Integral II Master File

Assessment for Tutoreo y Bienestar Integral I & II
This physical education curriculum focuses on developing the whole child. We want to hit three aspects
of the child: physical, socio-emotional and cognitive. Throughout the lessons, there are different
strategies to hit these three main areas in order to achieve the goal of developing the whole child.

The recommended assessment for this course is as follows:
Tests/Quizzes 20%
Skill Testing/Game Play Evaluation 20%
Participation 60%
Total = 100%

Tests and quizzes account for the cognitive element of the whole child approach, and will be given to
students in the units of: Flag Football, Soccer (Football), Basketball, Active Health (x2), Volleyball, and
Ultimate Frisbee. By delivering these tests, the teacher will be able to determine whether or not the
student has understood the game or activity that was taught to them. The quizzes have different elements
included in them. Types of questions: true & false, multiple choice, diagrams and short answer questions.

Skills testing and game play evaluation will be used to assess students physical abilities. However,
they will also assess the cognitive domain in regards to gameplay. Students will be evaluated on whether
they are making the proper decisions relating to the sport. This will be assessed in Flag Football,
Football/Soccer, Basketball, Volleyball and Ultimate Frisbee. This will also be assessed in Active Health
but instead of assessing game play, teachers will be assessing the students abilities to fill out their weight
tracking sheet, and their understanding of reps and sets as well as ways to monitor their exercise.

Participation will be assessed in all of the units and will hit the socio-emotional aspect, as well as the
physical aspect. The rubric below demonstrates how students will be marked. Each day, students will
self-assess themselves and give themselves a mark from 1-5. They will tell the mark to their teacher as
they leave the class, and their teacher will either agree with them or not. It they agree, that will be their
participation mark for the class. If the teacher does not agree with them, they will have a brief discussion
about why the student thinks they deserve that mark and why the teacher disagrees. The teacher and
students will then decide on an appropriate mark. The teacher has the final say in all marks.

Mark Criteria
5 Demonstrates respect towards themselves and others. Participates fully in classroom activities and can
be self-directed. Is punctual and ready for class. Shows support and gives help to others.
4 Demonstrates respect towards themselves and others. Participates fully in majority of classroom
activities and is sometimes self-directed. Is punctual and ready for class. Shows some support and help
towards others.
3 Demonstrates some respect towards themselves and others. Participates in majority of classroom
activities but is not self-directed. Is somewhat ready for class. Shows minimal support and help
towards others.
2 Demonstrates minimal respect towards themselves and others. Participates in some classroom
activities. Is somewhat ready for class. Does not show support and help towards others.
1 Does not demonstrate respect towards themselves or others. Does not participate in classroom
activities and is not ready for class. Shows no support towards other students.
0 Is absent from class without an excuse.
E Has a note excusing them from class. Mark for the day is 0/0, and does not affect their participation
mark.

Tutoreo y Bienestar Integral II
Team Building Lesson #1

Unit Introduction Topic Syllabus and Team Building Lesson Length 50 minutes
Date and
Time
Focus: Introductory class, introduce the syllabus and team building activities.

Equipment:
Syllabus, human bingo sheet

Objectives:
Students will be able to
-understand the layout of the course for the semester.
-demonstrate enthusiasm, and cooperation during team building activities such as human bingo.
Set Induction (5 minutes)
-Teacher will introduce themselves and take attendance
-Teacher will discuss plan for the day
Lesson Content (40 mins)
Time Organization Lesson Materials Teaching Cues
Syllabus
15minutes
Students
seated around
the teacher
B: Teacher will go over the syllabus with all students.

E: Teacher will also go over the rules for the class and how students
should behave.
Syllabus
for
students
Point out how students
are being marked.
Discuss the whole
student.
Make realistic
expectations.

Human
Bingo
Activity
20minutes
Students will
be spread out
throughout
the class
interacting
with one
another.
B: Students will fill out a human bingo sheet. Students will go
around the class looking for students who could answer one of
the questions on the sheet.
Students will try to get a different name for every sheet.
Human
Bingo
Sheet
A different person for
each square.
Move around
Talk to one another.
Human
Knot
5minutes
Students will
start in two
groups of
twelve, and
then later join
to form one
large group.
B: Students will split into two groups of twelve. Everybody will
reach their hands into the centre and try to untangle themselves
without breaking hands.

E:After one or two times in groups of twelve. Students will join
to from one group of 24.

E: Discuss the activity, was there one leader or many leaders? Did you
have a strategy for it?
Keep holding hands
Walk under and over
each other's arms
Work together
Closure: (5 minutes)

Use this time to ask if students have any questions. Reinforce the notion that students will be working together for the rest of the semester
and we want to get to know each other. Ask for students marks /5.

Evaluation:
-Self-evaluation /5

Teacher Lesson Reflection:

Initial reactions to the lesson.
What worked well?
What could have been done better?
How were management skills?
Were students engaged?

Find Somebody Who.

B I N G O

Was born
outside of the
country

Plays the Piano Plays
Lacrosse
Has been to
Canada
Loves to Dance
Loves to swim

Plays Video games Is wearing
jeans

Packed their
lunch
Favorite color is blue
Likes to eat ice
cream

Is allergic to
something
Loves to
workout
Is an only child Has a younger sibling
Has an older
sibling

Has a pet

Dyes their
hair
Is wearing a t-
shirt
Owns an Iphone
Likes rap music

Owns a laptop Has four or
more siblings

Likes to watch
football
Likes to play hockey

Team Building Lesson #2

Unit Team Building Topic Team Building Activities Lesson Length 50 minutes
Date and
Time
Focus: Team building activities and group games.

Equipment: none needed

Objectives:
-demonstrate enthusiasm, and cooperation during team building activities such relay races.

-Teacher will take attendance and talk about any questions that arose from the syllabus
-Teacher will discuss plan for the day
Lesson content (40 minutes)
Time and topic Organization Lesson Materials Teacher cues
Rock, Paper,
Scissors Biggest
Fan
(2 minutes)
Students will be
spread out
throughout the gym
B: Students will play rock, paper, scissors against each
other. Whoever wins moves on to challenge
somebody else that also won. Whoever lost becomes
the winner's biggest fan and cheers loud for them. If
the person they are cheering for gets beaten, then
they will cheer for whoever beat them.
Best out of one!
Find people to
challenge
Keep cheering loud!
Count to 24
(5 minutes)
Students can be
standing or sitting
around the
instructor.
B: Students will attempt to count to 24 together. Each
student has to say one number, and if two people say
the number at once they must start again.
You cannot be talking
unless you are saying a
number.
Cannot make a strategy

Move around
if....
(15 minutes)
Students will form a
circle with one
person in the middle
of this circle.
B: Students will form a circle with one person in the
middle of the circle. The person in the middle of the
circle will say move around if.. And then something
that applies to them like move around if you have
green shoes on. Everybody with green shoes on will
then have to move from there position to somebody
else's that is next to them. If they do not find a spot
they are in the middle.
Must say something
that applies to you if
you are the centre
person.
If the centre person is
uncomfortable the
teacher can help and
choose something for
them to say.
Relay Races
(18 minutes)
Students will be split
up into six groups of
four.
B: Teacher will split up the students into six
group of four. Students will work together in
their groups and perform a variety of relays.
Relays can include- running to one side and running
backwards back to the line, doing a crab walk and
running back, do a wheel barrow race, do a forward
roll, run to the line and do ten turns then run back
Make teams randomly
Can switch teams up after
relays


Discuss with the students what unit they will be starting next class. Clean up any equipment used for relays. Answer any questions.

Evaluation:
-Self-evaluation /5


What worked well?

Tutoreo y Bienstar Integral II
Volleyball Lesson #1

Unit Volleyball Topic Intro, rules & serving Lesson Length 50 minutes
Date & Time
Focus: Serving, serving strategies, and ready position on defense.

Equipment:
Nets, poles, 12 volleyballs, Volleyball handouts
Objectives:
- Describe the differences between a topspin, sidespin, and float serve following instruction and practice of the different types of serves.
- Demonstrate their ability to serve at one half of the volleyball court by calling out that half before serving in a mini game of 3v3 or 4v4 (if space allows for
it, otherwise 6v6).

-Attendance
-Go over rules with students, pass handouts
-We will be learning about the three different types of serves in volleyball and practicing against a wall, with a partner, and in mini games. The goal by the
end of the day is that you are able to aim your serve at a certain section of the volleyball court.

Lesson Content (40 minutes)
Lesson Part
and Time
Organization Tasks
(Basic, Simplifying, Extending)
Materials Teacher Cues
Warm-up and
equipment
setup
(5 mins)
Students will be in lines of
pairs facing each other in
one half of the volleyball
court while some students
put up the nets
Students quickly warm-up their arms by
throwing the ball on the ground so that it
bounces before getting to their partner (2
arms together, right arm, left arm).
12 volleyballs, 1 per 2
students, nets, poles
-warm-up your arms
-quickly get the nets up
Hitting the
ball against
the wall with
and without a
toss
(10 min)

Students line up against the
wall in their partners with
one ball between the two of
them.
In their partners with one ball between the
two, students smack volleyball against the
wall a 10 times so they can get used to
hitting the volleyball with the heel of their
hand.
Students then alternate with a partner tossing
the ball and hitting it against the wall in a
very controlled manner from a short distance
away, alternating every 5 turns.
Students slowly back away from the wall
Nets, 2 volleyballs -3 hits
-concentrate on ball control
-call the ball loudly
-cover the blockers
-hit the ball where it can not
be returned
-work together
-hit with the heel of your hand

and try this a few meters away, dependent
on space available and accuracy of hits.
The float serve is the first practiced, the
students will then try a topspin serve,
followed by a sidespin serve from a short
distance away from the wall.
Serving over
the net to a
partner on the
opposite side
(5 min)
Students stand across the
net from their partners.
Students try the different serves while
aiming at their partner across the net.
Same as above -Try all three serves
-Move closer to the net until
you have gained full control

Mini serving
game 3v3 or
4v4 (20 min)
In teams in mini volleyball
courts
Students get an automatic point for serving
to the half that they specify before they serve
the ball. A separate point will be given for
the winner of that rally. This means that
there are up to two points per serve allotted.
Switch up the teams/opponents every 5
minutes.
Same as above but students
must put the extra balls
away
-Aim with your shoulders
-Work together
-Three hits
-Follow through
-Snap your wrist

Use this time to answer questions about rules/strategies, and reiterate points about the different types of serves.

Evaluation: Self-evaluation /5
What worked well?
What could have been done
better?


The following pages are the volleyball handouts to be given to the students on day 1.

THE SERVE
Server must serve from behind the end line, and may not step on any part of the line while serving
The volleyball may be served underhand or overhand
o Overhand serves are done with an open hand, and the ball should contact the heel of the hand
Serve is allowed to touch the net before going over
TYPES OF SERVES: Topspin (forward rotation to create a quick drop of the serve), float (no spin with a
slight side to side movement in the air), sidespin (creating a curved serve to one side with spinning from
left to right or right to left), underhand (serve from below the waist with no toss), jump serve (tossing the
ball and jumping to hit it)
SCORING
Rally scoring is used, which means a point is awarded on every serve of the volleyball
Games must be won by at least 2 points
Games are played to 25 points, or 15 in a tie breaker situation unless there is a cap
o Cap the maximum score a game is played to, and the only time a game is allowed to be won by a
single point
ROTATION
Players rotate clockwise each time they win the serve
There are 6 players on each side in a full game of volleyball, with 3 in the front and 3 in the back

PLAYING THE GAME
There are up to 3 contacts per possession
A player may not hit the ball 2 times in a row (a block is not considered a contact)
Ball is allowed to be played off the net
If a ball touches the line that edges the court, it is considered in
Players are not allowed to block a serve
Serving in the incorrect order will result in loss of point and loss of serve
Hitting the ball illegally is a loss of the point (lifting, throwing, palming, double hit)
Players are not allowed to touch the net with any part of their body, nor are they allowed to reach under
the net or obstruct the other teams feet in any way

THE SERVE
! Server must serve from behind the end line
! Ball may be served underhand or overhand
! ALLOWED: Served ball may touch net on the way over the net
SCORING
! Rally scoring is used same as badminton!
MEANS: A point is scored on every serve of the ball
! Game is played to 25 points
! Must win by 2 points
ROTATION
! Players will rotate CLOCKWISE each time they win the serve
! There are 6 players on each side (3 in the front row and 3 in the back row)

PLAYING THE GAME

! 3 contacts (3 people may touch the ball) per side
! Player may not hit the ball 2 times in a row (a block is not considered a hit)
! Ball may be played off the net
! If ball touches the out line, it is IN
! Players must not block or attack a serve.
! ! ! ! ! ! "# $%"! ! ! ! ! ! "
"""&"""! """"""' """"! """""( "
""" """""""""""""""""""""""""""#"
""") """" """""*""""" """"+"

THE SERVE
! Server must serve from behind the end line
! Ball may be served underhand or overhand
! ALLOWED: Served ball may touch net on the way over the net
SCORING
! Rally scoring is used same as badminton!
MEANS: A point is scored on every serve of the ball
! Game is played to 25 points
! Must win by 2 points
ROTATION
! Players will rotate CLOCKWISE each time they win the serve
! There are 6 players on each side (3 in the front row and 3 in the back row)

PLAYING THE GAME

! 3 contacts (3 people may touch the ball) per side
! Player may not hit the ball 2 times in a row (a block is not considered a hit)
! Ball may be played off the net
! If ball touches the out line, it is IN
! Players must not block or attack a serve.
! ! ! ! ! ! "# $%"! ! ! ! ! ! "
"""&"""! """"""' """"! """""( "
""" """""""""""""""""""""""""""#"
""") """" """""*""""" """"+"

