School

Focus Area (context for lesson)

How do we improve fitness?

Program Design
Equipment & Resources
Training methods
Health & Wellbeing benefits
Training Principles

Year Group Y10. 50%m, 50%f

Learning Intentions (Aims, expected
learning outcomes)

To initiate understanding of various

methods of training and which aspect of
fitness they affect, and how these are
related to training specificity

Date
Victorian Curriculum link

Health & Physical Education

Health & Physical Education
Movement and Physical Activity
Moving The Body

Introduction to critical thinking within

training design and be able to
implement basic training circuit based
on their individual needs in either a
social fitness capacity or within a
competitive athlete environment
An introduction to initiate the
acquisition of knowledge in different
forms and equipment and resources and
how their use can be used

Perform and refine specialised movement skills in

challenging movement situations (VCHPEM152)

Understanding Movement

Introduction for students to link fitness

to personal health and mental
wellbeing/resilience.

Design, implement and evaluate personalised plans

for improving or maintaining their own and others
physical activity and fitness levels (VCHPEM155)

Personal and Social Capability

Personal and Social Capability

Self Awareness and Management
Development of Resilience

Evaluate behaviours and protective factors that

contribute to the development of confidence,
adaptability and self-reflection (VCPSCSE046)

Location / Setting

Sports Complex
Gymnasium environment

Organisation / Student Groups

(development activities)

Whole class environment 25 students

Activities - Whole class discussion, small group work,
and activities to be spaced for a safe environment.
Engagement circle discussions whole and group,
suitable grouping of students to facilitate pre-existing
knowledge and peer teaching

Special Considerations

Students grouped to ensure mix of learning abilities for students

to utilise each other as a resource for understanding content,
and also a form of behavioural management.
The injured or no uniform can act as motivators, performance
recorders, and given task of creating a modification to the
activities in a theoretical sense.
Back-up.
Outside Training methods Practical Fartlek, Aerobic,
Anaerobic
Inside Modified game sense activity incorporating critical
thinking

Key Vocabulary

Focus Questions

Core, Plyometrics, Base Foundation,

Cardio, Specificity, Form not speed, Agility,
Hydration, Heart Rate, Intensity,
Prehabilitation, Strength, Vertical leap,
Aerobic, Anaerobic, Power, Specificity

Questions will enable students to think more

critically about their thought and opinion, enabling
them attain literacy in understanding concepts
relating to fitness and training
Prior knowledge check prior to starting. Introduction
Quick whole class QA:
Discussion
Pre-knowledge check
Q1. How is being fit beneficial to you?
Q2. What do you currently do to keep
fit/train?
Q3. Is there anything stopping you from
improving your fitness or training
specificity?
Q4. How does being fit protect your
health?
Q5. Does being fit increase personal
confidence, why?
Post-knowledge check - reflection
Q1. What did you enjoy about the session?
Q2. What resources did you consider when designing
your station, and why?
Q3. How could you reflect these circuits yourself outside
of the PE lesson environment??
Q4. Name some sports that these circuits would be
good to use within a training session
Q5. What did you enjoy about other groups stations?

References / Sources / Materials /

Resources and Equipment (preparation)

Basketball timer for activity change

Plyometric gates - 5x med, 5x small, 5x big
5x balance plates
5x medicine balls
30x cones
5x skipping ropes
5x yoga mats

Q6. How does being fit help you to be more resilient?

INTRODUCTION (procedure)
Establishing prior knowledge. Tuning in activity.
Focus questioning
Assessment criteria: Assessment FOR learning

MAIN BODY (procedure)

Guiding Inquiry and Practise

CONCLUSION (procedure)
Sharing, Explaining and Reviewing Inquiry
Share time. Student reflection. What do they now
know?

Assessment Criteria: Assessment AS Learning

Assessment Criteria: Assessment OF Learning

Lesson title (60min. duration)

Design a circuit station Buying into Inquiry.

Activity#3 (15min)
Design a station

Activity #5 (10min)
Circuit Explanation & Demonstration

Activity prior to progression to lesson content (3min)

Learning style
Cognitive, self-directed

Learning style
Peer modelling, self-directed, attentive listening

Learning expectation
Introduction to critical thinking within
training design and be able to
implement basic training circuit based
on their individual needs in either a
social fitness capacity or within a
competitive athlete environment.

Learning expectation
Introduction to critical thinking within training
design and be able to implement basic
training circuit based on their individual needs
in either a social fitness capacity or within a
competitive athlete environment.

Acknowledgment of the land

Introduction of unit outline
Reinforce class behaviour and management
strategies

Lesson content introduction

Lesson is based upon us using existing knowledge
and funds of knowledge and personal sporting
experiences through class discussion (activity#1)
Sufficient warm-up activities (activity #2),
Design and trial a circuit activity (activity #3)
Rest & rehydration break (activity #4)
Circuit explanation & demonstration (activity #5)
Class circuit trial (activity#6)
Q&A lesson reflection & cool down (activity #7)
Activity#1 (4min)
Class discussion Questions.
Q1. How is being fit beneficial to you?
Q2. What do you currently do to keep
fit/train?
Q3. Is there anything stopping you from
improving your fitness or training
specificity?
Q4. How does being fit protect your health?
Q5. Does being fit increase personal
confidence, why?

Task
In small groups. Design a small activity
circuit that reflects the activity that you
have nominated (1 per group), ie:

Continual movement e.g.

skipping, running,
Jumps e.g. plyometrics, bounds
Maximal strength push-up, situp, holding medicine ball
Change of Direction e.g. agility
course T-test, Illinois
Core Strength e.g. Planks,
supermans, balance board squats

Think about the content of your station and why it relates

to your overall activity choice and what sports training it
could relate to
Activity #4 (2min)
Rest & drink.
Informal group discussion in free environment

To initiate understanding of various methods

of training and which aspect of fitness they
affect, and how these are related to training
specificity
An introduction to initiate the acquisition of
knowledge in different forms and equipment
and resources and how their use can be used
Task
Present your station in your small group to the class (2min per
group). Your presentation must address,
Verbal - In what way the design met your activity brief,
and what sport would perform this kind of training and
why
Practical Demonstration
Everyone must form part of the presentation