Development of Physical Fitness Plans
(middle grades)
Activity and Lesson plan * under construction*

Overview

Decisions are often made subconsciously and emotionally without sufficient investigation or critical thinking. The purpose of these activities is to develop a physical fitness program for students to implement in school and outside of school to live a healthier life.

Prior information:

It is helpful if students have previously completed these activities:

  1. Goal setting activity in
    Mental emotional health activities and resources
  2. Decision making in school and home scenarios (middle grades) Activity and Lesson plan

Background information:

  1. Decision Making, Critical Thinking and Change Process
  2. Nine Step Decision Making Process & Critical Thinking
  3. Teamwork activity - five squares puzzle activity teacher notes. and Student materials, directions and puzzles

Big ideas, concepts, facts, and outcomes

Access valid information to enhance health.

Big idea: health is enhanced when healthy goals are identified, set, and implemented to improve

Related concepts and facts

Outcome

  1. .

Specific outcomes - Standard 3

Students will demonstrate the ability to access valid information and products and services to enhance health.

3.12.1 Evaluate the validity of health information, products, and services.
3.12.2 Utilize resources from home, school, and community that provide valid health information.
3.12.3 Determine the accessibility of products and services that enhance health.
3.12.4 Determine when professional health services may be required.
3.12.5 Access valid and reliable health products and services.

Goal setting to enhance health.

Big idea: health is enhanced when healthy goals are identified, set, and implemented to improve

Related concepts and facts

Outcome

  1. .

Specific outcomes - Standard 6

Students will demonstrate the ability to use goal-setting skills to enhance health.

6.12.1 Assess personal health practices and overall health status.
6.12.2 Develop a plan to attain a personal health goal that addresses strengths, needs, and risks.
6.12.3 Implement strategies and monitor progress in achieving a personal health goal.
6.12.4 Formulate an effective long-term personal health plan.

Healthy Behaviors in the Practice of health

Health is the practice of making healthy decisions and choosing healthy behaviors and avoiding or reducing risk.

Related concepts and facts

  • O

Outcome

Use .

Specific outcomes - Standard 7

Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce risks.

7.12.1 Analyze the role of individual responsibility for enhancing health.
7.12.2 Demonstrate a variety of healthy practices and behaviors that will maintain or improve the health of self and others.
7.12.3 Demonstrate a variety of behaviors to avoid or reduce health risks to self and others.

Activity Sequence to provide sufficient opportunities for students to achieve the targeted outcomes.

  1. Focus student's attention by asking the main focus question.
  2. Ask and discuss the sub focus questions.
  3. Present the four step goal setting process.
  4. Students high light ideas they feel are important to consider when setting goals.
  5. Present the
  6. Present the in
  7. Share, discuss, and process results with scoring suggestions.
  8. Present the
  9. Share, discuss, and process results with scoring suggestions.
  10. Have students summarize the importance of knowing and using a goal setting process.
  11. FITT Model - thats in the book - I will scan a little activity we did as a bell ringer.
  12. Intensity zones for cardiovascular fitness - calculate those target zones - page 329 of text book. We figured the heartrates for low, moderate, and highly intense zones.
  13. Pulse - Pulse for 10 secs and 6 secs....X by 6 & 10 to get the minute heart rate.
  14. Testing in areas of fitness:
    Reaction Time - Counting in base 16 and meter stick test.
    Flexibility - sit and reach test
    Cardio Endurance - Mile test and step test.
    Power - Vertical Jump
    Muscular Strength - Max Bench Press, Grip strength
    Muscular Endurance - Push up test, Sit up test
    Body Composition - BMI Chart
    Speed - 40 yard dash
    Agility - Shuttle run or 3 cone drill.
  15. Teamwork activity - five squares puzzle activity teacher notes. and Student materials, directions and puzzles

Pedagogical ideas

Scoring guide suggestions (rubric)

Use valid information to set goals and choose behaviors for physical health.

Low level: behaviors include more actions that put physical health at risk than (very little cardiorespiratory activity other than regular movement from place to place, little muscular work out, miss use of equipment, reckless activity that might endanger body, over eating, abuse alcohol or drugs, ...)

