Physical Education

Physical Fitness Lesson Plan

Subject(s): Physical Education
Grade Level(s): 6-8
Summary: This is a fitness station unit. The students will be rotating through
multiple fitness stations that incorporate each muscle group. By the end of the unit,
students will have implemented the workout plan they devised and discuss the
positives and negatives throughout the process.
Standards Addressed: Based on National Physical Education Standards
Standard 1: Demonstrates competency in motor skills and movement patterns
needed to perform a variety of physical activities.
Standard 2: Demonstrates understanding of movement concepts, principles,
strategies, and tactics as they apply to the learning and performance of physical
activities.
Standard 3: Participates regularly in physical activity.
Learning Goals:
I can rotate through the fitness stations, practice and apply exercise principles to
my own life, and create and implement my own workout plan and discuss the
effects.
Objectives:
1. I can rotate through the fitness stations in my assigned order.
2. I can complete the motor skills (exercises) at the fitness station with
correct form.
3. I can identify muscle groups related to each motor skill/exercise.
4. I can create and implement my own workout plan and discuss the effects.
5. I can identify ways to improve my overall physical fitness.
Instructional Model: I have chosen the Inquiry Model and the Problem-Based
Learning Model because in physical education each unit/lesson is about the process
and the product. In my classroom, the students are assessed throughout the unit
and also the end product of that unit. Similarly, the models are active learning
models composed of systematic processes of questions, discussions, and
implementation/application at the end. Students should become aware of the
importance of living a physically fit life and be able to identify and problem-solve
ways to incorporate physical activity into their daily routines for wellness. This
learning can be guided through combining the Inquiry and Problem-Based Learning
Models.
Cognitive Process Dimension(s) Addressed: Students recall the health benefits
of daily exercise, as well as the muscle groups within the body and their function.
They will need to understand their own bodies and the realistic expectation of the
progression of fitness and apply that knowledge learned throughout the unit in order
to create their own workout plan.

Types of Knowledge: Procedural, conceptual, metacognitive knowledge are

required to achieve the objectives. Throughout the unit my instruction will be taught
in a safe structured environment so the students understand how to follow the
routine. I will encourage students to recall prior knowledge about fitness concepts
and provide age appropriate activities that include efficient scope and sequence.

Learning Context
General Rationale: This lesson/unit is important for students because they will
become familiar with different fitness exercises and learn new ways to maintain
health enhancing benefits for a lifetime.
Specific Rationale: This specific lesson/unit is important for students because the
concepts within this unit are used throughout other units in physical education and
build upon each of the foundations previously taught.
Learner Characteristics: Students with IEPs with be accommodated accordingly.
Students with physical limitations (injuries, overweight, physical disability) will be
given adaptions on each station. Students with prior experience with these
exercises will be challenged with a more intense version of the exercise.
Methodology
Preparation:
i.

ii.

iii.
iv.
v.
vi.

Materials: jump ropes, weights, agility ladders, plyo materials, mats,

exercise bands, medicine balls, stop watches, fitness log, pencils,
laminated fitness station directions, laminated fitness station numbers,
music equipment
Leading Questions: questions regarding prior knowledge of fitness
concepts and muscle groups, questions about familiarity with exercises
and exercise equipment
Plans for Grouping: Students choose their own partners in groups of 2.
Location: Auditorium
Time required for the lesson: 45 minutes total
Instructional materials: fitness log, fitness station directions including
visuals

Procedures:
Steps
Introduction and
Presenting the
Objectives
(presenting/posing
questions, present or
identify the problem)

Teacher Role
Teacher introduces the
lesson by explaining that
students will be working
through fitness stations in
an assigned order. The
students will be at each
station for 1 minute with
30 seconds to switch

Student Role
Students sit in squads
and listen as teacher
introduces the lesson and
objectives. Students
recall prior knowledge of
fitness concepts and
muscle groups and
answer related questions.

Make a hypothesis and

develop a plan

Gather data

stations. Teacher requires

students to recall prior
knowledge of fitness
concepts and muscle
groups. The teacher
presents the objectives to
the students with the
ultimate goal to create
their own workout plan at
the end of the unit.
Teacher demonstrates
proper technique and
form of each exercise for
all of the stations.
Teacher instructs
students to pick a partner
(students in groups of two
only). Teacher provides
students with a fitness
log and instructs students
to document progress
throughout the stations.
Teacher poses the
question: How can you
improve your overall
physical fitness?
Teacher asks students
which fitness component
they need to work on
most and discusses how
to incorporate a fitness
routine into their daily
lives. Teacher asks
students to consider
factors that may promote
or inhibit their success
with become more
physically fit.
Teacher instructs
students to be sure to
document results at each
fitness station and to
keep track of progress
made during each lesson.
Teacher guides students
in determining and
documenting which

Students begin to think

about ways to improve
their overall fitness. At
the end of the intro,
students pick a partner
and go to their first
assigned station with
their fitness log and a
pencil.

