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FITNESSGrade 12 Physical Education

Unit Plan

January 2013

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Overview

The following unit is a section of the health component of Senior 2 Physical Education. It satisfies many of the SLO’s listed under the GLO of Fitness although it includes components from Personal Management, and Healthy Lifestyle Practices

The major sections of this unit are divided into 8 lessons focusing on:

The FITTE guidelines for physical activity The 5 health based components of fitness

o Cardiorespiratory enduranceo Muscular strengtho Muscular enduranceo Flexibilityo Body composition

The application of major training principles How to construct a fitness program The importance of fitness for overall well being and strategies for adherence

The major project/evaluation for this unit is to create a personal fitness plan that is individualized and that each student can carry out as part of the activity-based portion of their physical education class. This final project will integrate all aspects of the unit in a practical and relevant way that, not only tests the students’ knowledge on the unit, but also gives them the skills to live active, healthy lifestyles well into adulthood.

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Table of Contents

Overview ------------------------------------------------------------------------------------- 2

Table of Contents--------------------------------------------------------------------------- 3

Class Information

Seating Plan--------------------------------------------------------------------------- 4

Student Information------------------------------------------------------------------ 5

Introduction

Lesson 1: Components of Fitness, Guidelines for Activity--------------------- 6

5 Basic Components of Fitness

Lesson 2: Cardio-respiratory Endurance------------------------------------------ 9

Lesson 3: Muscular Strength and Endurance----------------------------------- 12

Lesson 4: Flexibility/Body Composition --------------------------------------- 15

Program Planning

Lesson 5: Principles of Training-------------------------------------------------- 18

Lesson 6: Basic Activity Session (BAS) and Sport Training----------------- 22

Lesson 7: Program Planning ------------------------------------------------------ 24

Lesson 8: Adherence--------------------------------------------------------------- 26

Evaluation---------------------------------------------------------------------------------- 29

References---------------------------------------------------------------------------------- 30

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Seating Plan

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Class List/Student Information

Name Attendance Other InfoM T W T F

BrendanCarson AConnorMaddi Diagnosed AD/HD

ShanlynJessicaHaleyDez L L Male identifying transgendered female (goes

by male pronouns)KindredKalieghSarah Type 1 diabetic – carries insulin

SierraNatashaTasfiaAshleyTonianneQuin Has an EA – Ms. Smith

Jon A LSubinShabutSamNick S. LTavisLucas Has to leave early on Thursdays for Track

ShusenNick H.Anthony AMax

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Lesson 1

Date: February 4th, 2013

Class: Senior 2 – Physical Education

Lesson: Introduction – components of fitness overview, FITTE principles, importance of fitness

Curricular Connection: K.2.S2.A.1,

Gaining Attention

A list of statements will be listed on the board and the class will have to decide whether the statement is true or false. I will ask these questions to the class, to gain their interest on the topic of fitness. Some will be proposed to the group as a whole to give an answer by raising their hand, others will be asked of individual students. To elaborate on some questions I will ask a student why they feel the question is true or false or I will ask them to share some prior knowledge/experience they may have on the topic.

Resistance training in specific areas can help to tone them (ex. Arms)

If a girl lifts heavy weight she will get big like a guy

10 minutes of cardiovascular activity is enough to contribute to fitness

If you resistance train too much it will make you less flexible

If you stop exercising your muscle will turn into fat

Lesson Objectives

At the end of this lesson students should:

1. Be able to name and briefly describe the 5 health related components of fitness2. Know what FITTE stands for and understand its purpose

by the end of the unite students should know the FITTE guidelines for each of the 5 main fitness components

3. Have an understanding of why it is important to study fitness management.

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Stimulating Recall

Concept Map – Fitness

Students will be asked to provide key words or information they have learned in previous classes that relates to fitness. We will spend the first 5 minutes expanding and connecting concepts on our word map. When the lecture proceeds with an introduction to the 5 components of fitness, we will return to the concept map to draw attention to words we have already come up with that connect with each component of fitness.

