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Coach Darren Golson Date: 8/15- 8/26/16

Fitness For Life Lesson Plans for Unit I

LESSON PLANS FOR CHAPTER 1: FITNESS AND WELLNESS FOR ALL

Activity 1.1 - Starter Workout

LESSON OBJECTIVES

This lesson is designed to help students begin exercising. It will also help prepare students

for the upcoming self-assessments and the more advanced exercises.

EQUIPMENT NEEDED

Student Workbook, jump ropes, clock with second hand, CD player and Sound Tracks for

Physical Education Volumes 1 and 2

ANCILLARIES AVAILABLE

Activity Cards 1-10: Starter Workout

ORGANIZATION

1. Place identifying signs and equipment at each station.

2. Lead students through a warm-up.

3. After the warm-up, refer students to the Starter Workout worksheet.

4. Divide the class into 10 groups and assign each group to a station.

5. Have students read the activity at their station and then demonstrate the activity

to the rest of the class.

6. On your signal, have students begin the workout at their current activity station.

7. Exercise time at each station can vary between 30 and 60 seconds, with a rest

period involving the time taken to rotate to the next station.

8. Signal to the class when to rotate to the next station.

9. Signal to begin exercising at the new station.

10. Have students complete the 10-station circuit 2 or 3 times.

11. Have students cool-down by performing some static stretching.

WORKSHEET

Starter Workout (PA 1-1)

Lesson 1.1 - Fitness for Life

VOCABULARY

exercise, health, physical activity, physical fitness, wellness

LESSON OBJECTIVES

1. Define physical fitness, health, and wellness.

2. Describe some of the benefits of fitness, health, and wellness.

Lesson Plans

CONTENT (OPENER, TEACHING OUTLINE [QUESTION/ANSWER FORMAT], CLOSING)

Opener: Ideas to open this lesson can include: On the board can be written the following

words: physical activity, physical fitness, wellness, and health. In small groups, students

can attempt to distinguish between the terms activity and fitness and how each

term might relate to wellness and health. Another idea is for students in small groups

to discuss what it means to be well; the results of these discussions can then be

shared with the class.

WRITE ON TARGET QUESTIONS

1. List four real-life situations and/or emergencies where a person’s lack of fitness

could harm them or cost them their lives.

2. Describe the physical attributes and the personality attributes of a person you

consider to be healthy (or possess wellness).

Question outline to guide the lesson:

1. What is meant by the term physical fitness?

2. Why is it important for people to be physically fi t?

3. How does physical fitness relate to good health?

4. What is meant by the term physical activity?

5. What types of jobs and careers feature a high physical activity component?

6. What types of jobs and careers feature a low physical activity component?

7. How can people increase the amount of physical activity they may get in a day?

8. How can we tell who the most physically active people in this class might be?

9. How can a person improve his or her physical fitness?

10. What does it mean for a person to be in good health?

11. What are the health benefits from being physically active and physically fi t?

12. What are other benefits of being physically active and physically fi t?

Closing: Most important to highlight is the distinction between physical activity and

physical fitness; stress the unequivocal positive link between physical activity participation

and overall health and wellness. Finish this lesson by emphasizing the Fitness for

Life HELP philosophy.

Self-Assessment 1 - Exercise Basics

LESSON OBJECTIVES

1. To learn how to do warm-up and cool-down exercises.

2. To learn how to count heart rate.

EQUIPMENT NEEDED

Mats, clock with second hand

Activity Cards 11-15: Exercise Basics

ORGANIZATION

1. Have students do a warm-up involving jogging and light aerobic activity.

2. After the warm-up, refer students to the Exercise Basics worksheet.

3. Demonstrate or have students demonstrate each warm-up stretch.

4. After each demonstration, observe the students performing the stretches.

5. Demonstrate the correct way to count your heart rate.

6. Have students record their heart rates, following the steps outlined in the

worksheet (heart rates will be recorded while standing, after 1 minute walking, 1

minute running, and after a short active game).

7. Have students cool down by performing some static stretching.

RECORD OF ASSESSMENT

Have students put their recorded results into their Portfolios or Activity Record Books.