Terminology
Forearm pass/bump
Straight-arm pass below the shoulders
Feet should be splitting the ball
Contact the ball just above the wrist
Do not involve a swinging of the arms
Power is absorbed by your arms if the ball is coming quickly, and power comes from the legs if more power is
needed to bring the ball to the ideal height for a set
Set/volley
A high pass with your hands above the shoulders
Mainly used as a second hit to set up an attack
Feet should be splitting the ball, and the ball should easily come to your fingers (no reaching involved)
Contact point is the fingertips
Extend legs and arms for power
Attack/spike
A ball hit with force at a downward angle
Block
Utilized to block a spike or down ball
Both arms and hands should be raised above the net with fingers spread in order to prevent the down ball from
coming down on the court
Dig
A pass that is performed after an attack/spike
Tip
A small hit just over the net that lands within the first few meters of the court
To be utilized strategically in combination with spikes to keep the defense guessing
Serve
The initial move to put the ball into play on the opponents court to begin a point
Rotation
Shifting positions in a clockwise direction to ensure that each team fairly switches position after each time they
newly receive the ball for a serve
Double hit
When a player hits the ball twice in a row
Sideout
When the serving team fails to serve inbounds or return the ball

Adapted from:
http://www.google.com.mx/url?sa=t&rct=j&q=volleyball%20handout&source=web&cd=13&ved=0CGAQFjAM&
url=http%3A%2F%2Flangdon.rockyview.ab.ca%2Fphys-ed%2Fphysical-education%2Fvolleyball-
handout%2Fat_download%2Ffile&ei=_yRpU-CdEdiyyASR-
IDABA&usg=AFQjCNHbEr74FIjYek6z6h8IjO8BOlVxDw&sig2=yYJarNLV-
ZHKZ052vCAUXg&bvm=bv.66111022,d.aWw&cad=rja


Unit Volleyball Topic Service reception & ball control Lesson Length 50 minutes
Date & Time
Focus: Service reception & maintaining ball control.
Equipment:
Nets, poles, 12 volleyballs
Objectives:
- Demonstrate a ready position when receiving a serve in a drill and in a game setting.
- Perform an underhand pass in order to aim their first pass to the front middle of the net during a game and in practice situations.
-Attendance
- we will talk about service reception and begin to practice forearm passing against the wall, with a partner and in a game situation.
Lesson Part
and Time
Organization Tasks
Warm-up and
equipment
setup
(10 mins)
Students will be in partners
facing the wall with one ball
between the two, while
some students are putting
up the nets
Review concepts of serving, introduce service
reception, ready position and talk about the
proper footwork for the preparation of service
reception.
Students begin by practicing their forearm
passing against a wall, trying to get as many
passes in a row without losing control of their
ball, then switch partners.
Students then stand one behind the other, and
try to get a continuous rally with their partner
against the wall. One student passes against
the wall and runs behind the other so that
student can pass against the wall before the
ball hits the ground.
-warm-up your arms
Serving and
passing
activity on
three courts
(10 min)

Three even groups with
three servers with
volleyballs on opposite side
of the net from 2 students in
the setting position to use as
a target, and rest of students
in two lines for passing
facing the servers.

B: One server serves the ball to two players
ready to pass in the front of two single file
lines. The passer passes the ball to a
specified target player (student in setting
position). Setter then grabs the ball to
become the next server, while the passer
goes behind the next setter in the target line
to become the next target. Student who
served comes over the net to the back of a
-focus on your target
-square up to your target

passing line.
E: Students may hit the ball from the setters
set, or make an approach and catch the ball
over their heads.
Games
(20 min)
courts
Students play 3v3, 4v4 games in small
volleyball courts.
must put the extra balls away
-serve with the heel of your
hand
-Work together
-Three hits-get your pass to
the setter
-Follow through
-Snap your wrist

Use this time to highlight the ready position, service receive, and its importance in a volleyball game. Also any other reminders

What worked well?
better?



Unit Volleyball Topic Cumulative written test Lesson Length 50 minutes
Date & Time
Focus: Knowledge of Volleyball is assessed.
Equipment:
Nets, 2 volleyballs, exams
Objectives:
-demonstrate their understanding of the rules and strategies of the sport of Volleyball by completing a cumulative written exam
-show their ability to self-manage their behaviour and switch into a physical mindset by participating in physical activities once the exam is over

-Attendance
-Exam expectations, and what students are to do once they are done the exam
-Elect the first 4-5 students who finish their exam to put up the nets for a game of volleyball

Lesson Part
and Time
Organization Tasks
Written exam
(25 mins)
Students will be seated with
space between each other
B: Students have 25 minutes to complete the
Volleyball exam.
Written exam -directions, answer questions
as they arise
Volleyball
games
(15 mins)
Students will play 6v6
Volleyball on two courts.
B: Students will be divided into four teams
and play 6v6 Volleyball. Switch opponents
every 7 minutes so that all teams get to play
each other.

-cover the blockers
-hit the ball where it can not
be returned
-work together
-hit with the heel of your hand
Use this time to introduce the following unit and remind the students of upcoming news/events.
What worked well?
better?


The following pages are the volleyball written exam to be given to the students on day 3.

Volleyball Written Test
TOTAL /40

A.) True (T) or False (F) /10
Indicate the best answer (T/F) on the line (2 marks each)
1) If a ball is served and lands on the line it is considered out. ____________

2) If a ball is served into the net but then lands in the opposing court it is considered a loss of
serve. ____________

3) Underhand serves are illegal during gameplay. ____________

4) After a block, your team is still allowed to touch the volleyball up to three more times.
____________

5) A forearm pass is performed when the volleyball is above the shoulders. ____________

B.) Short Answer /20

6) With what part of the hand do you contact the ball during a serve? (1 mark)

_______________________________________________

7) Name four types of serves addressed in class (1 mark each) and briefly describe each (1
mark each). /8
a.

b.

c.

d.

8) How many players are on a volleyball court at a time? (1 mark)

________________________

9) How long does a player continue to serve for? (1 mark)

_________________________________________________________________________________________________________________

10) How many points does a volleyball game go to? You must explain every situation for full
marks. (9 marks)

C.) Matching /10
Match the term with the correct definition by indicating the correct letter.

____Forearm pass
____Spike
____Double hit
____Block
____Volley
____Dig
____Sideout
____Tip
____Rotation
____Serve

a. Shifting positions in a clockwise direction when
a team newly gains the serve to ensure fairness.
b. A pass that is performed after a spike.
c. When a player hits the ball twice in a row.
d. A straight-arm pass below the shoulders.
e. A ball hit down with force.
f. A high pass above the shoulders that is mainly
used as a second hit to set up an attack.
g. When the serving team fails to serve inbounds or
return the ball once it has come back over the net.
h. A small hit that lands just over the net.
i. What happens when both arms and hands are
raised to prevent a spike from coming down on the
court.
j. The initial move to put the ball in play to the
opponents court to being a point.


Unit Volleyball Topic Attack intro & offense Lesson Length 50 minutes
Date & Time
Focus: Attack introduction and offensive strategies.
Equipment:
Objectives:
-set up an offensive attack by providing ample height for a hitter to spike the ball in a game situation
-understand the proper arm and body mechanics of spiking the volleyball by demonstrating proper form in a game situation
-properly time a block over the net in order to prevent strong spikes from coming onto their side of the net
-Attendance
-briefly talk about setting up an attack & offensive strategies
-we are going to practice our hitting approaches and our timing for blocking
-remind students that this is day 1 of a 2 day gameplay assessment
Lesson Part
and Time
Organization Tasks
Warm-up and
equipment
setup
(10 mins)
facing each other on one half
of the volleyball courts,
while some students are
putting up the nets
B: Pepper: Students try to get a
continuous, bump, set, spike with a partner.
If there is a group of three, one person is a
predetermined setter, while the other two
are digging (forearm passing) and
spiking/hitting in a controlled manner to
their partners forearms.
E: Hit the ball harder for the third hit or not
directly to your partners forearms so they
have to move over to make the pass.
S: Bump, set and set again or make a
forearm pass when the ball would normally
be contacted for a spike.
S: Toss to a set & spike instead of
bumping, or toss to the hitter instead of
setting.
-warm-up your arms and legs
-nice and high passes for
quality hits and good ball
control
-get your feet under the ball

Approaches
in three
planes of the
net,
continuing
through all
three nets,
running back
to the
beginning
(5 mins)
On one half of the nets
facing the net, working on
spiking approach

B: Students begin on furthest left net, and
do their approach three times on each court,
slowly progressing to the right court.
Students then jog from the last court back
to the beginning.

Nets, volleyballs away - Swing your arms
-get up high
-1, 23, up

Mirror
blocking
across the net
to a partner
and then
tandem
blocking with
a partner on
same side of
the net
(5 mins)
Mirror: On opposite sides
of the nets facing each
other, working on blocking
Tandem: On same side of
the net, partners work
together to create a wall

B: Mirror: Students jump at the same time
as the person across the net to work on
timing for their blocks.
B: Tandem: Students do tandem blocking
with a partner three times along the net,
constantly switching partners and working
together to create a wall with their hands.

Nets Mirror: Reach over the net,
hands facing downward
-work on your timing
Tandem: Jump together
-Get over the net
-fill the gaps

Games
(20 min)
courts
Students have a target to pass to (the setter
in front right position) every time the ball
comes over the net. The goal is to get the
ball inbounds over the net after three hits.
E: No points allotted unless at least one
possession resulted in three hits.
S: Catch the ball when it comes over and
toss to the setter so they can get some hits in,
and the game has less down time if one team
is much better than the other.
grab 1 volleyball for each
game
-serve with the heel of your
hand
-Work together
the setter
-Follow through
-Snap your wrist
-elbow up high
-time your jumps
-block the hits

Use this time to highlight offensive strategies, 3 hits, blocking, hitting, and their importance in a volleyball game. Also any other reminders should be given at this time.



What worked well?
better?


The following pages are for the assessment of gameplay

Volleyball Assessment for Individuals (Psychomotor Domain)

Name: _______________________
Date: __________________________
Student Number: __________________________
Individual Assessment for Team Play
A. Serving (indicate the choice most representative of the athlete's level)
Difficulty tossing/contacting ball (1)
Sometimes serves underhand legally over the net (2)
Legally serves underhand consistently and effectively (3)
Legally serves both underhand and overhand over the net (4)
Consistently serves overhand over the net (5) SCORE:
B. Passing (indicate the choice most representative of the athlete's level)
Difficulty completing a forearm pass to teammate (1)
Sometimes completes a pass to teammate (2)
Only completes passes that come directly to him/her (3)
Usually completes passes received in general area of his/her position (4)
Chooses best type of pass (overhead/ set/ forearm) for the situation (5)
SCORE:
C. Blocking (indicate the choice most representative of the athlete's level)
Does not block at all, regardless of the situation (1)
Makes little to no effort to block and often is out of position for the
block (2)
Goes after attacks that are within 1-2 steps (3)
Aggressively attempts blocks 3-4 steps away, makes many successful blocks (4)
Exceptional ability to stop opponent's attacks all along the net with good body control (5)
SCORE:
D. Attacking/Hitting (indicate the choice most representative of the athlete's level)
Periodically makes an uncontested attack over the net (1)
Hits the ball over the net when it comes directly to him/her (2)
Hits the ball over the net when it is set to him/her, occasionally moving to a set 1-2 steps away (3)
Consistently hits the ball over the net into the opposite court (4)
Demonstrates ability to jump and attack the ball downward (5)
SCORE:

E. Communication (indicate the choice most representative of the athlete's level)
Does not communicate with teammates or teacher; does not make any motion toward the ball (1)
Does not communicate with teammates or teacher; often runs into other players and takes balls called by teammates (2)
Responds to communications from teammates and coaches by changing the way he/she plays on the court (3)
Calls for and aggressively pursues balls near his/her position and backs away from teammates who call for a ball (4)
Encourages teammates to communicate; helps guide teammates on the court (5)

SCORE:
F. Game Awareness (indicate the choice most representative of the athlete's level)
Sometimes confused on offense and defense; does not transition; stays in one place (1)
Can play a fixed position as instructed by teacher (2)
Limited understanding of the game; performs basic skills and will run occasional plays if teacher prompts (3)
Moderate understanding of the game; some offensive plays and solid defensive skills (4)
Advanced understanding of the game and mastery of volleyball fundamentals (5)

SCORE:
G. Movement (indicate the choice most representative of the athlete's level)
Maintains a stationary position; does not move to or away from the ball as necessary (1)
Moves only 1-2 steps toward the ball (2)
Moves toward the ball, but reaction time is slow and has intermittent transition from offense to defense (3)
Movement permits adequate court coverage (4)
Good court coverage, reasonably aggressive; good transition from offense to defense (5)

SCORE:

Total Score:

(Maximum Score = 35)

Divide TOTAL SCORE by 7 to determine OVERALL RATING & round off to the nearest tenth,

OVERALL RATING:


