Obstacle Course Week 5 Friday

Name: Jesslynn Patton

Activity: Obstacle Course

Week/ Day of Unit Week 5 Friday

Skill(s) Muscular Strength and Endurance

Grade Level 7th

# of students 20 Equipment (what and how much)
• Tables
• About 10 different small weight sets
• Tires
• 4 Gymnastics Mats
• Short Jump Ropes
• Stopwatches
• Tables
• 5 or 6 Stools with different sizes
• 8 hula hoops

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 2 objective 2e Explain the concepts related to muscular endurance, e.g., high repetitions with low resistance, sport specificity, and the work/rest ratio Cognitive

(2)Standard 3 objective 2c List and evaluate activities that develop specific elements of physical fitness. Health-related fitness and affective

(3)Standard 2 objective 3g Develop weight training programs to build muscular strength, muscular endurance or a combination of the two. Psychomotor and health-related fitness

(4)Standard 3 objective 2 b Develop personal fitness goals based on the pre-testing results and use a post-test to show progress and improvement. Affective and psychomotor

Safety Issues Doing the course wrong or too fast and getting hurt

Grouping for each activity: 4 groups of 10 with two courses set up, if possible set up more so students get more reps.

Technical Description:
1. Begin the obstacle course by jumping rope 10 times.
2. Run to Station 2, and jump onto the first box with both feet, then jump onto the ground, then hop onto the next box with both feet and so on.
3. Speed over to Station 3, and move across the gymnastics mat any way you choose - crawling, inching like a worm or somersaulting.
4. Head over to Station 4, and climb or vault over the table.
5. Dash to the box at Station 5. Step up and down on the box 10 times using only one leg at a time.
6. Run to Station 6 and the rows of hula hoops. Place only one foot in each hoop - and don't miss a hoop.
7. Dash to the mat at Station 7, and do 10 quick sit-ups.
8. Take a breather; the course is complete!

Learning Experiences (introduction, drills)
1 Working together as team
2 Incorporating muscular fitness with aerobic fitness
3 Being fast and successful
4 Encouraging each other

Grouping/Transition: Stay in 2 groups

Verbal cues
-Be fast
-be effective
-do the workout right
-Encourage each other

Closure: Have the class do a cool down and see what they like about the course the best. While stretching ask the students what they would have done differently and what was effective.

Grouping/Transition: Staying the same

Review/ Assessment: Review how teamwork can help others succeed

Suggestions for follow-up: Have students write down their time and the next time it is done try to beat the time.

Reference

http://www.google.com/search?sourceid=navclient&aq=1&oq=obsticle&ie=UTF-8&rlz=1T4ACGW_enUS308US308&q=obstacle+course

Soccer- Week 4- Wednesday

Name Jesslynn Patton

Activity Soccer

Week/ Day 4 Wednesday

Skill(s) strength and endurance related to conditioning Grade Level 7th

# of students 30+ Equipment (what and how much) Gym

Link to Utah State Standard

Objectives (Cognitive, Affective and Psychomotor)

(1)Standard 6 Students will value physical activity for health, enjoyment, challenge, self-expression, and/or social interaction. Affective domain, health-related fitness.

(2)Standard 6 objective 1a Select competitive and recreational activities that bring personal satisfaction. Affective domain, psychomotor domain.

(3)Standard 6 objective 1b. Appreciate the aesthetic value of activity participation in a variety of settings. Affective.

(4)Standard 6 objectives 1 c. Recognize that physical activities offer a positive environment to meet and interact with people of varying interests and ability levels. Affective and cognitive.

Safety Issues: The gym being too small and students running into each other

Grouping for each activity: teams 1-7.

Technical Description: Students started with a warm up of 4 minutes and 30 seconds jogging. Then students stretch in assigned lines, with leader in front. Students do hang downs, 30 jumping jacks, standing reach right over left/ switch, 12 lunges, 25 sit-ups, 10 push-ups. Students will then sit in assigned teams. Today students will be in stations with their teams. We did a conditioning relays the team who completed their stations to the fullest amount and correctly would raise their hand when they were done. We had jogging around gym 5 laps, lunges 20, sit-ups 30, push-ups 10, jump ropes 50 in a row, and air squats 30.