WORKSHEET

Exercise Basics (SW 1-1)

Lesson 1.2 - Fitness Through Physical Activity

VOCABULARY

agility, balance, body fatness, cardiovascular fitness, coordination, flexibility, health related

physical fitness, hypokinetic condition, muscular endurance, power, reaction

time, skill-related physical fitness, speed, strength

LESSON OBJECTIVES

1. Name and describe the five parts of health-related physical fitness.

2. Name and describe the six parts of skill-related physical fitness.

3. Explain how to use the Stairway to Lifetime Fitness.


Opener: Students can be asked to comment on the physical traits of some well-known

athletes from a variety of sports. These traits can be written on the board. The students

can then be asked to attempt to categorize those traits into one of two categories:

traits or components of fitness that relate both to good health and sporting performance (2) traits that are essential to good sporting performance but not necessarily

to a person’s health.

Lesson Plans


1. What is cardiovascular fitness and how does it relate to good health?

2. What is meant by muscular strength?

3. How important is muscular strength for good health?

4. What is the difference between muscular strength and muscular endurance?

5. What does the term flexibility mean?

6. Which groups of people are highly flexible?

7. People who are overweight or obese have a high level of body fat. A high level of

body fat increases the risk of what health problems?

8. What do you think is meant by the term hypokinetic condition?

9. What types of skills are important for sports performance?

10. Can you distinguish between the terms agility and balance?

11. What sports involve a high degree of coordination?

12. What is meant by the term power in relation to sports performance?

13. What sports require athletes to have high levels of power?

14. How can you measure reaction time? What sports require great reaction time?

15. The Stairway to Lifetime Fitness has been developed to display how a person can

progress to becoming a regular participant in activity and exercise. What ideas do

you think might be represented at the lower and higher levels of the Stairway?

Closing: Highlight from this lesson the distinction between health-related and skill related

fitness. Finish by emphasizing the Stairway to Lifetime Fitness – focusing on the

specific concept represented at each of the six levels.

ENRICHMENT

1. Reinforcement 1

2. Taking Charge 1: Students have the chance to estimate how physically fi t they are

and to compare these estimates to the results they will obtain later in the course.

RESOURCE MATERIALS

Reinforcement 1: Fitness and Wellness Crossword Puzzle (CR 1-7)

WORKSHEET

Taking Charge 1: Learning to Self-Assess (TC 1-1)

Activity 1.2 – Health- and Skill-Related Fitness Stunts

LESSON OBJECTIVES

To learn about health-related fitness and skill-related fitness.

EQUIPMENT NEEDED

A table, rulers, large clock with second hand, chalk or tape for lines, basketballs or volleyballs,

badminton rackets, mats or other soft surface, coins

Lesson Plans

ORGANIZATION

1. Have students do a warm-up.

2. After the warm-up, refer students to the Health- and Skill-Related Fitness Stunts

worksheet.

3. Demonstrate or have students demonstrate each of the stunts.

4. After each demonstration, have students perform the stunts (note: the arm pinch

and the run in place are partner activities).

5. If time allows, have students work in groups of 2 or 3 to create some of their own

fitness stunts (health- or skill-related). Allow students to be creative with available

equipment such as volleyballs or badminton rackets (e.g., balancing a racket on an

elbow or knee).


FOR INCLUSION: ACCOMMODATIONS FOR PERSONS WITH DISABILITIES

Individuals with disabilities or other limitations to physical activity have the same needs

for developing physical fitness as everyone else, they just may achieve them differently.

The fitness components of cardiovascular endurance, strength, flexibility, and body composition

should be measured using the same techniques used with other students (or

alternative techniques as needed). The functional fitness needs of the student should

also be considered in establishing self-assessment tasks as well as activities. Being

able to lift one's body weight from a wheelchair onto a chair or toilet or into a vehicle is

very important. Trunk rotation adequate to reach behind and put on a seat belt in a car

can be as challenging for obese individuals as for people in wheelchairs. Analyze the

students’ functional needs, then let them help develop ways of self-assessing if traditional

techniques are not suitable.