Unit Volleyball Topic Transitions and 3 hits Lesson Length 50 minutes
Date & Time
Focus: Transitioning from defense to offense and three hits.
Equipment:
Objectives:
-demonstrate their ability to recognize a free ball situation by moving off of the net and preparing to set up a 3 hit attack in both a practice and a game
situation
-call out free whenever there is a free ball coming over the net in a game situation
-work together to get three hits on offense before making an attack the majority of the time in a game situation
-Attendance
-briefly talk about what a free ball looks like as opposed to an attack from the opposing team
-remind students that this is day 2 of a 2 day gameplay assessment
Lesson Part
and Time
Organization Tasks
Warm-up
(pepper) and
equipment
setup
(10 mins)
facing each other on one half
of the volleyball courts,
while some students are
putting up the nets
B: Students try to get a continuous, bump,
set, spike with a partner. If there is a group
of three, one person is a predetermined
setter, while the other two are digging
(forearm passing) and spiking/hitting in a
controlled manner to their partners
forearms.
E: Hit the ball harder for the third hit or not
directly to your partners forearms so they
have to move over to make the pass.
S: Bump, set and set again or make a
forearm pass when the ball would normally
be contacted for a spike.
S: Toss to a set & spike instead of
bumping, or toss to the hitter instead of
setting.
12 volleyballs (1 per 2
students), nets, poles
-warm-up your arms and legs
-nice and high passes for
quality hits and good ball
control
-get your feet under the ball

Free ball
game
(10 mins)
In teams on mini volleyball
courts, with one student
holding a ball and standing
in the middle of the court
just to the side of the net

B: Student in the middle tosses either
down balls or free balls. Each time the
student throws the ball from below the
waist (underhand), the team receiving the
ball must yell free, back away from the
net, and set up for an attack. If the student
is throwing or hitting overhand, the team
receiving the ball needs to have at least one
blocker, have students covering the blocker
and the rest of the team in their correct
defensive spots for when a hit is coming.
The team that does not win the point gets
the next hit/throw from the student
throwing. The student needs to make sure
each team gets a few free and a few
down balls so they get used to the
transitioning for each.
Nets, volleyballs away except
for one per court
- call out free
-back away from the net on a
free ball
-make sure to block the hits
and cover the blocker
-call the ball it comes in your
area
-set up the attack
-high passes at the net for the
setter

Games
(20 mins)
In teams on mini volleyball
courts
Students have a target to pass to (the setter
in front right position) every time the ball
comes over the net. The goal is to get the
ball inbounds over the net after three hits.
E: No points allotted unless at least one
possession resulted in three hits.
S: Catch the ball when it comes over and
toss to the setter so they can get some hits in,
and the game has less down time if one team
is much better than the other.
Same as above -serve with the heel of your
hand
-Work together
the setter
-Follow through
-Snap your wrist
-elbow up high
-time your jumps
-block the hits

Use this time to introduce the next unit, and to give any other reminders for the students.

What worked well?
better?


Volleyball Assessment for Individuals (Psychomotor Domain)

Name: _______________________
Date: __________________________
Student Number: __________________________
Individual Assessment for Team Play
A. Serving (indicate the choice most representative of the athlete's level)
Difficulty tossing/contacting ball (1)
Sometimes serves underhand legally over the net (2)
Legally serves underhand consistently and effectively (3)
Legally serves both underhand and overhand over the net (4)
Consistently serves overhand over the net (5) SCORE:
B. Passing (indicate the choice most representative of the athlete's level)
Difficulty completing a forearm pass to teammate (1)
Sometimes completes a pass to teammate (2)
Only completes passes that come directly to him/her (3)
Usually completes passes received in general area of his/her position (4)
Chooses best type of pass (overhead/ set/ forearm) for the situation (5)
SCORE:
C. Blocking (indicate the choice most representative of the athlete's level)
Does not block at all, regardless of the situation (1)
Makes little to no effort to block and often is out of position for the
block (2)
Goes after attacks that are within 1-2 steps (3)
Aggressively attempts blocks 3-4 steps away, makes many successful blocks (4)
Exceptional ability to stop opponent's attacks all along the net with good body control (5)
SCORE:
D. Attacking/Hitting (indicate the choice most representative of the athlete's level)
Periodically makes an uncontested attack over the net (1)
Hits the ball over the net when it comes directly to him/her (2)
Hits the ball over the net when it is set to him/her, occasionally moving to a set 1-2 steps away (3)
Consistently hits the ball over the net into the opposite court (4)
Demonstrates ability to jump and attack the ball downward (5)
SCORE:

E. Communication (indicate the choice most representative of the athlete's level)
Does not communicate with teammates or teacher; does not make any motion toward the ball (1)
Does not communicate with teammates or teacher; often runs into other players and takes balls called by teammates (2)
Responds to communications from teammates and coaches by changing the way he/she plays on the court (3)
Calls for and aggressively pursues balls near his/her position and backs away from teammates who call for a ball (4)
Encourages teammates to communicate; helps guide teammates on the court (5)

SCORE:
F. Game Awareness (indicate the choice most representative of the athlete's level)
Sometimes confused on offense and defense; does not transition; stays in one place (1)
Can play a fixed position as instructed by teacher (2)
Limited understanding of the game; performs basic skills and will run occasional plays if teacher prompts (3)
Moderate understanding of the game; some offensive plays and solid defensive skills (4)
Advanced understanding of the game and mastery of volleyball fundamentals (5)

SCORE:
G. Movement (indicate the choice most representative of the athlete's level)
Maintains a stationary position; does not move to or away from the ball as necessary (1)
Moves only 1-2 steps toward the ball (2)
Moves toward the ball, but reaction time is slow and has intermittent transition from offense to defense (3)
Movement permits adequate court coverage (4)
Good court coverage, reasonably aggressive; good transition from offense to defense (5)

SCORE:

Total Score:

(Maximum Score = 35)

Divide TOTAL SCORE by 7 to determine OVERALL RATING & round off to the nearest tenth,

OVERALL RATING:

Kickboxing and Aerobics Lesson #1
Unit Kickboxing & Aerobics Topic Safe kickboxing aerobics Lesson Length 50 minutes
Date & Time
Focus: Punching and kicking in a safe manner in combination with aerobic intensive exercise.
Equipment: Music source (computer, stereo, speakers, etc.), sheet for instructor to remember combinations
Objectives:
- Bring home an individual activity (kickboxing) that they can utilize by themselves, for when they need to have a physically active workout and are limited
in time, space or equipment.
-Demonstrate a variety of kicks & punches with proper form in a safe manner throughout a kickboxing class.
-Kick and punch in rhythm to music and/or instructor cues during combinations for kickboxing.
-Attendance
- we are going to try kickboxing. I will put you through the movements we are going to do with proper form. We will then go through a number of
different combinations. There will be a midway water break, and we will end off the class with some stretching and a cool down.
Lesson Part
and Time
Organization Tasks
Materials Teacher
Cues
Introduction
to activities
(10 mins)
In horizontal
lines facing
the front of
the room

B: Students are introduced to the safety precautions and proper form of each type of movement
going to be utilized in the day.
Example of movements to go over: Jab, punch, front snap, cross, uppercut, hook, knee strike,
hitchkick, roundhouse.
It is important that the students do not snap their elbows for punches or knees for kicks. They
have to punch and kick in a controlled manner to avoid injuries. Force can still be put behind
the kicks and punches, but they must make sure to stop themselves before full extension to
avoid injury.
Music Controlled
punches
Everyone
together
No
snapping
your
arm/leg
Combinations
(30 min)
As above Combo 1
Right jab, jab, jab, punch (x 4)
Jack, jack, jack, jack (x 1)
Left jab, jab, jab, punch (x 4)
Right shuffle, shuffle, shuffle, sidekick (x 1)
Left shuffle, shuffle, shuffle, sidekick (x 1)
Right shuffle, shuffle, shuffle, sidekick (x 1)
Left shuffle, shuffle, shuffle, sidekick (x 1) Repeat All
Combo 2
Right hook, hook, hook, punch (x 4)
Quick hops (x 4)
Left hook, hook, hook, punch (x 4)
Music,
sheet for
instructor
reference
Controlled
punches

Everyone
together

No
snapping
your
arm/leg
Get the
rhythm
Push
yourselves

Speed bags (x 8)
Boxer Shuffle (x 8)
Bob with uppercuts (x 8)
Boxer Shuffle (x 8)
Bob with uppercuts (x 8) Repeat All
Combo 3
Uppercuts (x8)
Jacks (x8)
Uppercuts (x8)
Jacks (x8)
Front Snap (x8)
Hook (x8)
Cross (x8) Repeat All

E: To add difficulty, students can add in jumps, jump higher, or shuffle further & higher. You may
also add in jumping jacks whenever there is a lull in activity.
Resource:
http://webcache.googleusercontent.com/search?q=cache:wSSk2fPBukkJ:https://morganpe.wikis
paces.com/file/view/Cardio%2520Kickboxing%2520Unit.doc/183914123/Cardio%2520Kickbox
ing%2520Unit.doc+&cd=1&hl=en&ct=clnk&gl=mx
Work hard
Jump
higher

Use this time to answer questions, check for understanding, go over main points of the day.
What worked well?
The following sheet is for teacher reference-can be posted on the wall in
front.

Combo 1
Right shuffle, shuffle, shuffle,
sidekick (x 1)
Left shuffle, shuffle, shuffle,
sidekick (x 1)
sidekick (x 1)
sidekick (x 1) Repeat All

Combo 2
Right hook, hook, hook, punch
(x 4)
Quick hops (x 4)
Left hook, hook, hook, punch (x
4)
Speed bags (x 8)
Boxer Shuffle (x 8)
Boxer Shuffle (x 8)
Repeat All

Combo 3
Uppercuts (x8)
Jacks (x8)
Uppercuts (x8)
Jacks (x8)
Front Snap (x8)
Hook (x8)
Cross (x8)

Combo 4 In vertical lines facing the
weight room, 5 or 6 people wide. This
will be relay style once front person
has gone, second goes, etc.
Combination is done ahead of time so
the girls know what to do, then I will
call out the kicks/knee
strikes/punches so everyone goes in
time together in groups of 5.
Traveling forward, when you get to the
front of the room, sprint to the back.
Knee strikes (x8)
Front snaps (x8)
Jack (x8)
Uppercuts (x8)
Crosses (x8) Repeat All

Combo 5
Right-Cross, cross, cross, cross,
knee strike (x4)
Left-Cross, cross, cross, cross,
knee strike (x4)
Bob and weave with uppercuts
(x8)
Right jab, jab, jab, right front snap
(x4)
Left jab, jab, jab, right front snap
(x4) Repeat All

Combo 6
Hitchkick (x8 on count 1)
Roundhouse x2 (x8 on count 1)
Repeat All

Unit Kickboxing & Aerobics Topic Safe kickboxing aerobics Lesson Length 50 minutes
Date & Time
Focus: Punching and kicking in a safe manner in combination with aerobic intensive exercise.
Equipment: Music source (computer, stereo, speakers, etc.), sheet for instructor to remember combinations
Objectives:
- Bring home an individual activity (kickboxing) that they can utilize by themselves, for when they need to have a physically active workout and are limited
in time, space or equipment.
-Attendance
- we are going to try kickboxing. I will put you through the movements we are going to do with proper form. We will then go through a number of
different combinations. There will be a midway water break, and we will end off the class with some stretching and a cool down.
Lesson Part
and Time
Organization Tasks
Materials Teacher
Cues
Introduction
to activities
(10 mins)
In horizontal
lines facing
the front of
the room

B: Students are introduced to the safety precautions and proper form of each type of movement
going to be utilized in the day.
Example of movements to go over: Jab, punch, front snap, cross, uppercut, hook, knee strike,
hitchkick, roundhouse.
It is important that the students do not snap their elbows for punches or knees for kicks. They
have to punch and kick in a controlled manner to avoid injuries. Force can still be put behind
the kicks and punches, but they must make sure to stop themselves before full extension to
avoid injury.
Music Controlled
punches
Everyone
together
No
snapping
your
arm/leg
Combinations
(30 min)
As above Combo 4 In vertical lines facing the weight room, 5 or 6 people wide. This will be
relay style once front person has gone, second goes, etc. Combination is done
ahead of time so the students know what to do, then I will call out the kicks/knee
strikes/punches so everyone goes in time together in groups of 5.
Traveling forward, when you get to the front of the room, sprint to the back.
Knee strikes (x8)
Front snaps (x8)
Jack (x8)
Uppercuts (x8)
Combo 5
Right-Cross, cross, cross, cross, knee strike (x4)
Left-Cross, cross, cross, cross, knee strike (x4)
Music,
sheet for
instructor
reference
Controlled
punches

Everyone
together

No
snapping
your
arm/leg
Get the
rhythm
Push

Bob and weave with uppercuts (x8)
Right jab, jab, jab, right front snap (x4)
Left jab, jab, jab, right front snap (x4) Repeat All
Combo 6
Knee Block (2 repeats) Repeat All

Resource:
yourselves
Work hard
Jump
higher

What worked well?
front.