Sample Concept Map

Presenting the Material – using white board for lists and notes

Physical Fitness – ability to meet life’s demands and still have enough energy to respond to unplanned events (body’s ability to function efficiently & effectively).

1. 5 Health Related Components of Fitness Cardiorespiratory Endurance Muscular Strength Muscular Endurance Flexibility Body Composition

Physical Activity – any bodily movement produced by skeletal muscles that is above daily functioning and that results in energy expenditure. Measured as either light, moderate, or vigorous.

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2. Sport Related Components Agility Balance Coordination Reaction time Speed Power

3. FITTE Guidelines Frequency – how many times per week Intensity – measured by heart rate, or % of repetition max Time – duration of activity session in minutes or sets/reps Type – what activity your are doing (ex. Treadmill, free weights, etc.) Enjoyment – important for adherence

Handout – FITTE Guidelines for Cardio, Resistance Training and Flexibility

Eliciting the Desired Behaviour

Evaluate your current exercise regimen. Students have been previously assigned a take home journal to keep track of all the physical activity they do in one week. They will use this data, and the FITTE guidelines to evaluate their current exercise habits and will write a brief outline of areas they need to improve and areas they are already doing well.

Feedback

The assignment above provides the students with some self-feedback so that they can evaluate their own exercise habits as a form of formative assessment. The student’s summaries will also be taken in to be reviewed and handed back with feedback provided.

Assessing the Behaviour

The following class will begin with a short quiz on the FITTE guidelines (included).

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Lesson 2



Lesson: Cardiorespiratory Fitness

Curricular Connection: K.2.S2.A.1, K.2.S2.B.1, K.2.S2.C.1b, K.2.S2.C.2

Gaining Attention

To gain the students’ attention on this topic we will break down the work cardiorespiratory and analyze what this word is referring to.

CARDIO --- RESPIRATORY

Based on the two parts of this work the students will make the connection that the cardiorespiratory system is based on the teamwork between the heart (cardio) and the lungs (respiratory). We will broaden this understanding by exploring the function of these two systems, the heart is responsible for moving blood throughout the body and the lungs are responsible for the exchange of oxygen (O2) and carbon dioxide (CO2). So together they bring oxygen into the body and deliver it to various body systems and rid the body of the waste product carbon dioxide.

Lesson Objectives


1. Know the role and purpose of the cardiorespiratory system 2. Be able to compare and contrast the 3 basic energy systems3. Understand how cardiorespiratory endurance is assessed and how it contributes to

overall fitness

Stimulating Recall

Review of FITTE principles for cardiorespiratory endurance. Using questioning the students will provide the guidelines, which will be written on the board. To prepare for today’s lesson they will also be asked to expand on each of the guidelines

F – how do you think this number might change for children/teens? The elderly? What is the maximum days/week that someone should do cardiorespiratory training

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Children require even more cardiorespiratory activity in their day – 20-60 minutes is recommended every day. The elderly should also aim to maintain at least 3 cardio sessions/week although they may have to consider alternative, lower impact training. Cardio training can be done as many as 7 days a week.

I – what are other ways one could measure their intensity if a HR monitor was unavailable?

You can measure your HR using palpation of your pulse and a clock or timer (measured in beats per minute). Other methods of evaluating intensity include the talk test, or the level of perceived exertion scale.

T – can your 30-60 minutes be accumulated throughout the day? What are some ways of sneaking cardio in during your day?

Yes, as long as your session is at least 10 minutes long cardio can be accumulated throughout the day. Some examples include parking a street or two away from work/school or getting off the bus a stop early and walking in, taking the stairs instead of the elevator, or cycling to work instead of driving.

T – What are some examples of types of cardiorespiratory training? What could you do at home?

Jogging, walking, biking, swimming, aerobics, zumba, dancing, skipping, elliptical, stair climber, jumping jacks as well as a variety of sports. Many of these options can be done at home or outside in your neighbourhood.