WORKSHEET

Health- and Skill-Related Fitness Stunts (SW 1-2)

Lesson Plans

RESOURCES FOR CHAPTER 1

Activity Starter Workout

Activity Cards 1-10: Starter Workout

Starter Workout (PA 1-1)

Class Fitness for Life (1.1)

OTM 1-A: Cycle of Physical Activity Benefits (CR 1-2)

OTM 1-B: The Parts of Health-Related Fitness (CR 1-3)

OTM 1-C: The Parts of Skill-Related Fitness (CR 1-4)

OTM 1-D: The Stairway to Lifetime Fitness (CR 1-5)

Application 1: Which Is It? (CR 1-6)

Activity Self-Assessment 1: Exercise Basics

Activity Cards 11-15: Exercise Basics

Exercise Basics (SW 1-1)

Class Fitness Through Physical Activity (1.2)

Reinforcement 1: Fitness and Wellness Crossword Puzzle (CR 1-7)

Taking Charge 1: Learning to Self-Assess (TC 1-1)

Activity Health- and Skill-Related Fitness Stunts

Activity Cards 16-26: Health- and Skill-Related Fitness Stunts

Health- and Skill-Related Fitness Stunts (SW 1-2)

Ancillaries

Fitness for Life Video Series: Lifelong Physical Fitness and Wellness

CD-ROM: Fitness for Life Presentation Package

Audio CD: Sound Tracks for Physical Education Volumes 1 and 2

Lesson Plans

Chapter 1 Review

Answers

REVIEWING CONCEPTS

AND VOCABULARY

1. exercise

2. Stairway to Lifetime Fitness

3. health-related

4. lack of exercise

5. term meaning “the percentage

of body weight that

is made up of fat”

6. h

7. e

8. f

9. g

10. b

11. i

12. c

13. a

14. d

15. Body systems (cardiovascular,muscular, and respiratory)working together efficiently.

16. to enjoy good health, well being,and a high quality of life

17. health-related—helps you stay healthy; skill-related—helps you acquire skills and fitness for better sports performance

18. He or she is only good in a specific skill.

19. strength—amount of force a muscle produces; power—being able to quickly use strength

20. Early definitions concentrated on illness; now they include wellness.

THINKING CRITICALLY

To remain physically fit, continue assessing fitness needs and planning

an individualized lifetime fitness program.

Chapter Review

Reviewing Concepts and Vocabulary

Number your paper from 1 to 5. Next to each number, write the word (or

words) that correctly completes the sentence.

1. Physical activity done for the purpose of getting fi t is called __________.

2. The __________ is a series of steps to help you achieve lifetime fitness.

3. Cardiovascular fitness is one part of ____________ fitness.

4. A hypokinetic condition is a health problem caused by ____________.

5. Body fatness is a ______________.

Number your paper from 6 to 14. Next to each number, write the letter of

the best answer.

Column I Column II

6. muscular endurance a. movement of body using larger muscles

7. flexibility b. ability to use body parts together

8. agility c. ability to cover a distance quickly

9. balance d. positive component of health

10. coordination e. ability to use joints through a wide range of

motion

11. reaction time f. ability to change body position quickly

12. speed g. ability to keep an upright position

13. physical activity h. ability to use muscles continuously without

tiring

14. wellness i. amount of time to start moving

Number your paper from 15 to 20. Write a short answer for each statement

or question that follows.

15. What is physical fitness?

16. Why is fitness important for everyone?

17. How do health-related physical fitness and skill-related physical fitness differ?

18. Explain why a sports star may not possess the same levels of fitness in all

areas of physical fitness.

19. What is the difference between power and strength?

20. Explain how the definition of health has changed over time.

Thinking Critically

Write a paragraph to answer the following question.

A friend of yours tells you she sees no reason to develop a plan for lifetime

physical activity because she gets plenty of activity in school. She is on the

basketball team and the track team. She also has physical education class five

times a week. What would you tell her? Explain your answer about their health-related physical

fitness. Ask questions such as: What kinds of activity do you do for cardiovascular

fitness? How has your fitness and physical activity changed over the years? Are you more fit or more

active now? Use the data to discuss how teenagers can use exercises they learn now throughout their lives.



LESSON PLANS FOR CHAPTER 2: SAFE AND SMART PHYSICAL ACTIVITY

Activity 2.1 - Fitness Games

LESSON OBJECTIVES

Students will enjoy a highly active lesson through a variety of short fitness games. Students

should focus on recognizing the range of movement intensities produced by the

various fitness games.

EQUIPMENT NEEDED

Parachute, 40 beanbags (4 groups of 10 same-colored beanbags). Other small equipment

may be substituted if beanbags are not available.

ORGANIZATION

1. Have the students do a warm-up.

2. After the warm-up, refer students to the Fitness Games worksheet.

3. Explain each game to the students. State that each game should be short in

duration (5 minutes) with immediate transition to the next game.

4. At the end of the last activity, 3 to 5 minutes should be allocated to the cool-down

(static stretching).

