SECOND EDITION

Five for Life Program

CIRCUIT TRAINING
Authors: Karen Cowan, Ron Malm, Amy Lutz and Carrie Murphy
Reviewer: Robert Lutz, MD, MPH

Second Edition
Revised March 2012

Copyright © 2004, 2012 by Focused Fitness, LLC

All Rights Reserved

Focused Fitness, LLC

First edition publlished 2004, Second edition published March 2012

No part of this book may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information
storage and retrieval system without the written permission of the author,
except where permitted by law.

Printed in the United States of America

2426 S. Dishman Mica Road – Spokane Valley, WA 99206 – Ph: (509) 327-3181 – F: (509) 927-8551
Table of Contents
Preface.....................................................................ii
CIRCUITS
To the Teacher ........................................................1 Category 1: Body Weight Circuits.....................................66
Circuit Training Introduction .................................2 1. Body Blaster
&LUFXLW7UDLQLQJ$GYDQWDJHVDQG%HQH¿WV ...........3
Table of Contents
Essential Information .............................................4
‡ ([HUFLVH0RGL¿FDWLRQDQG3URJUHVVLRQ
2. Fitness Frenzy
3. Jump on the Fitness Train
4. Muscle Meltdown
‡ ([HUFLVH,QWHQVLW\
Preface.....................................................................ii 5. Mush-to-Muscle
‡ ),773ULQFLSOH CIRCUITS
To the Teacher ........................................................1 6. Partner Power
Category 1: Body Weight Circuits.....................................66
7. Shape-It-Up
Circuit Training Introduction .................................2 1. Body Blaster
Circuit Training Implementation............................9 Category 2: Cognitive Circuits............................................73
&LUFXLW7UDLQLQJ$GYDQWDJHVDQG%HQH¿WV
‡ 6DIHW\DQG0DQDJHPHQW ...........3 2. Fitness Frenzy
1. Figure-It-Out
‡ 7HDFKLQJ7LSVIRU6WXGHQWV
Essential Information .............................................4 3. Jump on the Fitness Train
‡ 2. Game Show Collection
‡ 0RWLYDWLRQ
([HUFLVH0RGL¿FDWLRQDQG3URJUHVVLRQ 4. Muscle Meltdown
‡ ([HUFLVH,QWHQVLW\ 3. What’s for Dinner
5. Mush-to-Muscle
‡ ),773ULQFLSOH 4. Why Did I Eat That (Energy In vs. Energy Out)
6. Partner Power
Circuit Design .......................................................15 Category 3: Components of Fitness Circuits......................80
7. Shape-It-Up
‡ *RDOVDQG2EMHFWLYHV
Circuit 1. All for Fun, Fun for All (Overall Fitness)
‡ Training Implementation............................9
([HUFLVHWR5HVW5DWLR Category 2: Cognitive Circuits............................................73
‡ 6DIHW\DQG0DQDJHPHQW
‡ 3DWWHUQ 2. BC Blender (Body Composition)
1. Figure-It-Out
‡
‡ 7HDFKLQJ7LSVIRU6WXGHQWV
6HOHFWLQJ([HUFLVHV 3. Body Burner (Overall Fitness)
‡ 2. Game Show Collection
‡ 0RWLYDWLRQ
%ODQN7HPSODWH 4. Calorie Burner (Cardiorespiratory Endurance)
3. What’s for Dinner
5. Fitness Fanatic (Overall Fitness)
4. Why Did I Eat That (Energy In vs. Energy Out)
Circuit Design .......................................................15 6. Full Fitness (Overall Fitness)
Category 3:Loose
Components of Fitness Circuits......................80
‡ *RDOVDQG2EMHFWLYHV 7. Get (Flexibility)
1.
8. All for Times
Fun, Fun for AllFitness)
(Overall Fitness)
‡ ([HUFLVHWR5HVW5DWLR Good (Overall
‡ 3DWWHUQ 2. BC Blender (Body Composition)
9. Muscle Madness (Overall Fitness)
‡ 6HOHFWLQJ([HUFLVHV 3.
10. Body Burner (Overall Fitness)
Pump…Pump…Pump It Up (Muscular Strength and
‡ %ODQN7HPSODWH 4. Calorie Burner (Cardiorespiratory Endurance)
Muscular Endurance)
5. Fitness Fanatic
11. Ultimate (Overall
Four (Overall Fitness)
Fitness)
6. Full Fitness (Overall Fitness)
Warm-ups and Cool Downs.................................19 Category 4:Loose
Fitness Measurements Circuits.......................95
7. Get (Flexibility)
1. Cardio Challenge
8. Good Times (Overall Fitness)
2.
9. Do MoreMadness
Muscle than Fuddle Through
(Overall the Shuttle
Fitness)
3. Flex, Bend, Twist and Stretch
10. Pump…Pump…Pump It Up (Muscular Strength and
4. Just WhatEndurance)
Muscular the Doctor Ordered
5. Push the Floor
11. Ultimate Four (Overall Fitness)
Warm-ups and Cool Downs.................................19 6. Sweet Sixteen
Category 4: Fitness Measurements Circuits.......................95
7. Where’s the Core
1. Cardio Challenge
2. Do More than Fuddle Through the Shuttle
3. Flex, Bend, Twist and Stretch
4. Just What the Doctor Ordered
5. Push the Floor
6. Sweet Sixteen i
7. Where’s the Core