E – Discuss with your neighbours some of your favorite activities that could be used as cardiorespiratory endurance training.

Presenting the Material

PowerPoint slides attached


Included in the PowerPoint slides is an activity in which the students will have to provide the dominant energy system used for a list of cardiorespiratory activities. Following this activity we will go through each activity as a class and discuss the possible answers and why they are.

Next, the class will be divided into 4 groups, each group will be given a discussion question (listed on the PowerPoint slides) to discuss as a group and use the information we have covered to come up with an answer. Once each group is ready we will come together as a class and discuss the answers.

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Feedback

During class discussion groups will be given feedback both from their peers and from the teacher to gauge their understanding of the topic and suggest different answers/approaches to the questions that are being covered.

At the end of the class students will be handed back the quizzes they did at the beginning of class on the FITTE guidelines. They will grade each other’s quizzes simply marking a check or ex for each answer. Students will spend the remainder of the class going over their own quiz and looking up the correct answers in their notes, copying it down on their own quiz in a different colour pen.


The discussion that takes place during this class will provide enough information for the teacher to evaluate the class’s understanding and make any necessary changes to tomorrow’s lesson to accommodate areas the class seems to be struggling with and areas in which they are excelling.

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Lesson 3



Lesson: Muscular Fitness

Curricular Connection: K.2.S2.A.1, K.2.S2.B.1, K.2.S2.C.2

Gaining Attention

To focus the class’s attention on muscular fitness and conditioning we will spend the first 2 or 3 minutes of class presenting an example of the resistance training schedule of a body builder who is using split routines to train. This should grab the students’ attention shocking them with the shear amount of work these athletes spend on their muscular conditioning and will also introduce some of the training principles that will be discussed later that class.

Ex) Split Routine - Note: still 2-3x/week per muscle group

Mon Tues Wed Thurs Fri Sat SunMorning Biceps Shoulders Core OFF Back/Biceps Shoulders Core

Afternoon Chest Back/

Triceps Legs OFF Calves/ Chest/Triceps Legs

Lesson Objectives


1. Understand the strength-endurance continuum and its implications on fitness2. Know the acute and chronic benefits of resistance training on muscular fitness3. Understand and be able to apply basic principles of resistance training including:

Exercise sequencing Formatting Exercise analysis FITTE guidelines

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Stimulating Recall - whiteboard

Types of Muscle:

1. Smooth – surrounds organs, involuntary, non-striated 2. Cardiac – heart muscles, involuntary, striated3. Skeletal – voluntary, striated, attached to the skeleton, produce movement

Skeletal Muscle Fibre Types:

Slow Twitch (type I) – oxidative, highly fatigue resistant, low force production

Fast Twitch A (type IIa) – glycolytic/oxidative, moderately fatigue resistant, moderate force production, more rapid force production

Fast Twitch B (type IIb) – glycolytic, low fatigue resistance, high amounts of force production, rapid force production

Sliding Filament Theory:

Myosin (thick filaments) reaches out and attaches to Actin (thin filaments) causing a “cross bridge” and producing muscular tension

As Myosin heads pull on Actin it causes them to slide closer together and eventually overlap to produce muscle shortening and movement.

Works in the opposite direction for eccentric contractions – Myosin attaches, the force of the load being lifted pulls Actin and Myosin further apart, then Myosin detaches and the Actin filaments have slid apart.

o This is why we still have muscle tension when lowering a weight




Students will rearrange a list of resistance training exercises so that they are in the correct sequence as recommended by the notes we have already covered. They will then list the primary muscles being worked by each exercise.

Feedback

We will go over the reorganization of the list of exercises as a class and then we will discuss the main muscles used as a class as well. Deeper questioning will be provided to elaborate on choosing exercises based on a client’s exercise goal.