Combo 1
sidekick (x 1)
sidekick (x 1)
sidekick (x 1)
sidekick (x 1) Repeat All

Combo 2
Right hook, hook, hook, punch
(x 4)
Quick hops (x 4)
Left hook, hook, hook, punch (x
4)
Speed bags (x 8)
Boxer Shuffle (x 8)
Boxer Shuffle (x 8)
Repeat All

Combo 3
Uppercuts (x8)
Jacks (x8)
Uppercuts (x8)
Jacks (x8)
Front Snap (x8)
Hook (x8)
Cross (x8)

Combo 4 In vertical lines facing the
weight room, 5 or 6 people wide. This
will be relay style once front person
has gone, second goes, etc.
Combination is done ahead of time so
the girls know what to do, then I will
call out the kicks/knee
strikes/punches so everyone goes in
time together in groups of 5.
Traveling forward, when you get to the
front of the room, sprint to the back.
Knee strikes (x8)
Front snaps (x8)
Jack (x8)
Uppercuts (x8)

Combo 5
Right-Cross, cross, cross, cross,
knee strike (x4)
Left-Cross, cross, cross, cross,
knee strike (x4)
Bob and weave with uppercuts
(x8)
Right jab, jab, jab, right front snap
(x4)
Left jab, jab, jab, right front snap
(x4) Repeat All

Combo 6
Repeat All

Unit Kickboxing & Aerobics Topic kickboxing aerobics Lesson Length 50 minutes
Date & Time Focus: Intense cardiovascular workout.
Equipment: Music source (computer, stereo, speakers, etc.), 24 skipping ropes
Objectives:
- Bring home an individual activity (kickboxing) that they can utilize by themselves, for when they need to have a physically active workout and are limited in
time, space or equipment.
-Attendance
- we are going to try kickboxing. I will put you through the movements we are going to do with proper form. We will then go through a number of different
combinations. There will be a midway water break, and we will end off the class with some stretching and a cool down.
Lesson Part
and Time
Organization Tasks
Materials Teacher
Cues
Warm-up
circuit
(10 mins)
In horizontal
lines facing
the front of
the room

Minute 1: Jog in place
Minute 2: Squat and jive
Lower your self to half-squat, your legs slightly wider than shoulder width, your fist held in front of
your face and your forearms protecting your belly. Shift your body weight to your left leg and
stand while leaning slightly to the left, straighten your right leg and tap it to the side. Reverse the
movement and repeat on the opposite side.
Minute 3: Squat and jab, 30 seconds each arm
Turn your body sideways, and angle your torso so that you're facing one of your legs. Hold your
fists in front of your face, shielding your torso with your forearms. Squat down, and as you rise
from the squat, punch with the arm that's on the same side of the body as the leg you are facing.
Continue squatting and jabbing until it's time to switch sides.
Minute 4: Squat and upper cut, alternating arms
With your legs and torso facing forward, lower yourself into a wide squat, your legs slightly wider
than shoulder-width apart and your toes pointing outward. Turn your torso to the right as you
tighten your abs and perform an upward angled punch across your body with your left arm. As you
punch, raise yourself up slightly from the squat. Return to the starting position and repeat on the
opposite side.
Minute 5: Boxer jump
Turn your body and torso to the side, holding your hands in front of your face, your forearms
shielding your torso. Hop forward and backward, shifting your weight slightly from your front foot
to your back foot. Try to stay on your toes throughout the exercise.
Minute 6: Wall squat 30 seconds; wall push-ups 30 seconds
Minute 7: Boxer jump and jab, 30 seconds each side Perform the boxer jump, and as you hop
forward, jab out with your leading arm. Continue on one side for 30 seconds before switching.
Music,
jump rope
Work hard
to get warm
Make sure
your knees
do not come
past your
toes during
your squats

Minute 8: Lunges, 15 seconds each side; bench dips 30 seconds
Minute 9: Jump rope
Minute 10: Squat and backward kick
Start in a half squat, your feet should be a shoulder-width apart and your fists are in front of your
face. Lower yourself into a full squat and as you begin to rise, shift your weight to one leg and lift
the other leg from the ground. Keeping your torso straight, lean forward and kick your lifted leg
backward, extending your knee. Return the foot to the ground and continue squatting and kicking,
alternating from one foot to the other.
Resource:
Boxing and
sparring
activities,
combinations
(30 min)
As above

In single file
lines at the
end of the
room,
traveling to
the opposite
side

Water Break.
B: Boxing and Sparring activities for 45 seconds each with 45 seconds rest.
Fast Crosses
Right and Left Roundhouse Kicks
Left Jab, Left Kick
Right Jab, Right Kick
Cross, Cross, Duck
Punch and Crunch
4 Crosses, 4 Upper Cuts
Kick, Punch, Punch
S: More rest time, fewer activities during the active 45 seconds.
E: Less rest time.
After this is complete, water break.
Traveling forward, when you get to the front of the room, sprint to the back.
Knee strikes (x8)
Front snaps (x8)
Jack (x8)
Uppercuts (x8)
Crosses (x8) Repeat 2 times

If enough time, do the following two combinations:
Combo 1
Right hook, hook, hook, punch (x 4)
Quick hops (x 4)
Left hook, hook, hook, punch (x 4)
Speed bags (x 8)

Combo 2
Right-Cross, cross, cross, cross, knee strike (x4)
Left-Cross, cross, cross, cross, knee strike (x4)
Music,
sheet for
instructor
reference
Controlled
punches

Everyone
together

No
snapping
your
arm/leg
Get the
rhythm
Push
yourselves
Work hard
Jump higher

Bob and weave with uppercuts (x8)
Right jab, jab, jab, right front snap (x4)
Left jab, jab, jab, right front snap (x4) Repeat All




What worked well?
front.


Unit
Kickboxing & Aerobics
Topic Introduction/Cardiovascular
Workout
Lesson
Length
50 minutes
Date and
Time
Focus: Understanding the components of a workout focusing on the cardiovascular portion.

Equipment: Music device

Objectives:
-understand the different components of a workout including: warm-up, cardiovascular, anaerobic and cool down, by participating in a
class discussion about the importance of each of the components.
-participate in a aerobic routine and perform correct technique of the step touch, arm swing up/across/down, basic step, grapevine,
knee up, hamstring curl, elbow to knee, v-step, step together step tap, punch forward, punch side, and Charleston.
-participate with enthusiasm in a variety of warm-up, cardio, resistance training and cool-down activities.

Set Induction (5 minutes) -Teacher will take attendance
-teacher will discuss that they will be doing two aerobics classes in the next two days.

Lesson content 40 minutes
Time and
topic
Organization Lesson Material
s
Teacher cues

Introduction
(5minutes)
Students will
be spread out
around the
teacher.
B: Teacher will discuss the four components of a workout, the warmup,
cardiovascular, resistance training and cool down.
-Warmup: prepares the cardiovascular system, muscular system and mental
prepares you. Helps to prevent injuries
-Cardiovascular: increase overall health and lifespan, decrease risk of
cardiovascular disease, diabetes and stress
-Resistance Training: increase muscular strength and bone density, decrease
injury
-Cool down: promotes recovery, minimizes muscle soreness, returns muscles
to pre workout length
Give examples of
four parts of
warmup ie, light
jogging and dynamic
stretching, a run,
pushups or weight
training, static
stretching
Cardiovascula
r Aerobics
Routine
(35minutes)
Students will
be spread out
facing the
teacher.
B: Teacher will lead a cardiovascular aerobics routine. At any time if students
need a break have them march on the spot.
-Timber (Pitbull and Kesha) -> marching deep breath in and bring arms
above head exhale bring arms down x5. Feet shoulder width apart the entire
time, step with one tap with the other(step taps). After students have the
step taps down add in some arm swings. Swing one arm above the head and
then the other and repeat. Next take turns swinging arms across the body,
and finally swing the arms downwards. Continue the step taps but switch up
the arm swings , 16 of each, 8,4,2,2,4,8,16
-I Love It (Icona Pop)-> during the fast portion of the song do step taps but
instead of tapping do a hamstring curl.for arms do a standing row action for
each hamstring curl. During the slow portion of the song do slow and
controlled high knees.
Music If students are
tired have them
march on the spot.

Focus on positive
reinforcement.

Try your best

Cardiovascula
r continued
-Call me Maybe (Carley Rae Jepsen)-> standing elbow to knee do 16 and then
switch 8 and switch 4,2,4,8,16. Next if students feel comfortable do the same
thing excepts jump when doing the knee to elbows instead of standing.
-Raise your Glass (Pink)-> Basic step with feet. During the basic step you
make a square with two steps forward feet shoulder width apart and two
steps back feet shoulder width apart. For arms when students feel
comfortable add in some upper cut punches on the forward movement.
Alternate basic step with grapevine. Grapevine is one side step, one cross
behind step, another side step and a together tap. Add in clapping during the
together tap and during the grapevine have students try to turn in a circle.
-All Night (Icona Pop)-> V-step with punch. V step you start with your feet
together, do two shoulder width steps out in front and two backwards
bringing feet back together. Have students perform punching action forward
during forward step.

Cardio cont. Switch the v-step in with the step, together, step tap step. For the step tap at
the end, have students do sideways punches.
-Work Work (Brittany Spears)-> Jumping with a pretend skip rope. Start with
double jump, switch to on the spot running, side to side double leg jump and
single leg jumps. During the entire song have students pretend that they are
using a skip rope. Start by doing each step 16 times hyphen 8,4,2,4,8,16
-Popdanthology 2012-> Static stretching. Sitting down legs out in front reach
forward and touch toes, legs spread out reach forward, then switch and reach
to each leg trying to grab the foot. Calf stretch, quad stretch.

Closure: (5 minutes) Teacher will continue with stretch and ask students about their favourite part of the class today. Teacher will explain
that students will be having one more class of aerobics the next day and they will be moving on to a different unit.
Evaluation: -Self-evaluation /5
What worked well?

Please note that with the aerobics classes, there are song suggestions. These are just suggestions, and
the activities can be done with any song as long as it has the right beats per minute.


Unit Kickboxing & Aerobics Topic Cardiovascular and Resistance
Training Workout
Lesson Length 50 minutes
Date and
Time
Focus: Participate in a cardiovascular and resistance training aerobics workout.

Equipment:
Music device

Objectives:
-understand the different components of a workout including: warm-up, cardiovascular, anaerobic and cool down, by participating in a class discussion about the
importance of each of the components.
-participate in a aerobic routine and perform correct technique of the step touch, arm swing up/across/down, basic step, grapevine, knee up, hamstring curl,
elbow to knee, v-step, step together step tap, punch forward, punch side, and Charleston.
-participate with enthusiasm in a variety of warm-up, cardio, resistance training and cool-down activities.

-Teacher will take attendance
-teacher will discuss that they will bc doing aerobics again today
-ask students what the four parts of an aerobics routine are from last class and why they are important
-ask students to give examples of each part of the routine

Cardiovascular
and Resistance
Training
routine
(40minutes)
Students will
be spread out
around the
teacher.
B: Teacher will lead a cardiovascular aerobics routine. At any time if students need a break have
them march on the spot.
-Timber (Pitbull and Kesha) -> marching deep breath in and bring arms above head exhale bring
arms down x5. Feet shoulder width apart the entire time, step with one tap with the other(step
taps). After students have the step taps down add in some arm swings. Swing one arm above the
head and then the other and repeat. Next take turns swinging arms across the body, and finally
swing the arms downwards. Continue the step taps but switch up the arm swings , 16 of each,
8,4,2,2,4,8,16
-I Love It (Icona Pop)-> during the fast portion of the song do step taps but instead of tapping do a
hamstring curl.for arms do a standing row action for each hamstring curl. During the slow portion
of the song do slow and controlled high knees.

Cardiovascular
Aerobics
Routine
(35minutes)
Students will
be spread out
facing the
teacher.
-Raise your Glass (Pink)-> Basic step with feet. During the basic step you make a square with two
steps forward feet shoulder width apart and two steps back feet shoulder width apart. For arms
when students feel comfortable add in some upper cut punches on the forward movement.
Alternate basic step with grapevine. Grapevine is one side step, one cross behind step, another side
step and a together tap. Add in clapping during the together tap and during the grapevine have
students try to turn in a circle.
-All Night (Icona Pop)-> V-step with punch. V step you start with your feet together, do two
shoulder width steps out in front and two backwards bringing feet back together. Have students
perform punching action forward during forward step. Switch the v-step in with the step, together,
step tap step. For the step tap at the end, have students do sideways punches.
Music If students are
tired have them
march on the
spot.
Focus on
positive
reinforcement.
Try your best
Cardiovascular
continued
-Call me Maybe (Carley Rae Jepsen)-> standing elbow to knee do 16 and then switch 8 and switch
4,2,4,8,16. Next if students feel comfortable do the same thing excepts jump when doing the knee to
elbows instead of standing
-Work Work (Brittany Spears)-> Jumping with a pretend skip rope. Start with double jump, switch
to on the spot running, side to side double leg jump and single leg jumps. During the entire song
have students pretend that they are using a skip rope. Start by doing each step 16 times hyphen
8,4,2,4,8,16
-What makes you beautiful (One Direction)-> Squats x20, walking lunges x20, rest time and repeat
x3 if possible or until the end of the song
-Danza Kudero (Don Omar)-> pushups x20, 30sec front plank, 30sec each side plank. Rest repeatx3
continue with the next song
-Happy (Pharrell)-> continue with above
Engage your
core, belly
button to back

Squeeze
muscles when
punching
Cardio cont. -Popdanthology 2012-> Static stretching. Sitting down legs out in front reach forward and touch
toes, legs spread out reach forward, then switch and reach to each leg trying to grab the foot. Calf
stretch, quad stretch.


Teacher will continue with stretch and ask students about their favourite part of the class today. Teacher will then discuss what they will be doing for
the next unit.
Evaluation:
-Self-evaluation /5

Please note that with the aerobics classes, there are song suggestions. These are just suggestions, and
the activities can be done with any song that has the correct beats per minute.

What worked well?