5. Following the cool-down, the teacher should take several minutes to discuss the

intensity of exercise each activity performed. Follow-up question ideas: Explain

whether any of these activities are useful as part of a sports practice. How might

these activities improve your fitness?

ACTIVITIES OF THE DAY

Parachute Ball; Parachute Tug-O-War; Train Tag; Active Rock, Paper, Scissors; Mind the

Store; Group Tag

WORKSHEET

Fitness Games (PA 2-1)

Lesson 2.1 - Getting Ready

VOCABULARY

heat index, humidity, hyperthermia, hypothermia, PAR-Q, wind chill factor

LESSON OBJECTIVES

1. Explain how to prepare for physical activity.

2. Explain how the environment affects physical activity.

3. Describe some steps for dressing for physical activity in normal environments.


Opener: Ideas to open this lesson can include: Provide recent news stories about individuals

who have suffered serious health consequences while exercising in extreme

environmental conditions; use props of new-versus-old running shoes or clothing; use

photos to contrast congested and polluted city streets against running trails in woodlands

and forests.


1. Before you participate in a sport, are you required to get a physical exam? Why do

you think it is a requirement and do you agree with this requirement?

2. What are some special environmental precautions athletes should take when

participating in these sports: ski team, football, cross country?


1. This lesson is about preparing to be physically active. Why is it important to be

prepared?

2. Some people go the doctor to get a medical check-up before beginning an activity

program. Why is this?

3. How could you tell if you are medically prepared to begin activity?

4. Can you give examples of questions that might be on a Physical Activity Readiness

Questionnaire?

5. What problems might you suffer from if you decided to exercise on a hot and

humid day?

6. What can you do to prepare for exercise on hot and humid days?

7. Exercising in cold, wet, and windy weather can also be challenging and sometimes

dangerous. What problems might people suffer when exercising in very cold

conditions?

8. Name your ideal location for going for a walk or a run. Is it the wide-open spaces,

around the city block, on the treadmill? What do you like about this location?

9. Altitude training: Sometimes athletes travel to towns high above sea level to

exercise in conditions where there is less oxygen available. Why do they do this?

10. Good footwear is important! Name some sports and activities. What are the

features of good footwear needed for these activities? Teachers should help

students contrast shoes for a variety of activities – running, hiking, tennis,

basketball, step aerobics.

Closing: Summarize for your students the importance of adequately preparing for physical

activity; to begin gradually, to wear appropriate clothing and footwear, and to recognize

the challenges of different environment conditions. Ask your students to provide

specific key points in each of these areas.

ENRICHMENT

Application 2

RESOURCE MATERIALS

1. OTM 2-A: Heat-Related Conditions (CR 2-2)

2. OTM 2-B: What to Wear for the Weather (CR 2-3)

3. Application 2: Packing for the Weather (CR 2-6)

Self-Assessment 2 - FITNESSGRAM 1—Strength and Muscular Endurance

LESSON OBJECTIVES

To assess strength and muscular endurance using FITNESSGRAM.

EQUIPMENT NEEDED

Mats, cardboard strips (30” by 4 ½”), 12” rulers, FITNESSGRAM computer software

ORGANIZATION


2. Place appropriate equipment at each station.

3. After the warm-up, refer students to the FITNESSGRAM 1—Strength and Muscular

Endurance worksheet.

4. Demonstrate or have students demonstrate the curl-up and the push-up.

5. Have half of the class perform the curl-up test, the other half perform the push-up

test.

6. Have students switch tasks, then complete the remaining test.

7. Discuss with students their results in reference to the FITNESSGRAM rating charts

provided in the textbook on pages 30 and 31.



Have students put their recorded curl-up and push-up results into their Portfolios or

Activity Record Books.

WORKSHEET

FITNESSGRAM 1—Strength and Muscular Endurance (SW 2-3)



VOCABULARY

biomechanical principles, ligament, micro trauma, overuse injury, side stitch, tendon

LESSON OBJECTIVES

1. List and describe some activity-related physical injuries.

2. List some guidelines for preventing injuries during physical activity.

3. Explain how to apply the RICE formula to the treatment of physical injuries.

4. Identify different types of risky exercises (these are identified in the student text).


Opener: Ideas to open this lesson can include: prop of first-aid kit with questions on

what it might contain; prop of a bag of rice with question asking students to connect

prop with topic of injuries; photos of injuries such as taped ankles, casts, a swollen

wrist; video clip or newspaper stories of athletes sidelined due to injury.