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The discussion that takes place during this class will provide enough information for the teacher to evaluate the class’s understanding and make any necessary changes to tomorrow’s lesson to accommodate areas the class seems to be struggling with and areas in which they are excelling.

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Lesson 4



Lesson: Body composition and flexibility

Curricular Conection: K.2.S2.C.1a, K.2.S2.A.3a, S.2.S2.A.3b

Gaining Attention

We will begin the class by proposing some questions relating to flexibility and body composition. The questions will not be answered right away but should get the students thinking about the topic. After the material has been presented we will revisit the questions and discuss the answers based on what we have just learned. The questions can be found in the PowerPoint slides provided.

Lesson Objectives


1. Know the FITTE guidelines and the importance of flexibility 2. Be able to explain the 5 different types of stretching3. Understand the role of essential vs. storage fat and how it is assessed4. Be able to distinguish between overweight, over-fat, and obese

By the end of this lesson students should be well informed on each of the 5 health related components of fitness, as well as the FITTE guidelines for each.

Stimulating Recall

The students will watch a series of videos that depict certain resistance training exercises. We will analyze each exercise as a class and distinguish the following:

1. Identify the concentric phase2. Identify the eccentric phase3. What muscle or muscles are being worked?4. Rearrange the exercises shown so that they are properly sequenced.

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Videos

Bicep Cur (1:55) - http://www.youtube.com/watch?v=uO_CNYidOw0

Lat Pull Down (1:03) - http://www.youtube.com/watch?v=1VcmFW5diOU

BB Back Squat (1:31) - http://www.youtube.com/watch?v=1xMaFs0L3ao

Seated Leg Curl (0:45) - http://www.youtube.com/watch?v=F488k67BTNo




In partners the class will assess their body composition using each of the 3 methods that have been discussed in class.

1. BMI 2. Waist circumference (cm)3. SO5S

BMI = mass(kg)/height(m)²

For WC – ensure the bottom of the tape is level with the top of the iliac crest (hip)

Calipers will be provided for measuring skin folds. The procedure is as follows:

All measurements should be taken on the right side of the body Each site should be marked in ink with an x on the body (accuracy) Firmly grasp a fold of skin between the thumb and left forefinger and lift up Place the contact surface of the caliper 1cm below the fingers with the calipers at

a right angle to the skin fold Very slightly release pressure of the fingers so that the greater pressure is exerted

by the caliper Take the reading (consistent number for 2 seconds) Release the caliper Release the fingers Do one entire set of measurements then repeat and take the average score

o If the two measurements differ by 0.4mm or more take a third measurement

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Feedback

This body composition assessment will provide the students with an evaluation of their current body composition. The charts on the back of the student’s data recording sheet, provided by The Canadian Physical Activity, Fitness and Lifestyle Approach (CPAFLA), indicate composite scores related to body composition. Based on the totals:

Excellent – 4

Very Good – 3

Good – 2

Fair – 1

Needs Improvement – 0


Assignment: 5 components of health related fitness

20% of their unit mark (attached)

Due: Friday, Feb. 15th

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Lesson 5



Lesson: Principles of Training

Curricular Connection: K.2.S2.C.2,

Gaining Attention

To gain the attention of the class I will bring in 2 magazine articles that give examples of poorly used or ignored training principles. One article will be from a Women’s Health magazine, the other from a Men’s Health magazine.

Lesson Objectives


1. Understand the 12 principles of fitness training 2. Be able to apply these principles their own training habits

Stimulating Recall

In previous cases we have mentioned some training principles that will also be discussed in this class. To stimulate recall and have the class focusing on the topic of training principles questioning will be used to attempt to get the students to recall these principles and to provide any more principles they have heard of in the past.

Ex) Training Principles - guidelines that form the basis for exercise program development

What are some training principles that we have discussed thus far in the unit?

If the students can’t think of an answer I would rephrase and ask “What some important considerations are when deciding on a resistance training program?” This question should lead them into an answer such as the amount of weight you lift, or the exercises you choose which are all examples that can fall under one of the principles that will be discussed this class.