Middle level: behaviors include

Upper level: behaviors include activities that include cardiorespiratory and muscular work outs with safe use of equipment. Choose mastery oriented behaviors that benefit a healthy body.

Top level: Choose mastery oriented behaviors that benefit a healthy body through a variety of activities that include a focus on process, accurate information, identification of a problem, analysis, generation of alternative behaviors and possible choices with positive and negative consequences, implementation, and evaluation suggestions and describes benefits for a comprehensive physical health process.

Activities

Focus question - When do people need to make decisions?

  1. How do people enhance their physical health?
  2. How do people set goals?
  3. What behaviors are beneficial for positive physical health?
  4. What different options are available to improve physical health?
  5. What options or choices are best for different people?
  6. How are the options evaluated?
  7. What goals and behaviors should be included in physical fitness programs?

Materials

Suggested procedure:

Exploration Activities

Ask and discussion each focus question relating their answers, when appropriate, to Goal setting, behavior,

  1. How do people make decisions? Go with their gut. React without thinking. Organize a process that follows a series of steps: Identify a problem, collect information, analyze the information, generate options or choices, consider consequences, make a decision, implement, evaluate.
  2. What influences their decisions? Their emotions, past experiences, values, parents, friends, desire, rewards ...
  3. What different options do they have that are available? They can make a decision based on a logical process, consider what other authority figures would suggest, seek help, listen to a friend's advice, ...
  4. How are options or choices determined? Brain storm, from past experiences, listening to what others suggest ...
  5. How are positive and negative consequences determined for the options?Brain storm, from past experiences, listening to what others suggest ...
  6. How are the options evaluated? With the consequences, ethics, legal, moral, and values applied to consequences and risks.

Invention Activities

  1. Present th
  2. Give each student a copy of .
  3. Present th .
  4. After discussing how they feel, tell them they are going to use their high lighted worksheet and fill
  5. Share, discuss, and process decision making results with the scoring guide suggestions.
  6. Present the
  7. Share, discuss, and process results with scoring guide suggestions, rubric.
  8. Have students summarize the importance of knowing and using a decision making process.

Discovery

Activity:

Focus question - Think about a .... and share...

Suggested procedure:

 

Lab Notes

PULSE CHART for 10 secs and 6 secs

Ten second count

Find your pulse at your wrist.  Make sure you can find it whenever you want it.

2.  Count the number of pulses you feel in exactly 10 seconds.

3.  Take this count three times, and record each one on the pulse chart below.

4.  Multiply each count by 10 to find the number of pulse beats per minute.

5.  Find your average pulse rate by adding the three numbers in the "number of pulses per minute" column and then dividing the total by 4 to find the average.

Trial Number of pulses
in 10 seconds
x 6 = Number of pulses per minute
1.   x 6 =  
2.   x 6 =  
3.   x 6 =  
4.   x 6 =  
Add the pulses per minute together. =____ / 4 = ______ Average number of pulses per minute

Six second count

1.  Find your pulse at your wrist.  Make sure you can find it whenever you want it.

2.  Count the number of pulses you feel in exactly 6 seconds.

3.  Take this count three times, and record each one on the pulse chart below.

4.  Multiply each count by 10 to find the number of pulse beats per minute.

5.  Find your average pulse rate by adding the three numbers in the "number of pulses per minute" column and then dividing the total by 4 to find the average.

Trial Number of pulses
in 6 seconds
x 10 = Number of pulses per minute
1.   x 10 =  
2.   x 10 =  
3.   x 10 =  
4.   x 10 =  
Add the pulses per minute together. =____ / 4 = ______ Average number of pulses per minute

 

Reaction Time - Counting to 1016 in base sixteen

image

  1. See how fast you can complete the task and record the times.
  2. Record the first three and the last if you do it more than four times.
  3. Try it again tomorrow after you sleep on it and record those times.
Time data by trials and comparison Time in seconds
Day 1 - trial 1  
Day 1 - trial 2  
Day 1 - trial 3  
Day 1 - trial last  
Difference between Day 1 trial 1
and Day 1 trial last
 
Day 2 - trial 1  
Day 2 - trial 2  
Day 2 - trial 3  
Day 2 - trial last  
Difference between Day 2 trial 1
and Day 2 trial last
 
Difference between Day 1 best time
and Day 2 best time
 

What statements can be made about reaction time, sleeping, and learning?