1. Although being physically active provides many benefits, there is also a small risk

of getting injured. Injuries can occur while playing sports or because you attempt

to do too much activity. How many kinds of injuries can you name as a result of

playing sports or being active? The teacher can write the answers on the board.

The purpose here is to get as many injuries as possible written on the board.

2. Which of the injuries listed on the board are the most serious? The teacher can

circle these and ask students about the criteria used by students to select the

most serious injuries (pain level, body part, time required to heal, treatment

options, etc.).

3. Some people may become injured as a result of doing certain risky or harmful

exercises. Can you name some exercises that might be risky? (Hint: sometimes

people do these exercises during a warm-up.)

4. Refer to the board: What injuries from the ones listed here are overuse injuries?

What are the signs and symptoms of an overuse injury? (Signs are observed,

symptoms are felt.)

5. Introduce the word microtrauma. Which of the injuries listed on the board result

from a microtrauma?

6. Injuries from physical activity occur most often to skin, bones, ligaments, and

tendons. What is the difference between ligaments and tendons? Teachers, have

students look at the diagram in their textbook on page 33.

7. Looking at the injuries written on the board, help students identify strain and

sprain injuries. What is the difference between a strain and a sprain?

8. Sometimes injuries occur when joints are forced to move in unnatural ways. How

does the knee joint move? What injuries happen to the knee when it is forced to

move in an unnatural way?

9. Sometimes injuries occur when joints are forced beyond their natural range of

movement. How does the ankle joint move? What injuries happen to the ankle

when it is forced beyond its natural range of movement?

10. What is meant by the term muscle balance? Why is muscle balancing an important

concept in a discussion of injuries?

11. What are some of the things you can do to help prevent injury from physical

activity?

12. What does the word moderation mean in the context of physical activity

participation?

13. When an injury happens, it needs to be treated. For injuries such as sprains and

strains, what should be done immediately following an injury?

14. Exercises to avoid: Teachers should introduce the exercises to avoid given in the

textbook (pp. 34-37). The problems with each exercise should be discussed using

the concepts of overuse, unnatural movements, and muscle imbalances.

Closing: Begin by emphasizing the fact that physical activity provides numerous health

and wellness benefits. Explain that what the class discussed today was what can

happen when people (1) attempt to do more than they are capable of, (2) suffer an accidental

injury, for example, a sporting collision, and (3) perform exercises that are risky

and harmful. Highlight two of the terms used to classify different types of injuries—overuse

and micro trauma. Summarize the concept of biomechanical principles to reinforce

understanding of what happens when joints are moved in unnatural ways or beyond

their normal range of motion. Repeat the acronym RICE. Finally, remind the class about

the risky exercises identified and why they might be harmful.

ENRICHMENT

1. Reinforcement 2

2. Taking Charge 2: Students have the opportunity to gauge their level of self confidence, with respect to participating in physical activities.

RESOURCE MATERIALS

1. OTM 2-C: The Knee Joint (CR 2-4)

2. OTM 2-D: Guidelines for Building Self-Confidence (CR 2-5)

3. Reinforcement 2: Solve the Mystery (CR 2-7)

WORKSHEET

Taking Charge 2: Building Self-Confidence (TC 2-1)

Activity 2.2 - Safe Exercise Circuit

LESSON OBJECTIVES

To inform students about exercises that are safe to perform.

EQUIPMENT NEEDED

None


Activity Cards 29-33: Safe Exercise Circuit

ORGANIZATION

1. Place identifying sign at each station.


3. After the warm-up, refer students to the Safe Exercise Circuit worksheet.

4. Divide the class into five groups.

5. Assign each group a station. Have students read the directions and then practice

the assigned safe exercise.

6. Have each group demonstrate their assigned safe exercise to the class. Ask each

group to explain to the rest of the class which risky exercise their safe exercise

replaces.

7. Have each group return to their starting station and perform the assigned

exercise.

8. When the signal is given, tell groups to rotate to the next station.



Tempo is very important when doing stretching exercises. The stretch should be slow

and deliberate with no bouncing or bobbing. Some individuals with cognitive disabilities

have difficulty with temporal relationships (e.g., timing, tempo) and will have to be

taught what it means to stretch slowly.