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Presenting the Material – whiteboard notes

1. FITTE Principle2. Principle of Overload

The body has an ability to adapt to stresses placed upon it In order to increase physical fitness you need to put the body under more stress

than it is accustomed to (overload it) so that it will adapt to these new stresses this increased load can take the form of

- heavier weight- increased reps- increased duration- increased intensity

3. Principle of Progression Refers to the rate of which the overload is applied The optimal rate of progression may differ from person to person Together with the principle of overload the two make the principle of progressive

overload: the gradual increase of stress placed on the body during exercise4. Principle of Specificity (SAID principle)

Specific Adaptation to Imposed Demand The adaptations your body makes will be specific to the resistance applied and

localized to the area being trained.5. Principle of Reversibility

Physiological changes in training cannot be stored or saved, if you stop training they will decrease

Once training has stopped for 8 weeks you lose:- 10% of strength- 30-40%of endurance

6. Principle of Diminishing Returns The more fit you are the harder it is to achieve additional improvements

7. Ceiling Principle Plateaus in training may occur due to poor training methods, lack of variation in

routine and intensity In rare cases people may be able to reach their genetic ceiling for fitness

8. Principle of Recovery Based on the intensity of the work out

- Should alternate low/moderate/high intensity workouts Gains occur during recovery not during the work out

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Methods for proper recovery

- Eat a balanced healthy diet- Drink water- Monitor intensity, HR, weight, pace- DOMS is natural

9. Principle of Consistency Adherence is easier if work outs become part of the daily routine or schedule

10. Principle of Individuality Each athlete must be trained and treated individually Capacity for work depends on:

- Experience- Physiology- Environmental influences

11. Principle of Safety Progression should be slow and moderated to avoid injury Considerations

- Impact- Overuse - Joint articulation

Use proper equipment 12. Principle of Variety

Boredom and monotony are huge obstacles to motivation Some suggestions

- Alternate exercises for the same uscles- Vary the type of muscle contraction- Vary the speed of the exercise- Vary the equipment- Reorganize the sequence of exercises- Change rest intervals


Each student will be given one of 4 articles from common fitness magazines. They will spend approximately 15 minutes going through the article and identifying correct and incorrectly used training principles. For each incorrect principle the student will write out the message as it is, state the problem, and then they will rewrite it so that it correctly represents the principle.

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Feedback

The students will hand in their assignments but first they will discuss each article in groups and then as a class so that we can elaborate on some of the key issues and allow for deeper learning and discussion as a group. We will discuss the problem with mainstream fitness articles that aren’t written by credible sources and why it is so easy to be fooled by what looks like a well made workout program. I will circulate during discussion probing when necessary and answering questions when needed.

The assignments will also be handed in at the end of class after the discussion. This will give me a chance to check for proper understanding and identify students who may need extra attention on this subject.


The assignment above will provide an assessment on the topic of training principles. Due the following class.

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Lesson 6



Lesson: Basic Activity Session (BAS) and Sport Training

Curricular Connection: K.2.S2.C.3

Gaining Attention

To engage the class we will begin by comparing and contrasting the factors involved in health related fitness as opposed to sport related fitness. On the blackboard we will construct a venn diagram comparing sport and fitness. The students will replicate our comparison in their notes. An example of this venn diagram is attached.

Lesson Objectives


1. Know the components of a basic activity session and their purpose2. Be familiar with sport-specific training and how it differs from general fitness3. Understand the concept of periodization and the goal of each phase

Stimulating Recall

The students will be shown a series of images and asked which principle of fitness training that image best depicts. We will also review the three different energy systems that we learned about in the lesson on cardiorespiratory training. Within the presentation of the lesson material there are also some slides during which the students will be asked to recall certain concepts that we have covered thus far such as the FITTE guidelines, purpose of stretching pre/post exercise, and the sport related components of fitness.