Basketball Lesson #1

Unit Basketball Topic Maintaining possession Lesson Length 50 minutes
Date & Time
Focus: Maintaining possession of the basketball.
Equipment:
Basketballs, pinnies, handouts
Objectives:
- Work with their teammates on offense to maintain possession of the basketball until a goal is scored in different mini games.
- Demonstrate their passing accuracy during a game situation.
- Properly communicate to their teammates when they are making or wishing to receive a pass in drills and in a game situation.
-Attendance
- we will do some passing games which will test your accuracy and ability to properly communicate passes. Our focus will be on maintaining possession
of the basketball in our mini games, along with passing accuracy and communication with your teammates. At the end, we will play a bit of basketball
without dribbling (just like handball but with no steps) to reiterate the principles of offense we learned in the soccer unit.
Lesson Part
and Time
Organization Tasks
Warm-up
(10 mins)
Scattered in
half of the
basketball
court

B: Passing tag with 4 or 5 students on the chasing team wearing pinnies. Students are
not allowed to travel with the basketball, and must tag someone on the fleeing team
when in possession of the basketball. Once a player is tagged, they throw on a pinnie
and join the chasing team until there are 4 or 5 left, and then play the same tag game in
reverse (once tagged, students take off their pinnies to join the chasers).
S: Students may dribble the basketball or move up to three steps with the ball.
E: Make the boundaries bigger.
E: Once a number of players are on the chasing team (or are it), add in a second, third
and fourth basketball so students must be aware of more than just one object.
Basketballs,
pinnies,
cones if
lines are not
available for
boundaries
Work together
Pass to a player
showing their
target and making
eye contact with
you
3v3 in small
square,
making 5
consecutive
passes
(10 min)
Scattered
squares for
each group
marked off
by cones
B: Students try to make 5 consecutive passes in a 3v3 environment by properly
utilizing space and cooperating with their teammates.
E: Students bank their 5 passes when they hit the fifth and try to get up to 30 passes
as a team. Banked passes carry over when they turn the ball over or it goes out of the
boundaries.
S: Students only need to make 3 consecutive passes.
Basketball,
pinnies,
cones
- Lead your
teammates
Eye contact
Fake first

Games
(20 min)
On main
basketball
court
Students play full court games, but there is no dribbling allowed. All other rules of
basketball apply.
S: Person with the ball may dribble once.
E: A different person must shoot until the entire team has shot at least once, or every
player must make a successful catch and a successful pass in order for the team to score
a basket.

Basketball,
pinnies
Utilize your entire
team
Shoot when you
are within 5 feet
of the basket


What worked well?
better?


Basketball Handout

In the winter of 1891 at Springfield College in Massachusetts, a Canadian by the name of Dr. James Naismith, invented an
indoor sport to keep students active when it was too cold to play outside. Originally played between elevated peach
baskets placed on opposite ends of a court, basketball has evolved to become on of the most popular sports in the world.

Game Length
Games are divided into quarters with a total game time of forty minutes. Time is managed by a game clock. Additionally,
a shot clock of 24 seconds counts down the time the offense has to shoot the ball during each possession. An overtime
period is played if a game is tied at the end of regulation time.

Start of the Game
The game begins at center court with a tip-off or a jump ball, in which one player from each team, usually the tallest,
attempts to tap the ball to a teammate. The team that takes possession of the ball is on offense.

-The ball is moved down the court toward the basket by passing or dribbling. The team with the ball is called the offense.
The team without the ball is called the defense. They try to steal the ball, contest shots, steal and deflect passes, and get
rebounds.

Scoring
- When a team makes a basket, they score two points and the ball goes to the other team
- If a basket, or field goal, is made outside of the three-point arc, then that basket is worth three points
- A free throw is worth one point
- Free throws are awarded to a team according to some formats involving the number of fouls committed in a half
and/or the type of foul committed.
- Fouling a shooter always results in two or three free throws being awarded the shooter, depending upon where
he was when he shot. If he was beyond the three-point line, then he gets three shots.
- Other types of fouls do not result in free throws being awarded until a certain number have accumulated during
a half.

Fouls
Personal fouls: Personal fouls include any type of illegal physical contact, including:
-Hitting, pushing, slapping, or holding
-Illegal pick/screen-When an offensive player sticks out a limb and makes physical contact with a defender in an attempt
to block the path of the defender.

Personal foul penalties: If a player is shooting while being fouled, then he gets two free throws if his shot does not go in,
but only one free throw if his shot does go in.
-Three free throws are awarded if the player is fouled while shooting for a three-point goal and they miss their
shot. If a player is fouled while shooting a three-point shot and makes it anyways, he is awarded one free throw.
Thus, he could score four points on the play.
-Inbounds. If fouled while not shooting, the ball is given to the team the foul was committed upon. They get the
ball at the nearest side or baseline, out of bounds, and have 5 seconds to pass the ball onto the court.
-One and One Bonus Free Throw. A team is in a team foul penalty situation when it has committed four team
fouls in a period. After that (on the fifth), then the player who was fouled is awarded two free throws.
-Ten or more fouls. If the team committing the foul has ten or more fouls, then the fouled player receives two
free throws.

Charging: An offensive foul that is committed when a player pushes or runs over a defensive player. The ball is given to
the team that the foul was committed upon.

Blocking: Blocking is illegal personal contact resulting from a defender not establishing position in time to prevent an
opponent`s drive to the basket.

Flagrant foul. Violent contact with an opponent. This includes hitting, kicking and punching. This type of foul results in
free throws plus the offense retaining possession of the ball after the free throws.

Intentional foul. When a player makes physical contact with another player with no reasonable effort to steal the ball. It
is a judgment call for the officials.

Technical foul. A player or a coach can commit this type of foul. It does not involve player contact of the ball but is
instead about the manner of the game. Foul language, obscenity, obscene gestures, and even arguing can be considered a
technical foul, as can technical details regarding filling in the scorebook improperly or dunking during warm-ups.

After five personal fouls in a game, a player is fouled out and must leave the court.

Violations
Walking/Traveling. Taking more than a step and a half without dribbling the ball is traveling. Moving you pivot foot once
you have stopped dribbling is travelling.

Carrying/Palming. When a player dribbles the ball with his hand too far to the side of or, sometimes, even under the ball

Double Dribble. Dribbling the ball with both hands on the ball at the same time or picking up the dribble and then
dribbling again is a double dribble.

Held ball. Occasionally, two or more opposing players will gain possession of the ball at the same time. In order to avoid
a prolonged and/or violent tussle, the referee stops the action and awards the ball to one team or the other on a rotating
basis.

Goaltending. If a defensive player interferes with a shot while it is on the way down towards the basket, while it is on the
way up towards the basket after having touched the backboard, or while it is in the cylinder above the rim, it is
goaltending and the shot counts. If committed by an offensive player, it is a violation and the ball is awarded to the
opposing team for a throw-in.

Backcourt violation. Once the offense has brought the ball across the mid-court line, they cannot go back across the line
during possession. If they do, the ball is awarded to the other team to pass inbounds.

The offensive team`s play is regulated by time violations. The offensive team must:
-pass the ball inbounds within 5 seconds and also pass, shoot or dribble the ball within 5 seconds of gaining possession
-must advance the ball from the back court (defensive half) to the front court (offensive end) within 8 seconds
-must shoot the ball and it must touch the rim within 24 seconds, and offensive players can only be in the key for 3
seconds


Unit Basketball Topic Defense P2P marking Lesson Length 50 minutes
Date & Time
Focus: Player-to-player marking.
Equipment: Basketballs, pinnies
Objectives:
- Understand that the ability to keep track of both the ball and their checks is vital in preventing the offensive team from scoring, by describing how a lack of
vision may negatively affect their ability to prevent a basket.
- Effectively play player-to-player defense in a game situation by staying between their check and the hoop & always seeing their check and the ball in a
game setting.
-Attendance
- Today we will learn about player-to-player marking on defense. What are some important things you must do defensively when you are marking one
player in a basketball game? First and foremost, you must stay between the hoop you are defending against and your check (or mark). Secondly, you
must always keep track of two things when on defense. Does anyone know what one of those two things is? You must always be able to see your check
and the basketball. If you lose track of either, there is a good chance the offense will have a wide open shot at the basketball hoop.
Lesson
Part and
Time
Organization Tasks
Follow the
leader &
explanatio
ns
(10 mins)
Scattered all
over the
basketball
court

B: In groups of two, one player is the leader who is dribbling a basketball and one player is
the follower. Students may move in any direction and may do different things with their legs
(dynamic warm-up may be used as a reference for activities). Follower is copying what the
person in front is doing, and all students have their eyes up as they are moving around the
gym to ensure safety.
Next step: (E:) Students who are following, follow their partners feet, and instructors arms.
Next step: (E:) Students who are following follow their partners feet and instructors arms,
but instructor is walking or running around the gym.
**Very important** It is important to bring them in after this activity and chat to them as to
what the partners and instructors represent. This will seem like an activity that is too young
for them but if you talk about why they did it, they will better understand player-to-player
marking.
The partner they are following represents their mark/check, and the instructor represents the
basketball. Having them both moving will make them understand that this will be what
happens in a game.
none Be creative
Warm-up with
unique
activities
Head up
Be aware of
the other
students
Move in a
random pattern

3v3,
making 5
consecutiv
e passes
(10 min)

At each hoop
in each half of
the gym
Same game as last day with a few modifications and with a defensive focus. By having the
games happen at a hoop, students have to remember to stay between their check and the hoop,
the ball and their check, and they must remember to see both.
B: Students try to make 5 consecutive passes in a 3v3 environment by properly utilizing
space and cooperating with their teammates. If offensive team scores a basket, they get 5
points. There is no dribbling in this game. Games are to 10 points, and have winners stay at
their hoops. Non-winning teams move onto another hoop and switch with one of the teams
there, even if they have not finished their games. More teams get to play each other this way,
and if there is a major one-sided game it will not take long before teams find a different team
who is close in skill.
E: Students bank their 5 passes when they hit the fifth and try to get up to 30 passes as a
team. Banked passes carry over when they turn the ball over or it goes out of the boundaries.
S: Students only need to make 3 consecutive passes.
Basketballs,
pinnies
Why is seeing
both important
in player-to-
player
marking?
See both
Move your feet
on defense
Between check
and ball, check
and hoop at all
times
Half court
3v3 games
(20 min)
At each hoop Students play half court games, and dribbling is allowed. Students must dribble the ball outside
of the three-point line if there is a turnover to be able to score on offense. If there is made basket,
students must start above the three-point line and make sure both teams are ready before
restarting play.
S: Reduce the number of players. If there are fewer players on the court, students have fewer
people to worry about.
S: Students must restart at the top whenever there is a turnover or a made basket.
E: A different person must shoot until the entire team has shot at least once, or every player
must make a successful catch and a successful pass in order for the team to score a basket.
Basketballs,
pinnies
Utilize your
teammates
Between your
check and the
hoop
See both
(check and
basketball)

What worked well?

Unit Basketball Topic Cumulative written test Lesson Length 50 minutes
Date & Time
Focus: Knowledge of Basketball is assessed.
Equipment:
Basketballs, pinnies, exams
Objectives:
- demonstrate their understanding of the rules and strategies of the sport of Basketball by completing a cumulative written exam
-show their ability to self-manage their behaviour and switch into a physical mindset by participating in physical activities once the exam is over
-Attendance
- Exam expectations, and what students are to do once they are done the exam
Lesson Part
and Time
Organization Tasks
Written exam
(25 mins)
Students will be seated with
space between each other
B: Students have 25 minutes to complete the Basketball exam. Written exam -directions, answer
questions as they arise
Basketball
games
(15 mins)
Students will play 5v5
Basketball.
B: Students will be divided into four teams and play Basketball.
Switch opponents every 5 minutes so that all teams get to play each
other.
Basketball,
pinnies

Use this time to answer questions, check for understanding, give reminders and go over main points of the day.
Evaluation: Self-evaluation /5, written exam
Initial reactions to
the lesson.

What worked well?
What could have
been done better?

How were
management skills?

Were students
engaged?

Name:___________________________ Student Number:___________________________ Date:_________________________

Basketball Test /20

Part 1. Sentence Completion
1. A team must take a shot within ________ seconds of gaining possession of the ball.
2. An offensive player may only stand in the key for up to ____ seconds.
3. A foul shot is worth _____ points.
4. A shot taken from inside the arc line is worth _____ points.
5. A pass in from the sideline must be mad within ______ seconds of being handed the ball by the referee.
After recovering the ball in their defensive half of the court (known as the 6. ___________), a team has a total of
7.________ seconds to advance the ball into their offensive half of the court (known as the 8. ______________).
9. Basketball is considered a non-contact sport by rule. However, incidental contact with an opposing player is
allowed. Contact that results in an advantage being gained by an offensive or defensive player is called a
_________________.
10. After a basket is scored, the team that was scored on must now _________________________________________.
11. Basketball was invented in 1891 by a Canadian named _______________________________________________.
Part 2. Correct of Incorrect Call By the Referee. Please write C for correct and I for Incorrect in the space
provided if the referee has made the right call or not.
12. _______ A player is fouled while shooting the ball from inside the arc (three point line) The referee determines
that the shooter should get three foul shots.
13. _______ The referee calls a blocking foul on the defensive team. It is the defensive player`s fifth foul of the game.
Because it is only the second quarter of the game, the player must leave the court and cannot play again until the
fourth quarter.
14. _______ In the second quarter of the game, two opposing players each hold onto the ball. The referee calls for a
jump bail at the nearest jump ball circle.
15. _______ Team A has a total of four fouls in a period. The referee calls a holding foul on Team A and awards
possession to Team B on the sideline for a throw-in.