Activity Fitness Games

Fitness Games (PA 2-1)

Class Getting Ready (2.1)

OTM 2-A: Heat-Related Conditions (CR 2-2)

OTM 2-B: What to Wear for the Weather (CR 2-3)

Application 2: Packing for the Weather (CR 2-6)

PAR-Q & You Questionnaire (SW 2-1)

Activity Self-Assessment 2: FITNESSGRAM 1—Strength and Muscular Endurance

Activity Cards 27-28: FITNESSGRAM 1—Strength and Muscular Endurance

FITNESSGRAM 1—Strength and Muscular Endurance (SW 2-3)

Class Physical Activity and Injury (2.2)

OTM 2-C: The Knee Joint (CR 2-4)

OTM 2-D: Guidelines for Building Self-Confidence (CR 2-5)

Reinforcement 2: Solve the Mystery (CR 2-7)

Taking Charge 2: Building Self-Confidence (TC 2-1)

Activity Safe Exercise Circuit

Activity Cards 29-33: Safe Exercise Circuit

Safe Exercise Circuit (SW 2-4)

Chapter 2 Review

Answers

REVIEWING CONCEPTS

AND VOCABULARY

1. biomechanical principles

2. white or grayish-yellow skin, pain that subsides, blisters, intense cold and numbness

3. micro trauma

4. sprains, strains, blisters, cuts, bruises, scrapes, shin splints, runner’s heel

5. hypothermia

6. b

7. d

8. a

9. c

10. e

11. Begin gradually, drink water, wear proper clothing,rest frequently, avoid extreme heat and humidity.

12. Avoid extreme cold and wind, dress properly, avoid exercising in icy or cold, wet weather.

13. They help determine your fitness levels.

14. Use rest, ice, compression, and elevation.

15. Body temperature should increase (break a sweat), tasks should be specific to sport or activity, warm-up should increase in intensity,cool-down should decrease in intensity and finish with stretching.

THINKING CRITICALLY

Determine if exercises follow biomechanical principles, and decide if

they could cause injuries.

Chapter Review


Number your paper from 1 to 5. Next to each number, write the word or

words that correctly complete each sentence.

1. The rules of biology and physics that can be used to prevent injury to your

joints are called ________.

2. Symptoms of frostbite include ________.

3. Invisible damage to the body resulting from repeating a movement often is a

________.

4. Some injuries related to sports and exercise are __________.

5. Numbness, shivering, low body temperature, and confusion are symptoms of

__________.

Number your paper from 6 to 10. Next to each number, choose the letter of

the best answer.

Column I Column II

6. joint a. connects muscle to bone

7. ligament b. place where bones connect

8. tendon c. pain in the lower abdomen

9. side stitch d. holds bones together at a joint

10. hypothermia e. body temperature becomes extremely low

Number your paper from 11 to 15. Write a short answer for each statement

or question.

11. What are precautions you should take when getting ready to exercise in hot,

humid weather?

12. What are the guidelines for exercising in wet, cold, or icy weather?

13. Why are self-assessments important tools when you plan for lifetime activity?

14. Explain how to follow the RICE formula when treating a minor injury.

15. What are some components of the warm-up and cool-down and why are they important?

Thinking Critically


You are about to begin an exercise program with a group of friends. The

leader of your group has selected some exercises for you to do. How can you

determine whether the exercises are safe?



LESSON PLANS FOR CHAPTER 3: BENEFITS OF PHYSICAL ACTIVITY

Activity 3.1 - Cooperative Games

LESSON OBJECTIVES

For students to participate in and enjoy non-competitive activities.

EQUIPMENT NEEDED

Handkerchiefs or flags, volleyballs or beach balls, three nets or pieces of rope, blankets

or sheets, lightweight balls (36” or more in diameter)


None

ORGANIZATION


2. After the warm-up, refer students to the Cooperative Games worksheet.

3. Choose two or three games to play during this lesson.

4. For each game, divide the class according to the number of people specified on

the worksheet.

5. Human Knots might be a good game to start with because it involves flexibility.

6. Have students volunteer to demonstrate this game.

7. Have students cool down by performing the game Stand-Up, which is a low intensity

game.