A the end of Lesson 4 the students were given an assignment in which they had to choose a sport or activity and outline how each of the 5 components of fitness relates to that sport or activity. For this assignment the students must create a BAS outline for that same activity that includes a description of what each component of the BAS will involve, and its purpose. Along

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with this outline the students will also create a summary or calendar of how a year would be periodized for this sport/activity. This outline should include:

The approximate length of each phase and any transition periods 3 training goals for the preparatory phase What the year will peak around (main goal)

o If the activity chosen is not a sport this could be a race, competition, or just the long term goal of the participant

2 examples of activities that could be taken up in the transition phase

Feedback

Much of the lecture portion of this lesson will be discussion based allowing me to call upon students for answers, comments, or examples. This discussion will provide an opportunity to gauge how the class is responding to the lesson content and will also allow me to make comments and provide additional instruction where it seems necessary.

While the class is working on their assignment I will circulate and provide feedback or answer questions they might have.

After approximately 20 minutes of work, the class will meet in small groups assigned by me according to the nature of the activity they are working with. In these groups they will share what they have been working on. The other group members will each be charged with providing 2 pieces of positive feedback and 1 criticism for someone else in the group. This way, each group member will receive feedback from their peers, and will also have to analyze and critique the work of someone else.


The students will take their assignments, and the feedback they received from their classmates, home with them and will review it. This way they have the opportunity to make any changes they feel necessary. The assignment will then be handed in on Friday, along with Part 1 which was assigned last week.

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Lesson 7



Lesson: Program Planning

Curricular Connection: K.2.S2.C.2, K.2.S2.C.3

Gaining Attention

At the start of this class I will do a brief introduction into their final unit project, the Personal Fitness Plan. I will spend 5 minutes showing some sample programs from previous years demonstrating some high points and some areas that students have struggled with. After this lesson the students should be able to start working on their personal fitness plans. They will have an opportunity to examine the samples and brainstorm for their own project.

Lesson Objectives


1. Be able to create an individualized fitness program for a hypothetical client

Stimulating Recall

Students will review the purpose and outline of a Basic Activity Session (included in PowerPoint).They will also, through questioning, review the FITTE guidelines for cardio, resistance training, and flexibility.



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The class will be split up into groups of 4-5. Each group will receive a hypothetical client profile and will have to create an individualized training program based on that profile. The students must provide:

Results of a PAR-Q (positive or negative) and indication if a PARmed-X was required

Hypothetical fitness test results (rating out of 5 for each component) A needs analysis complete with

o Previous history of activityo Long and short term goalso Relapse plan of actiono Any other pertinent information or special needs based on client profile

Key components of the program that have been tailored to suit the client profileEx) will they be working out at a fitness center or at home? What cardio activities have been included? What considerations have been made based on the client’s fitness assessment?

On the back of the client profile is a follow up profile, a statement about where the client is 3 months into their program. The students must indicate any changes they will make at this point to accommodate their clients adaptations

After approximately 20 minutes each group will present their client profile and their program to the class. There will be time for short discussion and question/answer for each group.

Feedback

Discussion and teacher input for each group will provide the students with feedback on their program design choices. I will also walk around during the students work period and answer questions or provide assistance.


Final Project – Personal Fitness Plan (attached)

Worth 30% of the unit grade

Due: Feb. 25th

Note: The school functions on an alternating cycle of in class/in gym. This unit is the classroom portion of that cycle. As part of the in gym cycle the students would follow through with their personal fitness plans and would spend 1 full week of gym time carrying out a sample week of their plan.

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Lesson 8



Lesson: Adherence

Curricular Connection: K.2.S2.C4

Gaining Attention

To gain the students’ attention I will begin with some statistics on exercise and physical activity adherence.