Part 3. Identify the parts of the basketball court.
16. ____________________________ 17. ___________________________18. ________________________________________
19. __________________________________________20. ______________________________________________


Unit Basketball Topic Shooting & gameplay Lesson Length 50 minutes
Date & Time
Focus: Introduction to shooting and gameplay evaluation.
Equipment:
Basketballs, pinnies, cones
Objectives:
- List the key components of shooting and how each affects how the shot leaves the hands.
-Shoot the ball within five feet of the hoop in a game of 3v3 basketball.
- Demonstrate the proper technique of a set shot in basketball in a practice situation.
-Attendance
- the basics of shooting a basketball BEEF Balance, Elbow (in), Eyes, Follow through
Lesson Part
and Time
Organization Tasks
Intro to
shooting
(15 mins)
Scattered with partners
facing each other 10
feet apart with a line
between them
In partners at hoops

4 spot shooting with 3
balls

B: Begin with proper grip on the basketball, BEEF. Balance, Elbow,
Eyes, Follow through. Students try and bounce the ball between their
partner and themselves by shooting the ball nice and high with plenty of
spin.
E: Form shooting at the hoops, with each partner shooting 10 form shots
about 2 feet from the hoop. Students aim to score without hitting the
backboard or the rim.
B: At hoops, students have 3 balls per 6 people, and shoot from 4
predetermined spots (maybe mark these with 4 cones). They catch their
own rebound, communicate with a player ready to shoot the ball and
pass to that player. Student with the ball shoots, and player who made
the pass goes to the back of the line that they passed to.
S: Students may move closer to the basketball hoop by taking a dribble
in order to have a better chance at scoring the basketball.
E: Students at each hoop have 30 seconds to score 10 shots, or students
have a race with the other two hoops by counting made baskets as a
team.
*Note: It is a good idea to address how the form of the students changed
as soon as a competition was introduced. You can do this by saying,
Did the implementation of a competition change your shooting form?
How? Why?
Basketballs

Same

Basketballs,
cones,
hoops
Feet shoulder width
apart
Bend your knees
Flick your wrist
Follow through
Lots of arc
Focus on your target
Pick a spot on the rim
to aim for

Games
(25 min)
On main basketball
court
Students play full court games while they are being evaluated on their
gameplay.
S: Fewer players on the court.
E: Implement a shot clock, where students only have 24 seconds on
offense before they must hit the rim.

Basketball,
pinnies
Utilize your entire
team
Shoot when you are
within 5 feet of the
basket
Stay between your
check and the hoop
Remember BEEF
Follow through on
your shots

Use this time to answer questions, check for understanding, go over main points of the dayshooting.

Evaluation: Self-evaluation /5, gameplay evaluation /40
What worked well?
better?


Gameplay Assessment Rubric

5 points 6-7 points 8-9 points 10 points Total
Game
Awareness
Student shows no idea of
game tactics, strategies or
how the game is played.
Student is rarely, if ever,
involved in the gameplay.
Student shows an attempt
to be involved in
gameplay, but may not
always make the correct
tactical decisions
regarding the gameplay.
Student is well aware of
what is going on in the
game and is usually
involved in gameplay.
Student makes correct
tactical decisions most
of the time.
Student displays game
sense, is always involved in
gameplay, and makes
correct decisions regarding
gameplay the majority of
the time.

Participation
Student does not actively
partake in the game.
Student shows they
actively want to contribute
to gameplay most of the
time.
Student shows they
actively want to
participate 85% or
more of the time.
Student shows an active
desire to contribute to
gameplay 100% of the
time.

Offensive
Strategies

Student does not show
any attempt to create
offensive opportunities
for their team.
Student usually attempts
to contribute to the
offense for their team.
They sometimes are
involved in the offensive
plays.
Student is always
attempting to
contribute to the offense
for their team. They are
most often involved in
the offensive plays.
Student actively utilizes the
four principles of offense.
Student makes their team
better when in or not in
possession of the game
object.

Defensive
Strategies
Student does not make
any defensive effort, and
they are constantly not in
the correct defensive
position.
Student consistently
makes an effort to make
defensive stops for their
team, but is only in the
correct defensive position
about half of the time.
Student is in the correct
defensive position the
majority of the time, and
consistently makes an
effort to make defensive
stops for their team.
defensive position in regards
to their mark 100% of the
time. Student has a solid
grasp of player-to-player
marking.

Total Mark /40


Unit Basketball Topic Offensive principles & gameplay assessment Lesson Length 50 minutes
Date & Time
Focus: Offensive principles review from Integral I & gameplay assessment.
Equipment: Basketballs, pinnies, cones
Objectives:
- Understand the principles of offense: mobility, width, depth and advancement.
- Apply the principles of offense in their full court games at the end of class and in their 4v4 handball-like activity.
-Attendance
-quick reminder of the four principles of offense, which apply to any games where the offense is interacting with the defense. These are called invasive team
games, and include many sports such as: basketball, soccer, football, hockey, lacrosse, ultimate, handball, etc.
-Mobility just means you should always be moving while playing offense in games.
-Depth, width and advancement are all principles that relate to where players are standing in relation to the player carrying the ball. Depth occurs when
there is a player behind the ball, away from the net you are scoring at. This is mainly utilized in high pressure situations. Width occurs when players are
beside the ball on offense. It is a good idea to use the whole width of the field to spread out the defense. Advancement is when there is a player in front of
the player with the ball, going toward the net your team is scoring. This is obviously very important to score a basket.
-we will get plenty of time for gameplay so you can each be evaluated on your gameplay
Lesson Part
and Time
Organization Tasks
4v4 in three
skinny courts
going
widthwise of
the court
(15 mins)
Cut the gym into three
courts widthwise, and
have teams of 4 trying
to score over the goal
line which could be
the sideline
B: Students must make clean passes in order to maintain possession
and try to score over their opponents line. There is no dribbling in
this game, and the player with the ball is not allowed to move.
S: Student with the ball is allowed to take 3 steps.
E: Students must go back and forth over the line so that they really
score twice to get a point this forces them to use offensive depth.
Notethis game is pretty much handball but with a basketball.
3
basketballs,
pinnies,
cones to
mark off the
three courts
- Make accurate passes
Maintain possession
How is your team able (or
unable) to maintain
possession? Why is this so?

This will reiterate the fact that the offensive principles may be
applied in any sort of invasive team game where the offense and
defense are constantly interacting.
Games
(25 min)
On main basketball
court
Students play full court games while they are being evaluated on their
gameplay.
S: Fewer players on the court.
E: Implement a shot clock, where students only have 24 seconds
on offense before they must hit the rim.

Basketball,
pinnies
Utilize your entire team
Shoot when you are within 5
feet of the basket
Stay between your check and
the hoop
Remember BEEF
Follow through on your shots
Go for the rebound

Use this time to answer questions, check for understanding, go over main points of the dayprinciples of offense.

Evaluation: Self-evaluation /5, gameplay evaluation /40
What worked well?
better?



Game
Awareness
to be involved in
tactical decisions
game and is usually
of the time.
gameplay, and makes
the time.

Participation
Student shows they
time.
Student shows they
actively want to
participate 85% or
more of the time.
time.

Offensive
Strategies

for their team.
They sometimes are
plays.
Student is always
attempting to
object.

Defensive
Strategies
position.
marking.

Total Mark /40

Track & Field Lesson #1

Unit Track and Field Topic Running Lesson Length 50 minutes

Date and Time Focus: Introduction of run, jump, throw and running techniques.
Equipment: Track, relay batons
Objectives:
-demonstrate proper running technique during a 400meter run.
-participate with enthusiasm in a variety of running games and activities.
-teacher will give an overview of the track and field classes and discuss that today they will be focusing on running
Warm up
(5minutes)
Students will
complete warmup
on the track.
B: Teacher will lead students in a dynamic warmup.
Students will line up in a single file line behind the
teacher. The teacher will start the warm up by
performing a specific movement such as jogging, high
knees or squats. Then the teacher will go to the end of
the line and the next student in line will do a different
warm up move. All students will have an opportunity to
lead a portion of the warmup.
Stay in the line
Energy up!
Cannot repeat exercise

Running
(20minutes)
Students will be on
the track. Cones
will be used to
mark out
10meters.
B: Teacher will discuss the different forms of
locomotion. Students will stand on one of the lines
made out of cones and travel 10m to the other line of
cones performing different locomotor movements.
These will include monkey walk, crab walk, elephant
walk etc. There is no proper way to do these walks and
students should just try to be creative with them.
E: Students will begin working on running technique,
slight lean forward, knee up and extend back to butt,
flexed foot take off with ball of foot.
Have students practice.
E: Discuss different types of running, sprints versus
endurance. Talk about how sprints are anaerobic and
longer distance is aerobic. Have students run a
400meter run and a 100meter run and compare the
two.
Cones Aerobic: longer distance,
uses oxygen

Anaerobic: shorter
distance, does not use
oxygen, sprinting

Focus on proper form
when running.
Relay Races
(15minutes)
Teacher will mark
out 10meters on
the track with
cones.
B: Teacher will discuss the proper way to pass the
baton and go over basic relay rules.

E: Students will do different relay activities in groups of
four. Six groups of four will be used. Different relays
will be running to the line and back and pass it off.

E: Students will do a real 4x100m relay with batons.
Cones
Relay
batons
Pass the baton in the up
swing movement with
the arm.

Teacher will lead a stretch while asking students questions about running techniques that they learned that lesson. Discuss
that next day they will be working on hurdling.
What worked well?
better?



Unit Track and Field Topic Hurdles and Speed Walking Lesson Length 50 minutes
Date and
Time
Focus: Exploration in track and field running activities.

Equipment:
Track, hurdles

Objectives:
-participate with enthusiasm in a variety of activities to learn how to hurdles.
-demonstrate proper speed walking techniques.

-teacher will discuss that they will be learning about hurdles and speed walking.

Warm up
(5minutes)
Students will
complete
warmup on the
track.
B: Teacher will lead students in a dynamic warmup. Students will
line up in a single file line behind the teacher. The teacher will start
the warm up by performing a specific movement such as jogging,
high knees or squats. Then the teacher will go to the end of the line
and the next student in line will do a different warm up move. All
students will have an opportunity to lead a portion of the warmup.
Stay in the line
Energy up!
Cannot repeat exercise

Speed Walking
(15minutes)
Students will be
on the track.
Cones will be
used to mark
out 10meters.
B: Teacher will discuss speed walking technique and demonstrate it
with students. Focus on always keeping on foot on the ground and
hip action.
Students will practice speed walking for 10meters. Students will go
multiple times and start slower and then build up to going as fast as
they can.

E: Teacher will number students off and make six groups of four
students. Students will then have speed walking relays using the
1ometer cone boundaries as the length for the relays.
Cones Focus on hip action.
One foot on the ground
at all times.

Hurdles
(20minutes)
Teacher will use
a straight
stretch of the
track and line
up hurdles.
Begin with
hurdles on the
lowest setting.
B: Teacher will discuss the techniques surrounding hurdles. Discuss
that there is a leading lead that will go over the hurdle first and that
the trail leg will follow. When doing hurdles want to do it naturally
and run over them not jump.
Students will start by running over the hurdles at the lowest
setting.

E: As students feel more comfortable, teachers can put out hurdle
varying heights and students can choose which hurdle they would
like to try.
Hurdles Run over he hurdles do
not jump.
Lead leg stretches out
over hurdle and trail leg
follows.
Teacher will lead a stretch while asking students questions about how they enjoyed the class and if they could tell the teacher
some specific points for speed walking and hurdles. Teacher will tell the students that they will be working on long jump and
triple jump the next day.
Evaluation:
-Self-evaluation /5
What worked well?
better?


Tack & Field Lesson #3

Unit Track and Field Topic Long and Triple Jump Lesson Length 50 minutes
Date and
Time
Focus: Introduction of the jumping sports & generating distance and height.
Equipment: -jumping pits
Objectives:
-demonstrate their ability to generate a balance between height and distance while performing a long jump.
-demonstrate their ability to properly perform the hop,step,jump in the triple jump.

-discuss that students will be working on jumping this class, specifically the long jump and triple jump. Ask if students have done these
before. Lead a brief discussion surrounding key points of triple and long jump (ie generating height and distance, the three steps of the triple
jump.

Warm up
(10minutes)
Students will
complete
warmup on
the track.
B: Teacher will lead students in a dynamic warmup including jogging,
high knees, bottom kicks, leg swings, accelerations, jumping, hopping and
stretching.
Want to get heart rate up
Jumping and hopping watch
that knees are over toes

Long Jump(15
minutes)
Students will
start by
practicing on
the track and
then move to
the jumping
pits.
B: Teacher will start by teaching students long jump technique. Start by
stressing knees over toes when landing. Stationary jump for distance.
Stationary jump off of one leg, and drive other knee upwards. Add in
double swinging arm motion. Running five meter and do the same thing
as above but this time with a run into it. Repeat the above three drills
multiple times.
E: Move to long jump pit and practice long jumps. May choose to measure
them if you wish.
Focus on height as well as
distance

Will generate height from
knee drive

Will generate both height and
distance from the arm swing
Triple Jump
(15minutes)
Students will
begin on the
track and
then move to
the jumping
pits.
B:Teacher will begin by teaching triple jump techniques and drills.
For the first drill lay out four cones three to four feet apart. Have students
two foot jump beside one cones to another immediately focusing on arm
drive and take off. Next have students do the same thing but hopping on
one foot, and then the other foot.
Next drill teacher will teach the proper steps of triple jump, the hop, step,
jump. Students will practice these steps starting from a stationary
position.
E: Students will try triple jump into the jumping pit, teacher may measure
distance if they want to.
Focus on arm swing and knee
drive.
Lean body forward and not
backwards.

Try out opposite feet for
triple jump as well.
Teacher will lead a stretch while asking students questions about long jump and triple jump. Discuss that next class they will be
focusing on high jump.
Evaluation:
-Self-evaluation /5

What worked well?


Unit Track and Field Topic High Jump Lesson Length 50 minutes
Date and
Time
Focus: Generating upward force.

Equipment:
Track, hurdles

Objectives:
-demonstrate proper technique when performing a scissor kick or flop in high jump.


Students will be changed before the beginning of class
-teacher will discuss that they will be learning about High jump today. Discuss some of the key points from the last jumping day.