WORKSHEET

Cooperative Games (PA 3-1)

Lesson 3.1 - Health and Wellness Benefits

VOCABULARY

activity neurosis, atherosclerosis, blood pressure, diabetes, diastolic blood pressure,

eating disorder, heart attack, hyperkinetic condition, hypertension, osteoporosis, risk

factor, stroke, systolic blood pressure

LESSON OBJECTIVES

1. Describe some hypokinetic conditions.

2. List some benefi ts of physical activity that contribute to health and wellness.

3. Explain, using examples, how physical activity is related to hyperkinetic conditions.


Opener: Ideas to open this lesson can include: photos showing people in sedentary

activities contrasted against photos of people being physically active; a discussion

of some of the diseases people suffer from as they get older; anatomical props (or

photos) of the heart and skeleton (ideas of cardiovascular disease and osteoporosis); a

graph showing the numbers of people that suffer from cardiovascular disease, diabetes,

osteoporosis; a prop of a blood pressure cuff.


1. List as many diseases, ailments, or health problems your family members have

that you think are related to their level of fitness.

2. The three leading causes of death in our country are heart disease (#1), cancer

(#2), and stroke (#3). Diabetes in youth is also on the rise. Why are we talking

about these diseases in a fitness class?


1. People who do little or no physical activity tend to suffer more health problems

than active people. These health problems are known as hypokinetic conditions.

What are some examples of hypokinetic conditions? The teacher should use

the answers given by the class to list on the board the following: cardiovascular

disease, cancer, diabetes, obesity, osteoporosis.

2. What does the cardiovascular system do?

3. How many people die each year from cardiovascular disease? (per year, per week)

4. What are the risk factors for cardiovascular disease? (We have identified

sedentary living already.)

5. Two main kinds of cardiovascular disease are coronary artery disease and stroke.

In each case, what happens to the arteries and what is this process called? How

is this related to blood pressure?

6. After having your blood pressure taken, you are given two numbers. What do these

numbers represent?

7. Describe what diabetes is. There are two types of diabetes – do you know the

difference? Why is Type II diabetes referred to as a hypokinetic condition?

8. Some people who are overweight or obese do not do any physical activity. What

health concerns are heightened for people who are obese?

9. What is the name of the condition where the bones get very weak? (Many older

females suffer from this.) Why is this also a hypokinetic condition?

10. What health problems might be caused from doing too much exercise? (These

problems are known as hyperkinetic conditions.)

11. Activity neurosis describes being overly fearful or concerned about something. How

would people who are neurotic about physical activity behave?

12. What are characteristics of a body image disorder?

Closing: Review with the class the terminology: hypokinetic and hyperkinetic condition,

activity neurosis, and body image disorder. Finish the lesson with the points made at

the beginning: many people suffer from serious health problems because they are sedentary.

These problems – cardiovascular disease and diabetes in particular – appear far

less often in people who live physically active lifestyles. The concluding message is that

all people – regardless of athletic ability or sporting talent – can look after their health

by being physically active for a lifetime.

LESSON OBJECTIVES

Students will do exercises that test the muscles that support the back.

EQUIPMENT NEEDED

Ruler, mats

ORGANIZATION

1. Place an identifying sign at each station.


3. After the warm-up, refer students to the Healthy Back Test worksheet.

4. Divide the class into six groups.

5. Have students choose a partner from within their group. Partners will assist each

other in each test.

6. Assign each group a station. Have each group practice the back test item named

on the sign at the station.

7. Have groups demonstrate the assigned back test items to the class.

8. Have groups return to their starting station and perform the assigned test with a

partner.

9. Tell students to record their results.

10. Every 3 to 4 minutes, have groups rotate from station to station.

11. Ask students to record their results.





Individuals who are unable to perform Back to Wall can do this test lying down on their

backs.

Lesson 3.2 - Healthy Back and Good Posture

VOCABULARY

kyphosis, lordosis, ptosis

LESSON OBJECTIVES

1. Explain how good fitness helps your back work efficiently.

2. Describe some common posture problems.

3. List some biomechanical principles that will help you improve posture and avoid

back problems.


Opener: Ideas to open this lesson can include: Show photos of different spinal curvatures

or photos of correct/incorrect lifting techniques; use a prop – anatomy of a skeleton,

to highlight the spinal column with explanation of structure and function.


1. Back pain is a common medical complaint. Do you know anyone (family member

or friend) that has experienced a back problem? What types of symptoms did they

experience?

2. In general, physically active people suffer fewer back problems than sedentary

people. Why?

3. How can people correct problems with their posture?

4. What biomechanical explanations explain why people suffer from postural

problems?

5. One type of back problem is lordosis – too much arch in the lower back. What

specific muscle groups affect whether someone has lordosis?