According to Stats Canada only 15% of Canadians meet the recommended 150 minutes per week of moderate to vigorous physical activity

Only 7% of youth 5-17 meet the recommended 60 minutes per day of moderate to vigorous physical activity

Adults spend on average, approximately 69% of their waking hours in sedentary activity (9.5 hours)

Children spend on average approximately 62% of their waking hours in sedentary activity (8.6 hours)

The leading causes of death among Canadians are:

1. Heart disease2. Cancer

Both can be significantly reduced by healthy lifestyle practices.

Lesson Objectives


4. Understand the need for exercise adherence5. Be able to come up with some strategies to achieve adherence

Stimulating Recall

As a class we will come up with a list of common barriers to exercise.

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Transtheoretical Model of Behaviour Change

1. Pre-contemplation no interest in changing exercise behaviour in the foreseeable future consider the disadvantages of exercising to be greater than the advantages often very defensive very stable stage

2. Contemplation have intentions to start exercising within the next 6 months equally aware of the pros and cons of exercise know exercise is good, may want to change, but aren’t ready to commit

3. Preparation intend to start exercising in the immediate future consider pros of exercise to be greater than cons performing tasks to prepare for exercise such as medical screening

4. Action exercising at recommended levels, unstable stage pros of exercise outweigh the cons least stable stage because people find it difficult to maintain their exercise routine

5. Maintenance have been exercising at recommended levels for 6 months must work to prevent relapse don’t find exercise as difficult to maintain highly confident in themselves to continue the program

Moving through the stages involves changing:

How people think about exercise How people think about themselves Environmental factors that influence exercise behaviour

Other Factors in Exercise Adherence

Safetyo Neighbourhoodo Bike laneso Sidewalk conditions

Availabilityo Programso Facilities

Support

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o Friends/familyo Employerso Government o Facilities

Incentiveso Personal incentiveso Employerso Government o Health insurance

Education o Media o Organizationso Advertising o Fitness industry professionals

Enjoyment


For each of the 5 stages students must come up with strategies to move someone into the next stage or improve their exercise habits. The class can work in groups of 2 or 3 to create a list of strategies for each stage. Once the groups have their lists ready we will combine them into 5 master lists (written on flip chart paper).

Feedback

Hopefully the information from this lecture gives the students some useful tools to get past their own barriers to exercise, and live more healthy lives. Going over each group’s list of suggestions to improve adherence will also provide the teacher with some feedback on how well the lesson has been understood and will allow for an opportunity for class discussion and individual feedback from the instructor.


Class participation during the group assignment will serve as a formative assessment for the information provided in this class.

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Evaluation

This unit will be evaluated based on the accumulation of a series of assignments that have already been outlined in the lesson plans. The Personal Fitness Plan is the best representation of the accumulation of learning throughout the unit and will be the final project making up 35% of the unit grade.

Grading Breakdown

FITTE Quiz (Feb. 5th) 10%

Article Review (Feb, 11th) 25%

5 Components of Fitness (Feb. 15th) 20%

Periodization (Feb. 15th) 10%

Personal Fitness Plan (Feb. 25th) 35%

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References

Exercise Statistics: http://www.statcan.gc.ca/daily-quotidien/110119/dq110119b-eng.htm

Lecture Material

Lox, C., Ginis, K. & Petruzzello, S. (2010). The Psychology of Exercise: Integrating theory and practice. Scottsdale, AZ: Holcomb Hathaway, Publishers.

Cajas, B. & MacDonald, G. (2011). Scientific Principles of Fitness and Conditioning: Class Notes.

Baechle, T. & Earle, R. (2000). Essentials of Strength and Conditioning (3rd ed.). Windsor, ON: Human Kinetics.

Videos

Bicep Cur (1:55) - http://www.youtube.com/watch?v=uO_CNYidOw0

Lat Pull Down (1:03) - http://www.youtube.com/watch?v=1VcmFW5diOU

BB Back Squat (1:31) - http://www.youtube.com/watch?v=1xMaFs0L3ao

Seated Leg Curl (0:45) - http://www.youtube.com/watch?v=F488k67BTNo

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