Learning Experiences (introduction, drills)
1 Students will concentrate on endurance and what it means to remain consistent throughout the workout

Give benefits of endurance throughout the workout

Grouping/Transition : Teams 1-7

Verbal cues:

-Go slow and steady
-proper form
- Keep head up when squatting
- lunge keep good poster
-sit-ups come all the way up
-push-ups go all the way down

Game: Conditioning relay

Closure- Tell everyone a great job and thanks for participating. Explain again what it means to participate and gain physical fitness daily.

Grouping/Transition: Staying in teams

Review/ Assessment Review : Review what endurance means and how working out can better quality of life

Reference: Mr. Suttlemyere

Muscular Strength

Weber State University Physical Education

Lesson Plan

Name: Marci Barker

Activity: Muscular Strength

Week/ Day of Unit: Nov. 11, 2009

Skill(s): isolating muscles, following directions, understand how to exercise without equipment.

Grade Level: College Students

# of students: 18 – 20

Equipment (what and how much): Microphone, music, and possibly mats.

Link to Utah State Standard-

Standard 2, Obj. 2d. Explain the concepts related to muscular strength, e.g., isotonic, isometric, and isokinetic exercises, the over load principle, and the work/rest ratio.

Standard 5, Obj. 3b. Work independently and on task with a partner and in small or large group activities.

Standard 6 Obj. 3d. Participate in programs and facilities in the community that foster activity choice and self expression.

Objectives (Cognitive, Affective and Psychomotor)

(1)Cognitive- Students will understand how to isolate a muscle or muscle group.

(2)Affective- Students will feel a personal achievement while working on their own but with others in a large group.

(3)Psychomotor- Students will know the difference between a gross motor exercise and isolating a specific muscle and then demonstrate it.

Safety Issues: Students will need to be aware of proper body alignment and unsafe stretches. Also students need to respect that everyone is at their own level.

Grouping for each activity: Everyone will be in one large group. They will be evenly spaced and be able to hear their instructors voice and be able to see as well. Everyone will be facing the front of the classroom.

Technical Description: As a class we will go through a warm up, work out, and cool down. We will learn how to isolate specific muscles to build muscular strength in our legs and behind. I will face the class and make sure that everyone can hear me. I will also be using a wireless microphone to save my voice and also project it. I will have music in the background for variety and motivation. I will ask both a boy and a girl to be my helpers. If anyone has questions on how to do an exercise they will be mixed into the class for a closer demonstrator.

We will go through muscular strength exercises to isolate our gluts, hamstrings, quads, and calves. I will periodically ask for feedback to know how they are feeling. Also I will count repetitions to the music to ensure we move through the workout together. I will offer different variations of some of the exercise so my students have some options based on their level of muscular strength or ability. Our warm up will consist of dynamic stretching and some plyo metrics. Our cool down will consist of stretching both standing and on the floor.

Homework is derived from the third standard listed above, which is to participate in programs around. Weber State has an excellent group exercise program that is free to all students. My students will find a variety of classes to choose from to build muscular strength in their desired area.

Learning Experiences (introduction, drills)

1 We will start with a warm up by doing dynamic stretching and plyo metrics.

2 Next we will go into the work out which is isolating specific muscles to increase muscular strength.

3 Last we will do a cool down by stretching the used muscles and return to our resting heart rates.

Closure

Closure will consist of:

Homework: go to a group fitness class of your choice to work on muscular strength.

The next days class schedule.

Discussion about being able to work on muscular strength without any equipment and how isolation of muscles works to improve muscular strength in a desired area. It is different that the other components but just as important.

Grouping/Transition

We will be in one big group for the activity and each time I feel it is necessary I will switch the students in the front with students in the back so I know everyone has had a chance to be up front.

Verbal cues

Positive feedback is always important.

Cues will need to be given about proper body alignment and contraction of muscles.

I will use the term ladies and gents or people or kids, anything but guys.

Diagram of equipment and transition

Front of Class

[==] <--Sound system

X <--Me

X X X X X X

X X X X X X X <-- Students

X X X X X X X X