 

Reaction Time Ruler Test

Materials: meter stick, notebook or folder, calculator, gravity, subject and experimenter.

Procedure:

  1. The person, whose reaction time is being test, sits at the edge of a table, resting their elbow on the table so their wrist extends over the side of the table with their hand positioned to catch the meter stick as soon as it is dropped.
  2. Another person holds a meter stick vertically above the subject's thumb and index finger so the zero edge of the meter stick is close, but not touching.
  3. When ready, drop the meter stick without warning.
  4. Record the centimeters the ruler fell before it was caught.
  5. Repeat several times (e.g. 10 times) and find the average distance the meter stick dropped before it was caught.
  6. Use the table below to determine the time in seconds it took the ruler to fall over the measured distance in centimeters (cm).
  7. The formula: t = sqrt ( 2d / g ) is used to calculate time. d = the distance the ruler fell in meters, g = the acceleration of gravity in meters (9.8 m/s2), and t = the time the ruler was falling in seconds.

    1 cm = 0.045 s, 26 cm = 0.230 s, 51 cm = 0.323 s, 76 cm = 0.394 s,
    2 cm = 0.064 s, 27 cm = 0.235 s, 52 cm = 0.326 s, 77 cm = 0.396 s,
    3 cm = 0.078 s, 28 cm = 0.239 s, 53 cm = 0.329 s, 78 cm = 0.399 s,
    4 cm = 0.090 s, 29 cm = 0.243 s, 54 cm = 0.332 s, 79 cm = 0.402 s,
    5 cm = 0.101 s, 30 cm = 0.247 s, 55 cm = 0.335 s, 80 cm = 0.404 s,
    6 cm = 0.111 s, 31 cm = 0.252 s, 56 cm = 0.338 s, 81 cm = 0.407 s,
    7 cm = 0.120 s, 32 cm = 0.256 s, 57 cm = 0.341 s, 82 cm = 0.409 s,
    8 cm = 0.128 s, 33 cm = 0.260 s, 58 cm = 0.344 s, 83 cm = 0.412 s,
    9 cm = 0.136 s, 34 cm = 0.263 s, 59 cm = 0.347 s, 84 cm = 0.414 s,
    10 cm = 0.143 s, 35 cm = 0.267 s, 60 cm = 0.350 s, 85 cm = 0.416 s,
    11 cm = 0.150 s, 36 cm = 0.271 s, 61 cm = 0.353 s, 86 cm = 0.419 s,
    12 cm = 0.156 s, 37 cm = 0.275 s, 62 cm = 0.356 s, 87 cm = 0.421 s,
    13 cm = 0.163 s, 38 cm = 0.278 s, 63 cm = 0.359 s, 88 cm = 0.424 s,
    14 cm = 0.169 s, 39 cm = 0.282 s, 64 cm = 0.361 s, 89 cm = 0.426 s,
    15 cm = 0.175 s, 40 cm = 0.286 s, 65 cm = 0.364 s, 90 cm = 0.429 s,
    16 cm = 0.181 s, 41 cm = 0.289 s, 66 cm = 0.367 s, 91 cm = 0.431 s,
    17 cm = 0.186 s, 42 cm = 0.293 s, 67 cm = 0.370 s, 92 cm = 0.433 s,
    18 cm = 0.192 s, 43 cm = 0.296 s, 68 cm = 0.373 s, 93 cm = 0.436 s,
    19 cm = 0.197 s, 44 cm = 0.300 s, 69 cm = 0.375 s, 94 cm = 0.438 s,
    20 cm = 0.202 s, 45 cm = 0.303 s, 70 cm = 0.378 s, 95 cm = 0.440 s,
    21 cm = 0.207 s, 46 cm = 0.306 s, 71 cm = 0.381 s, 96 cm = 0.443 s,
    22 cm = 0.212 s, 47 cm = 0.310 s, 72 cm = 0.383 s, 97 cm = 0.445 s,
    23 cm = 0.217 s, 48 cm = 0.313 s, 73 cm = 0.386 s, 98 cm = 0.447 s,
    24 cm = 0.221 s, 49 cm = 0.316 s, 74 cm = 0.389 s, 99 cm = 0.449 s,
    25 cm = 0.226 s, 50 cm = 0.319 s, 75 cm = 0.391 s, 100 cm = 0.452 s

This test can be used to determine the reaction time for different situations. For example to a sound. The Apparatus can be used with the subject wearing a blindfold, and the meter stick being released at the same time as an auditory signal.