Time and
topic
Organization Lesson
Material
s
Teacher cues

Warm up
(5minutes)
Students will
complete warm
up on the track.
B: Students will start by doing a lap of the track. Students will
then play a game of freeze tag where they are only allowed to
hop. To unfreeze somebody the student must hop around the
person twice.
Get to open space.
Energy up!
High jump
technique and
practice
(25minutes)
Students will be
scattered around
the teacher at
first and then
lined up facing
the crash mat
B: Teacher will discuss proper high jump technique with the
students.
Teacher will discuss the (1..2,3,) rhythm. Students will take
on step and then another with one right after the other. For
2,3 both feet will be on the ground and then push off
together.
Introduce scissor kick to students and discuss how when
doing high jump you are running at a curve and leaning while
running.
Focus on arm and knee drive to get height.

E:Students will begin by just jumping onto the mat, but going
as high in the air as they can before they land. Students do not
need to worry about their feet at first as they are just trying
for height.

E:Students will start the high jump without an elastic or bar
and get the feel for the crash mat. Have students focus on
their approach and curved running.

Crash
mats
(1...2,3) take off rhythm

Focus on knee drive and
arm drive

High jumping
(10minutes)
Students will be
lined up facing
the high jump
mat which will
have either an
elastic or bar on
it. If students are
right dominant
they will line up
on the right. If
students are left
dominant, they
will line up on
the left.
B: Students will attempt to high jump using either the flop or
scissor technique. Students will take turns high jumping and
after each round the teacher will increase the height slightly.

E: Keep increasing the heigh to see what the highest number
is that somebody in the class can jump.
Crash
mat
High
jump
bar/elast
ic
Jump up!
Should jump from right
beside the mat not far
away.

some specific points for high jump. Teacher will tell the students that they will be working on shot put and discuss the next
class.

Evaluation:
-Self-evaluation /5

What worked well?


Unit Track and Field Topic Shot Put Lesson Length 50 minutes
Date and Time Focus: Generating horizontal force from a push.

Equipment:
Track, tennis balls, shot puts
Objectives:
-demonstrate proper technique when performing a shot put push.

-teacher will discuss that they will be learning about High jump today. Discuss some of the key points from the last jumping day.

Warm up
(5minutes)
Students will
complete
warm up on
the track.
B: Students will start by doing a lap of the track. Teacher will lead arm
stretching to prepare the arms for throwing ie. arm circles, shoulder
stretches etc,
Get to open space.
Energy up!
Focus on stretching out your
arms and shoulders.
Partner passes
(10minutes)
Students will
be lined up
in partners,
facing each
other, about
3 meters
apart.
B: Students will be put in partners and stand 3 meters apart. Teacher
will instruct students to practice different throwing techniques with
each other, switching between dominant and non-dominant arm.
Techniques will be: underhand one arm, underhand two arm, overhead
one arm, overhead two arms, pushing from the shoulder.
Tennis
balls
How do the different throws
feel?
Which throw is most natural?

Shot put
(25minutes)
Students will
stay in their
partners
from the
previous
drill, 3
meters apart.
B: Teacher will discuss shot put and lead students threw shot put
progressions.
Students will start laying on their stomach and passing from their
shoulder, generating force from their arm only.
Next students will stand up and pass from their shoulder, still only using
their arm to generate force.
E: Teacher will discuss body positioning for shot put and talk about
strong body position, bent knees, feet shoulder width apart facing
sideways. Discuss turning, hip drive and follow through. Want to send
shot put in a high arc to get distance. Have students practice proper shot
put technique with tennis balls and then add in shot puts.
Have a mini in class competition.
Tennis ball
Shot puts
Have students increase their
distance.

Focus on strong body
position. Drive forward with
hip.

Increase the weight of the
shot put being used.
some specific points for shot put. Discuss the next unit that students will be starting the next day.
Evaluation:
-Self-evaluation /5
What worked well?
better?


Tutoreo y Bienestar Integral I

Flag Football Plan #1

Unit Flag Football Topic Introduction Lesson Length 50 minutes
Date & Time Focus: Catching and Receiving a Football

Equipment:
American footballs

Objectives:
1. demonstrate proper football throwing technique through partner pass drills and pattern drills.
2. participate with enthusiasm in a variety of activities to help students become more aware of flag football.
-teacher will give overview of the flag football unit
-teacher will take attendance and go over the plan for the day
Lesson Part and
Time
Organization Tasks
Warm up
(5min)

Students will be
scattered around the
perimeter of the field.

B: Students will run two laps around the

-don`t cut corners
Rock, paper,
scissors football
(10 mins)

Teams of six, single
file line facing the
other team

B: Students get into groups of six and stand in a
single file line facing the other team across from
them. The first two people in line run up to each
other and play rock, paper, scissors. Winner
picks up the football and runs toward the other
team in a straight line (no deking). Second
person in line runs toward the winner until they
are within 5 feet from each other, indicating the
winner to stop running, and play against the
next player. Winner gets tossed the football (or
remains carrying it), and continues play again.
Team scores a point once they cross their
opponents scoring line.
E: Have it so winning students must be tagged in
order to stop running.
American Footballs

Quick transitions
Cradle the ball
Good first step

Intro to throwing,
catching, and
running with the
football followed
Partners facing each
other about 10 feet
away

B: Brief intro on how to throw and catch a
football, followed by stationary partner passing.
E: Students may take a few steps to one side,
forward, or backward, as a quarterback often
American Footballs

Arms out
Two hands
2-3 fingers on the laces

by passing with a
partner
(10 mins)

has to do in a game to avoid a tackle.

Running an L
shaped route
with cones to
show turning
points and target
points for passing
(15 mins)

In groups of six in
separate planes on
the field

B: Students have 2 footballs per group. There
will be three cones set up in the shape of an L,
indicating where the receiver begins their cut,
where the turn, and the spot at which the
thrower aims to get them the ball. A fourth cone
will be put out in an advancement position
about 10 feet from the receiving spot, where the
receiver must run to after they made a catch.
Once a player has thrown, they go to the line of
receivers, and once a player has received, they
go to the line of throwers.
E: Adjust the outside cone so that it goes on a 45
degree angle going away from the thrower for a
longer pass, and for a more advancing reception
position.

American Footballs

Quick cuts
Plant with outside foot and
turn
Good first step

Closure:

-teacher will discuss and ask questions to the students about the lesson such as how do you properly throw with a football
-teacher will discuss what is happening during the next few lessons
-let the students know that they MUST MEMORIZE EVERY PICTURE and the positions from the following handout for the exam

Lesson Reflection:

Initial reactions to the
lesson.

What worked well?
What could have been
done better?

How were
management skills?

Were students
engaged?


Unit Flag Football Topic Passing and catching Lesson Length 50 minutes
Date & Time Focus: Proper catching and passing, game plays.

Equipment:
American footballs

Objectives:
1. demonstrate proper football throwing technique through partner pass drills and pattern drills.



Lesson Part and
Time
Organization Tasks
Warm up
(5min)

Students will be

B: Students will run two laps around the

-don`t cut corners
Ring of fire in
groups of 5 or 6
(10 mins)

Teams of six,
numbered off
individually 1-6, with
QB in centre of the
circle

B: This activity requires a quick reaction time by
the QB. Teacher calls out numbers for them to
pass to, and QB must quickly adjust their footing
in order to pass to that player as fast as possible.
E: Teacher calls out two numbers very quickly,
so the QB must fake at the first and then throw
to the second.

American Footballs Focus on your target
Change feet and direction
5 consecutive
passes
(15 mins)

In a 20 foot x 20 foot
box marked by 4
cones

B: Students must make 5 clean overhand passes
to their teammates in order to score a point.
Once a team has done this, the ball is given to
the defensive team so they may have a chance at
playing offense and scoring a point. Games go to
5 points. When the goal of scoring 5 points has
American Footballs
Cones

Show a target
Plant and quickly change your
speed and direction
Find the open space away
from the defenders

been reached by one team, winning team stays
in the box while the non-winners trade spots
with any other team from any other field. Once
asked to trade, teams stop the game where they
are and restart against their new opponents.
E: Teams may keep track of the total number of
times they get to 5 points.
S: Defending player on the ball carrier must be
an arms length away to decrease the difficulty
of the pass for the player with the football.

6v6 Flag Football
(20 mins)

In groups of six. 2
games playing each
other. Each game will
last 5 minutes and
then teams will rotate
so they each get to
play each other.

B: Students will play a game of 6v6 American
flag football. There will be one quarter back on
each team. On each change of possession the
quarter back will switch to allow more people
the opportunity to play different positions. To
start the play, one member will snap (throw the
ball between their legs to the quarter back), the
quarter back will have 5seconds before they can
get their flag pulled to end the play. The quarter
back needs to make a pass to one of their
players to move forward. Each team will have 6
downs or if they score before that and then
possession will change to the other team.
S: Give quarterbacks 10sec with the ball before
they can get tackled.
E: Quarter back has three seconds before they
can be tackled.

American Footballs
Pinnies
Flag Belts
Quick cuts
turn
Good first step

Closure:
Lesson Reflection:
Initial reactions
to the lesson.

What worked
well?

What could have
been done

better?
How were
management
skills?

Were students
engaged?


Unit Flag Football Topic Plays and Patters Lesson Length 50 minutes
Date & Time Focus: Learning new plays and patterns and working on game play.

Equipment:
American footballs, pinnies, flag belt

Objectives:
1. understand multiple flag football plays and incorporates them during game play.
2. participate with enthusiasm in a variety of flag football games.
-teacher will give students an overview of the day
-teacher will discuss previous flag football plays that they have gone over


Lesson Part and
Time
Organization Tasks
Warm up
(3min)

Students will be

B: Students will run one lap around the perimeter
of the field.

-don`t cut corners
Throwing,
catching, and
running with the
football followed
by passing with a
partner
(7 mins)

Partners facing each
other about 10 feet
away

B: Brief intro on how to throw and catch a
football, followed by stationary partner passing.
E: Students may take a few steps to one side,
forward, or backward, as a quarterback often
has to do in a game to avoid a tackle.

American Footballs

Arms out
Two hands
2-3 fingers on the laces

Football Plays
(15 mins)

In a 20 foot x 20 foot
box marked by 4
cones

B: Students must make 5 clean overhand passes
to their teammates in order to score a point.
Once a team has done this, the ball is given to
the defensive team so they may have a chance at
playing offense and scoring a point. Games go to
5 points. When the goal of scoring 5 points has
been reached by one team, winning team stays
in the box while the non-winners trade spots
American Footballs
Cones

Show a target
Plant and quickly change your
speed and direction
Find the open space away
from the defenders

with any other team from any other field. Once
asked to trade, teams stop the game where they
are and restart against their new opponents.
E: Teams may keep track of the total number of
times they get to 5 points.
S: Defending player on the ball carrier must be
an arms length away to decrease the difficulty
of the pass for the player with the football.

6v6 Flag Football
(25 mins)

In groups of six. 2
games playing each
last 6 minutes and
so they each get to
play each other.

S: Give quarter backs 10sec with the ball before
can be tackled.

American Footballs
Pinnies
Flag Belts
Quick cuts
turn
Good first step

Closure:

Lesson Reflection:

lesson.

What worked well?
done better?

How were
management skills?

Were students
engaged?


Unit Flag Football Topic Review Lesson Length 50 minutes
Date & Time Focus: Review basic plays and patterns taught about in class as well as other aspects of flag football from a
flag football handout.

Equipment:
American footballs, pinnies, cones, flag belts

Objectives:
1. understand the game of American flag football by participating in a teacher-student discussion surrounding

-teacher will give overview of the flag football unit


Lesson Part and
Time
Organization Tasks
Review
(10min)

Students will be
scattered and seated
around the instructor.

B: Teachers will lead a discussion on the review
of Flag Football. Teachers will ask question and
keep students involved.
A: All students will be given a review sheet to use.

Flag Football Handouts -questions

6v6 Flag Football
(30 mins)

In groups of six. 2
games playing each
last 6 minutes and
so they each get to
play each other.

American Footballs
Pinnies
Flag Belts
Game Evaluation Rubrics
Quick cuts
turn
Good first step

can be tackled.
A: Teacher will use this opportunity to assess
game play of students. Teachers will have an
opportunity for this class and the next class.

Closure:

-ask students if they have any other questions about the review
-remind students that they will be having a test next class

Lesson Reflection:

lesson.

What worked well?
done better?

How were
management skills?

Were students
engaged?

Flag Football Handout

1. When the quarterback calls down, players on the offensive and defensive line assume a 3-point
stance.

2. The line that the ball is placed on to start a play is called the LINE OF SCRIMMAGE

3. When calling pays, the quarterback says these three words.
-Down- all players on the offensive and the defensive lines go down to a 3pt. stance
-Set- all players on the lines must be set in position
-Hup- the ball is snapped by the centre to the QB

Pass Patterns- Organizing the Offence
Examples of different pass patterns taught in the course of the unit.

Scoring:
Touchdown= 6 points
Field Goal= 3 points
Safety touch= 2 points
Rouge= 1 point
Convert= 1 point for a kicked conversion/ 2 points for a play into the end zone

1. A touchdown is scored when the ball is in possession of a player in the opponent`s end zone
whether from a catch, running play or from a fumble recovery

2. A field goal is a place kick that goes through the goal uprights.

3. A safety touch is scored when the ball becomes dead in the possession of a tam in its own end
zone or goes over the end zone line. The ball must have been carried, kicked, passed, snapped
from a down play.

4. A rouge is scored under the following conditions:
-a player in their own end zone is tackled with the ball in their possession
-on a kick-return, a player with the ball in their possession is not able to return the ball out
of their own end zone line

5. A convert is scored when a team, after scoring a touchdown, attempts to add one point by
putting the ball into play at the opponent`s five yard line. One point is added to the 6 point touchdown by
a place kick through the uprights; or two points for a successful play (pass or run) into the opponent`s
end zone.