Students make
hypotheses about how to
improve their overall
physical fitness and
develop a reasonable
plan with the guidance of
the teacher using the
knowledge gained
throughout the
lesson/unit toward
developing their own
workout plan.
Students rotate through
fitness stations as
assigned. Students
complete each exercise
with proper form.
Students document
results at each fitness
station and identify the
fitness component for

fitness component is
addressed with each
fitness station.

Implement the Plan

Evaluate the
Implementation

Assess the hypotheses

and analyze the
process

Generalize findings

Teacher instructs
students to design their
own workout plan based
on the exercises learned.
At the end of the unit,
teacher reviews workout
plans and asks students
about success with
workout plan.
At the end of the unit,
teacher guides students
while assessing if workout
plans were successful in
improving their overall
fitness. Teacher asks if
students had other ideas
of improving fitness and
encourages students to
share ideas with one
another.
Teacher asks students to
summarize their
experience and
encourages them to
incorporate a workout
plan into their routine for
overall wellness.

each fitness station.

Students are to practice
each exercise prior to
completing the exercise
and recording the results
on the fitness log.
Students design their own
workout plan based on
concept learned.
Students determine if
workout plan was
possible to incorporate
into daily routine.
Students identify any
barriers to the workout.
Students assess if their
workout plan was the
best way to improve their
overall fitness or if they
had another hypotheses
of how to improve their
overall fitness. Students
share ideas with each
other.

Student summarize their

experience with the
fitness unit and creating
their own workout plan.
Students are able to
identify exercises to
enhance fitness. Students
incorporate fitness plan in
daily/weekly routine.

Plans for Differentiation: Instruction is differentiated by demonstrating for visual

learners and communicating and verbal explanation for auditory learners. There are
laminated fitness station directions at each station. Students practice each exercise
at each station prior to recording their results on their data sheet. Teacher is
available for questions and provides cueing for correct form as needed. There are
three levels of difficulty for each station (easy, moderate, hard). There are also
modifications to each station for students with a disability of any kind.
Plans for Technology: Music will be used during the fitness stations for
motivational purposes and for cueing when to rotate to the next station. Students

may use stop watches in appropriate fitness stations. Each stop watch should be
checked to make sure it works prior to the lesson. Video recording could be used to
provide examples of correct and incorrect exercise techniques; this is a variation of
pinpointing. Students may use the internet to assist in developing their own workout
plan. Students could use a fitness tracker app to document their success with
incorporating their own workout plan into their routines. Bring your own device
would be encouraged, but students would also be provided with a paper version.
Anticipation for Difficulties: Check all equipment for safety and be sure all
exercise equipment is available for each station. Prepare for limited space or not
having anticipated space available during a class period. Have a back-up radio
available in case music equipment is faulty. Check the function of all stop watches
prior to the lesson.
Assessment
Student Assessment: Students receive 20 daily points each class period for
dressing appropriately, safely rotating through all fitness stations, completing each
exercise with correct form, and sportsmanship through general observation and
receipt of completed student fitness logs at the end of each class period. Students
receive 50 points for correctly completing their own workout plan, identifying ways
to improve overall physical fitness, and summarizing their experience.
Lesson Assessment: Students complete all objectives correctly. Students show
understanding through creative and successful implementation of their own workout
plan.
Rationale: The best way for students to learn motor skills and practice these
fitness concepts is by actively participating in this type of lesson. If students are
able to examine their own fitness levels/capabilities, they will then be able to
determine the best way(s) to improve their overall physical fitness. It is important
that they create their own workout plan that best works in their schedule to
encourage participation in routine physical activity throughout their life.
Assessment Plan and Tools: Students receive 20 daily points each class period
for dressing appropriately, safely rotating through all fitness stations, completing
each exercise with correct form, and sportsmanship through general observation
and receipt of completed student fitness logs at the end of each class period.
Students receive 50 points for correctly completing their own workout plan,
identifying ways to improve overall physical fitness, and summarizing their
experience.