes. However, each lane is set-up exactly the same. One student in each group will be responsible for completing the obstacle course by doing the freestyle stroke, another member will be responsible for completing the course by using the backstroke, the side stroke must also be used by one member of the team, and lastly someone on the team can use the flippers for whatever stroke they would like to use. Each student must complete the obstacle course twice for their team to be finished. Students are encouraged to come up with a strategy in order to complete

Incline Sit-up Machine:Tighten core and pull yourself up , make sure to breath between every single repetition, do not use arms to pull yourself up. Extensions: Add weight onto your stomach to make it harder to do a sit-up. To make the activity easier, lower the incline on the situp machine. Learning Activities: Warm-up: Students will jog for two minutes around the gymnasium. then they will participate in a dynamic warmup that involves high knees, butt kicks, shuffles, high leg kicks, quad pulls, and a sprint build-up. This will take about five minutes for the class to complete Weight Training (Strength Training): The whole class will do three sets of the eight exercises. This is a full body workout. Each student should have a partner to switch with after each set. It does not matter where partners start. There will be a cone to indicate a station. The teacher will blow the whistle after four minutes at each station. Students will move on if they are not done their three sets. Cool Down: Students will go back into the gymnasium and perform

Cool Down Students will be asked to swim one lap very relaxed and slow to relax the muscles and cool down the body. After this, everyone in the pool will spread out and lay on their back while floating. This is a good way to relax. Students will be encouraged to close their eyes and relax their mind and muscles. This cool down should take about 10 minutes to complete. Assessment: Students will be References: asked to fill out an exit slip Nordic Ski Racer. before leaving class (2011). Retrieved from answering the questions: http://www.nordicskiracer.com/t rainingtechnique.asp What is muscular endurance? LeMouse, M. and What are some activities Definition Of Cardiovascular other than swimming to Endurance. Retrieved from enhance someones muscular http://www.healthguidance.org/e endurance? This slips will be ntry/12136/1/Definition-ofhanded back to the students Cardiovascular-Endurance.html the following class with comments from the teacher on them.

Students will be given a piece of paper consisting of three different colors (green, yellow, and red). Students will write down one thing in each section. The green section will be something someone should always do while working on their cardiovascular endurance, yellow stands for something that someone could do but does not have to be done all of the time while working on cardiovascular endurance, and the red stands for something someone should never do while working on their cardiovascular endurance.

the obstacle course. The obstacles will consist of kickboards and tennis balls in the water (lanes). If a student hits one of these objects they must swim back and start their repetition over again. This activity should last about 15 minutes.

a static stretch lead by the teacher. This will take about five minutes to complete. Assessment: Students will be given a log with all of the exercises, sets, and repetitions on it. Students will fill these out and put the date at the top of each exercise. Over an extended period of time, the students should be able to reflect on their progress.

References:
Mayo Clinic Staff. Weight Training: improve your muscular strength. Retrieved from http://www.mayoclinic.org/weight -training/art-20047116

References:
Go long: Endurance swim training for ironman and half-ironman. (2011,

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August 02). Retrieved from http://triathlonmagazine.ca /training/swim/go-longendurance-swim-trainingfor-ironman-and-halfironman/

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