Downs:
The team in possession of the ball shall have three attempts (down) in which to advance the ball 10
yards. Once ten, or more, yards have been gained, the offensive team receives a new set of three downs.
The offensive team continues to advance the ball down the field attempting to score either a field goal or
a touchdown


Game
Awareness
to be involved in
tactical decisions
game and is usually
of the time.
gameplay, and makes
the time.

Participation
Student shows they
time.
Student shows they
actively want to
participate 85% or
more of the time.
time.

Offensive
Strategies

for their team.
They sometimes are
plays.
Student is always
attempting to
object.

Defensive
Strategies
position.
marking.

Total Mark /40


Unit Flag Football Topic Test Lesson Length 50 minutes
Date & Time Focus: Flag Football Test and Game Play Assessment.

Equipment:
American footballs, pinnies, cones, flag belts, Game Assessment rubric, Flag Football Test

Objectives:
1. understand the game of American flag football by completing a flag football test.
2. demonstrate understanding of patterns and game play strategies of flag football while playing in a modified game of 6v6 flag football.

-attendance
-teacher will do a quick review of flag football from the previous day and ask students if they have any questions for their testing


Lesson Part and
Time
Organization Tasks
Test
(15min)

Students will be
scattered and seated.

B: Students will complete a test on Flag Football.

Flag Football Test -questions

6v6 Flag Football
(25 mins)

In groups of six. 2
games playing each
last 6 minutes and
so they each get to
play each other.

American Footballs
Pinnies
Flag Belts
Game Evaluation Rubrics
Quick cuts
turn
Good first step

can be tackled.
A: Teacher will use this opportunity to assess
game play of students. Teachers will have an
opportunity for this class and the next class.

Closure:

-ask students how they liked flag football
-discuss what unit students will be doing next and what facility they will be out

Lesson Reflection:

lesson.

What worked well?
done better?

How were
management skills?

Were students
engaged?

Name: ____________________
Student Number:____________________
Date:____________________
Flag Football Test

1. When the quarter back calls down, players on the offensive and defensive line assume this stance.
_____________________________.
2. This is a line that the ball is placed on. _________________________________________________
3. When calling plays, the quarterback says these three words:
______________________ ___________________________ ______________________________
4. Label the following offensive and defensive player positions.

a)__________________

FLANKER HALFBACK

b)__________________

WIDE RECEIVER GUARD c)___________________ GUARD d)_________________

e)_____________ DEF. END DEF. TACKLE DEF. END CORNERBACK

f) ________________________________________________________ (three positions, one name)

g)___________________

5. Pick three of the five pass patterns that were covered in the class, name them and draw them on the
diagram below.

1)___________________________

WR CENTRE WR
QB

Name: ____________________
Student Number:____________________
Date:____________________

2)___________________________

WR CENTRE WR
QB

3) ___________________________

WR CENTRE WR
QB

6. Scoring
Touchdown = _____________points
Field Goal = _____________points
Safety Touch = _____________points
Rouge = _____________points
Convert = _____________points


Game
Awareness
to be involved in
tactical decisions
game and is usually
of the time.
gameplay, and makes
the time.

Participation
Student shows they
time.
Student shows they
actively want to
participate 85% or
more of the time.
time.

Offensive
Strategies

for their team.
They sometimes are
plays.
Student is always
attempting to
object.

Defensive
Strategies
position.
marking.

Total Mark /40

Active Health Lesson Plan #1

Unit Active Health 2 Topic Principles of Training Lesson Length 50 minutes
Date and Time Focus: Safety Review and Principles of Training

Equipment:
-Principles of training handout, weight tracking sheets
Objectives:
-understand the proper safety aspects for the weight room through a teacher-student discussion.
-understand the 7 principles of training (reversibility, progression, specificity, diminishing returns, recuperation, FITT, overload)
through a teacher led discussion.

Students will be changed before the beginning of class
-Teacher will take attendance and give brief overview of the active health unit.
-Go over safety rules that students learned the previous semester through a teacher-student discussion.

Time and
topic
Organization Lesson Materials Teacher cues

Principles of
Training
(15 minutes)
Students will
be seated
around the
teacher.
B: Teacher will lead a discussion surrounding
the 7 principles of training: overload, specificity,
progression, reversibility, FITT, diminishing
return, recuperation.
Principle
of
Training
Handout
Overload- can't change if you do everything the same
Diminishing returns- think pro athlete versus novice
athlete
Specificity - don't train in marathons if you are a sprinter
Recuperation-your body needs rest in order to improve
FITT= frequency, intensity, type, time
Reversibility- if you don't use it you loose it
Progression-you wouldn't start by bench pressing 200lbs
if you have never bench pressed before
Workout
(25minutes)
Take place in
the workout
room
B: Teacher will briefly remind students about
how to fill in their weight tracking sheets and
explain that students will be assess on how
complete their workout sheet is filled in.
Students will then go and do a weight room
workout using the weight tracking sheet as a
guide. Teacher will circulate around the weight
room to ensure that students understand how
to do the machines and that they are respectful
of other people working out.
Weight
tracking
sheets
Use a spotter!
Fill out your sheets
Don't forget HR and PRE
Collect weight training sheets. Ask students if they have any questions about principles of training. Tell students that next class
they will be making their own plan and to put some thought into what they want to work on with their body.
Evaluation:
-Self-evaluation /5
What worked well?
better?


Name: ___________________
Tec de Monterrey Exercise Tracking Sheet

Date: Date: Date: Date: Date: Date: Date: Date:
Exercise kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps kgs/reps/reps

Cardio
Exercise
Type:
___________
Time:___________
HR: _______
PRE:_______
Type:
___________
Time:___________
HR: _______
PRE:_______
Type:
___________
Time:___________
HR: _______
PRE:_______
Type:
___________
Time:___________
HR: _______
PRE:_______
Type:
___________
Time:___________
HR: _______
PRE:_______
Type:
___________
Time:___________
HR: _______
PRE:_______
Type:
___________
Time:___________
HR: _______
PRE:_______
Type:
___________
Time:___________
HR: _______
PRE:_______

Principles of Training

7 Principles of Training
Overload
Progression
Specificity
Reversibility
Diminishing Returns
F.I.T.T
Recuperation

Principle of Overload

-To improve you need to work harder than
your body is used to working. Need to increase
intensity/duration/frequency, etc.

Principles of Progression

-Your body accommodates best when your
increases are at a gradual progression

Principle of Specificity

-Training Program must reflect what you are
trying to achieve.

Principle of Reversibility

-If you dont use it, you lose it! Endurance
decreases much quicker than muscular
strength.

Principle of Diminishing Returns

-The fitter/stronger you are, the harder it is to
get fitter/stronger.

The F.I.T.T. Principle
-Frequency (how many times/week)
-Intensity (how much weight you lift)
-Times (how many reps/sets you do)
-Type (the exercises that should reflect what
you are trying to achieve)

The Principle of Recuperation
-Your body needs a rest period between
workouts to achieve maximal benefits


Unit Active Health 2 Topic Creating workout plans Lesson Length 50 minutes
Date and Time Focus: Students will develop their own lesson plan according to their goals using the
FITT principle.

Equipment:
-blank weight tracking sheets

Objectives:
-demonstrate their ability to use the FITT principle by creating their own workout plan.
-participate with enthusiasm in a workout program that they have designed.

-Teacher will take attendance and briefly review/ answer questions about the previous class the principles of training.
-Explain the plan for the day- students will have the opportunity to create their own workout plan and then test it out.

Workout development
(20minutes/ as long as it
takes for the period)
Students will be
seated around
the teacher.
B: Teacher will explain that students will be creating their own
workout plan. Teacher will hand out blank workout sheets and
explain to students that they will fill them out with exercises of
their choosing. On the back of the sheet students will explain
their choices and what their goal is for themselves to accomplish
with this workout plan.
Blank
workout
tracking
sheets
Reminder to put
weights and cardio
This is about you and not
your friends goal- your
sheets should not be the
same

Workout
(20minutes/when students
are done their workout
development)
Take place in
the workout
room
B: Teacher will briefly remind students about how to fill in their
weight tracking sheets and explain that students will be assess
on how complete their workout sheet is filled in. Students will
then go and do a weight room workout using the weight tracking
sheet as a guide. Teacher will circulate around the weight room
to ensure that students understand how to do the machines and
that they are respectful of other people working out.
Personal
Weight
tracking
sheets
Use a spotter!


Collect weight training sheets for review and completion. Ask if students have any questions. Explain that next class students
will have another opportunity to test out their weight sheets and then reflect on them with a partner and make changes if need
be.

Evaluation:
-Self-evaluation /5


What worked well?


Unit Active Health 2 Topic Testing and Reflecting Lesson Length 50 minutes
Date and Time Focus: Students will test out their workout plan and reflect with a partner.

Equipment:
-Personal weight tracking sheets, reflection guiding questions

Objectives:
-demonstrate their ability to work cooperatively with a partner while answering guiding questions, reflecting on the weight program
that they have created.

-Teacher will take attendance and briefly review/ answer questions about the previous class the principles of training.
-Explain the plan for the day- students will be testing out their personal workout plan and reflecting on it with a partner.

Workout
(30minutes)
Take place in
the workout
room
B: Teacher will briefly remind students about how to fill in their weight tracking
sheets and explain that students will be assess on how complete their workout
sheet is filled in. Students will then go and do a weight room workout using the
weight tracking sheet as a guide. Teacher will circulate around the weight room
to ensure that students understand how to do the machines and that they are
respectful of other people working out.
Personal Weight
tracking sheets
Use a spotter!
Fill out your
sheets
Don't forget HR and
PRE

Reflection
(10minutes)
Students will
be in pairs.
B: Students will get in partners and answer some guiding questions about their
workout plan. Students can use this time to change anything in their plan that
they think to. Once all the questions are complete, students can return to the
weight room and workout out with their program for longer.
Reflection
guiding
questions
Personal weight
tracking sheets
Take time to
reflect on the
questions and
your plans.
If not enough for
pairs put someone
in a group of three.


Instruct students to keep their personal weight tracking sheets and to bring them back next class. Go over any questions that
students had for today's class. Ask some students to share what they discussed in their reflection. Explain that next class
students will just be working on their workout and that they will get a active health sheet for a test on the principles of training
the following class.

Evaluation:
-Self-evaluation /5


the lesson.

What worked well?
What could have
been done better?

How were
management
skills?

Were students
engaged?


Unit Active Health 2 Topic Workout Lesson Length 50 minutes
Date and
Time
Focus: Student-led class following their individual workout.

Equipment:
-Personal weight tracking sheets, principles of training review sheets

Objectives:

-Teacher will take attendance and briefly review/ answer questions about the previous class.
-Explain the plan for the day- students complete their personal workout.

Workout
(40minutes)
Take place in the
workout room
B: Teacher will briefly remind students about how to fill
in their weight tracking sheets and explain that students
will be assess on how complete their workout sheet is
filled in. Students will then go and do a weight room
workout using the weight tracking sheet as a guide.
Teacher will circulate around the weight room to ensure
that students understand how to do the machines and
that they are respectful of other people working out.
Personal
Weight
tracking
sheets
Use a spotter!


Instruct students to keep their personal weight tracking sheets and to bring them back next class. Handout principles of
training review sheet and if time briefly go over it. Explain that next class students will have a quiz on principles of training.

Evaluation:
-Self-evaluation /5


What worked well?


Unit Active Health 2 Topic Test Lesson Length 50 minutes
Date and
Time
Focus: Cumulative knowledge from the unit assessed.

Equipment:
-Personal weight tracking sheets, reflection guiding questions

Objectives:
-demonstrate their knowledge of the seven principles of training by writing a written test on the subject matter.

-Teacher will take attendance and briefly answer questions about the principles of training.
-Explain the plan for the day- students will be completing their active health test and then they will use the remainder of class time
to workout.

Written test
(15minutes)
Students will be
spread out and
seated
B: Students will take part in a written test for active health which will
be on the seven principles of training.
Active health test-
principles of training
test
Answer to the
best of your ability
Do not leave answers
blank

Workout
(25minutes)
Take place in the
workout room
B: Teacher will briefly remind students about how to fill in their
weight tracking sheets and explain that students will be assess on
how complete their workout sheet is filled in. Students will then go
and do a weight room workout using the weight tracking sheet as a
guide. Teacher will circulate around the weight room to ensure that
students understand how to do the machines and that they are
respectful of other people working out.
Personal Weight
tracking sheets
Use a spotter!
Fill out your
sheets
Don't forget HR and
PRE


Instruct students to hand in their personal workout plans for marking. Tell students what unit they will be doing next class.

Evaluation:
-Self-evaluation /5
-Personal weight tracking sheets. /20
-Active health test /20


the lesson.

What worked well?
What could have
been done better?

How were
management
skills?

Were students
engaged?

Name:______________________Student Number:_____________________ Date:_____________

Principles of Training Test. /13

Fill in the blank (1 mark each). /5

You want to train similar to how you compete. Principle of _____________________

2) It is important to start slowly and build up gradually. Principle of _________________

3) You need rest to achieve maximal benefits. Principle of _______________________

4) If you don't use it you loose it. Principle of __________________________________

5) The stronger you are, the harder it is to become stronger. Principles of ___________

____________________________________________

Short answer ___________________ /8

Fill in what each letter stands for and explain what it means in terms of weight training (1 mark for the
letter, 1 mark for the explanation.)

F:____________________________________

Explanation___________________________________________________________

______________________________________________________________________

I:____________________________________

Explanation___________________________________________________________

______________________________________________________________________

T:___________________________________

Explanation___________________________________________________________

______________________________________________________________________

T:___________________________________

Explanation___________________________________________________________

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