6. Besides lordosis, can you think of other common postural problems?

7. Sometimes, athletes in certain sports suffer from back problems. Which sports

increase the risk of back problems?

8. Incorrect ways of lifting can lead to back problems. When lifting an object, what

muscles should do most of the work? Why?

9. To avoid twisting while lifting an object, what should you do?

10. Why might people who work at an office desk for most of the day suffer from

postural or back problems?

Closing: Review with the class the fact that back pain is a common complaint among

people of all ages; that people who are active can lower their risk of back pain (ask

what exercise can do to improve strength and flexibility of muscle areas related to back

pain); and finish with the recommendations for correct lifting.

ENRICHMENT

1. Reinforcement 3

2. Taking Charge 3: Students have the opportunity to learn about health risk factors

and how these can be controlled.

RESOURCE MATERIALS

1. OTM 3-B: Common Posture Problems (CR 3-3)

2. OTM 3-C: Reducing Risks Through Physical Activity (CR 3-4)

3. OTM 3-D: Safe Lifting Technique (CR 3-5)

4. Reinforcement 3: Physical Activity Crossword Puzzle (CR 3-7)

WORKSHEET

Taking Charge 3: Reducing Risk Factors (TC 3-1)

Activity 3.2 - Back Exercise Circuit

LESSON OBJECTIVES

Students will do exercises to strengthen back muscles and improve posture.

EQUIPMENT NEEDED

A table or bench, mats


Activity Cards 40-46: Back Exercise Circuit

ORGANIZATION

1. Place an identifying sign at each station.


3. After the warm-up, refer students to the Back Exercise Circuit worksheet.

4. Divide the class into seven groups.

5. Have students choose a partner from within their group. Two of the exercises will

require a partner.

6. Assign each group a station. Have each group practice the exercise item named

on the sign at the station.

7. Have groups demonstrate their assigned exercises to the class.

8. Have groups return to their starting station and perform the assigned test.

9. Tell students to record successful completion of the exercise, how many

repetitions they performed, and the muscles the exercise affected.

10. At your signal, have groups rotate from station to station.

11. Ask students to record their results.




WORKSHEET

Back Exercise Circuit (SW 3-2)


Activity Cooperative Games

Cooperative Games (PA 3-1)

Class Health and Wellness Benefits (3.1)

OTM 3-A: Cross Sections of Normal Coronary Artery and Blocked Coronary

Artery (CR 3-2)

Application 3: Cardiovascular Fitness (CR 3-6)

Activity Self-Assessment 3: Healthy Back Test

Activity Cards 34-39: Healthy Back Test

Healthy Back Test (SW 3-1)

Class Healthy Back and Good Posture (3.2)

OTM 3-B: Common Posture Problems (CR 3-3)

OTM 3-C: Reducing Risks Through Physical Activity (CR 3-4)

OTM 3-D: Safe Lifting Technique (CR 3-5)

Reinforcement 3: Physical Activity Crossword Puzzle (CR 3-7)

Taking Charge 3: Reducing Risk Factors (TC 3-1)

Activity Back Exercise Circuit

Activity Cards 40-46: Back Exercise Circuit

Back Exercise Circuit (SW 3-2)

Ancillaries

Fitness for Life Video Series: Lifelong Physical Fitness and Wellness

Chapter 3 Review

Answers

REVIEWING CONCEPTS

AND VOCABULARY

1. c

2. h

3. e

4. a

5. g

6. b

7. f

8. d

THINKING CRITICALLY

If you are inactive, you will have a low level of aerobic fitness—meaning

your cardiovascular system will not be as strong as it could be. You may

develop heart disease as a result. You will also have low levels of muscular

strength, and your bones will not be as strong; these factors can

lead to osteoporosis and a poor quality of life.


Number your paper from 1 to 8. Next to each number, write the letter of the

best answer.

Column I Column II

1. osteoporosis a. having a high percentage of body fat

2. atherosclerosis b. swayback

3. hypertension c. bones deteriorate and become weak

4. obesity d. protruding abdomen

5. diabetes e. blood pressure is consistently higher

than normal

6. lordosis f. rounded shoulders

7. kyphosis g. the body cannot regulate blood sugar

level

8. ptosis h. substances build up inside artery walls

Thinking Critically


Why is inactivity a primary risk factor for many different diseases?

Unit Review on the Web

www.fitnessforlife.org/student/3/9

Unit I review materials are available on the Web at the address listed above.

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