Physical fitness: F.I.T.T. Model

F.I.T.T. Model (Frequency, Intensity, Time and Type) identifies four important variables to consider when developing an exercise program.

  1. Frequency is how often to exercise. When considering frequency the amount of stress need to benefit from the work out needs to be considered along with the time the body needs to heal and build muscle and endurance.
  2. Intensity is the amount of effort or work for each specific exercise for a complete session or combination of sessions. Consider what is a good balance to provide an intense work out that will stress the body but not so difficult that it results in injury or burnout.
  3. Time is how long each session will last. Consider the intensity for each specific exercise performed: cardiovascular, resistance or both.
  4. Type referes to what system or part of the body each specific exercise will benefit: Will it benefit primarily cardiovascular, resistance training or both for each specific exercises performed.

 

 

 

Physical Fitness Review           

Name______________________

Directions: Use a vocabulary term to answer each question.

  1. Cardiorespiratory
  2. Endurance
  3. Muscular Strength
  4. Muscular Endurance
  5. Flexibility
  6. Aerobic Exercise
  7. Anaerobic Exercise
  8. Warm-Up
  9. Exercise
  10. Sedentary
  11. Physical Fitness
  12. Physical Activity
  1. Which Describes an intense, short burst of activity which muscles work very hard?  ______________________

  2. Which means the ability of your muscles to perform physical tasks over a period of time without tiring?  __________________

  3. Which is the ability of your heart, lungs, and blood vessels to send fuel and oxygen to your tissues during long periods of activity?  ______________________________

  4. Which is the amount of force your muscles can exert?  ______________________________

  5. Which describes the ability to move your body parts through their full range of motion? __________________________

  6. Which defines all rhythmic activities that use large muscle groups for an extended period of time?  _____________________________

  7. Which is a gentle cardiovascular activity that prepares the muscles for work?________________________  

  8. Which is a form of movement that causes your body to use energy?_______________________

  9. This is a lifestyle that involves little physical activity.____________________

  10. Which is a purposeful activity that is planned, structured, and repetitive, and which improves or maintains physical fitness._________________________  

  11. This is the ability to carry out daily tasks easily and have enough energy to respond to unexpected demands.  ______________________________

12-16.  For each part of the F.I.T.T. Plan: write what each letter stands for, a definition, and give an example.

F _____________________

Definition:________________________________________________

Example:_________________________________________________


I _____________________

Definition:__________________________________________________

Example:__________________________________________________


T _____________________

Definition:___________________________________________________

Example:____________________________________________________


T _____________________

Example:____________________________________________________

Definition:____________________________________________________

16-21. List and Briefly explain the 3 stages of a workout.

Stages of a Workout

1.

 

 

2.

 

 

3.




21-30. Draw the Decision Making Circle and list the 9 steps to making a well thought out decision.  In the following scenario - Go through the 9 steps and list examples of each in the circle to come up with the best decision.

Scenario: A friend asks you overnight and you know his parents are out of town. There are many options here - what path do you take?

 

 

 

 

 

 

 

30-40. Use the word back to identify the area of Fitness for each test to measure and then list one way to improve in that area.

Word Bank:

  1. Flexibility 
  2. Body Composition   
  3. Power   
  4. Muscular Strength
  5. Agility 
  6. Reaction Time   
  7. Muscular Endurance 
  8. Cardio Endurance
  9. Speed

  Tests

Sit and Reach 

 

Grip         

 

Area of Fitness 

 

Ways to Improve   

 

60 Second Sit up     

 

Cone Shuttle       

 

BMI         

 

9 Minute Run       

 

Bench Max       

 

Vertical Jump       

 

Ruler Drop       

 

40 M Dash       

 

 

 

 

Dr. Robert Sweetland's notes
[Home: homeofbob.com & schoolofbob.com ]