© 2004 Focused Fitness All rights reserved.

© 2004 Focused Fitness All rights reserved.

Table of Contents (continued)
Detailed Instruction of Functional Category 5: Sports Skills Circuits.....................................104
Equipment Exercises: ..........................................20
1. Basketball Jumble
‡ 'XPEEHOOV
‡ :HLJKW%DUV 2. Bulls Eye
‡ 6WUHWFK%DQGV 3. Fit for Hoops
‡ 0HGLFLQH%DOOV 4. Fit to Score
‡ 6WHS%R[HV 5. Fit to Spike
‡ 6WDELOLW\%DOOV 6. Off the Wall
‡ $JLOLW\5LQJV
7. Soccer Superstar
Detailed Instruction of Exercises........................54
‡ %RG\:HLJKW([HUFLVHV
‡ '\QDPLFDQG3O\PHWULF0RYHPHQWV
Category 6: Theme Circuits...............................................114
1. 60 Seconds and Counting
2. Circus Act
3. Scooter Mania

Category 7: Additional Circuits.........................................119

1. Measure My Skills
Glossary ...............................................................129 2. Partner Pair Off
3. Ride the Wave
4. Skill-Related Fitness Check
5. Upper and Lower
6. Warm-Up Cardio Fit Switch
7. Ying and Yang

ii

© 2004 Focused Fitness All rights reserved.

Circuit Training Introduction
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of exercise in 1953 by R.E. Morgan and G.T. Anderson at
the University of Leeds in England. Morgan and Anderson’s
original circuits had 9-12 stations, focusing primarily on
aerobic endurance. Circuit training has since evolved into a
complex and dynamic activity that uses a variety of aerobic,
DQDHURELF UHVLVWDQFH DQG ÀH[LELOLW\ H[HUFLVHV WR LPSURYH
cardiorespiratory endurance, muscular strength, muscular
HQGXUDQFHÀH[LELOLW\DQGRYHUDOOERG\FRPSRVLWLRQ
rest is an integral concept within circuit training known as
the exercise-to-rest ratio. Circuit training allows people to
exercise for longer periods of time with shorter rest breaks
due to two factors:
(1) a cardiorespiratory system that transports oxygen
DQGFDUERQGLR[LGHPRUHHI¿FLHQWO\WKURXJKRXWWKH
body, and
(2) the muscles’ ability to store adequate amounts of
energy.

Circuit training is an organized exercise training model that
employs a wide variety of functional, locomotor, and motor
movements into one traditionally, fast-paced workout. It is a
versatile tool that gives participants the freedom to combine
DHURELF DQDHURELF UHVLVWDQFH DQG ÀH[LELOLW\ H[HUFLVHV WR
meet individual or group needs.
The popularity of circuit training is evident throughout gyms
and health clubs across the United States. People choose
to exercise using circuit training programs because of the
HQMR\PHQWRIJURXSH[HUFLVHWKHDELOLW\WRPDLQWDLQLQGLYLGXDO
intensity levels, and the variety in exercise selection. Above
all, many students and adults claim that circuit training is one

Circuit training can improve the components of fitness as well RIWKHPRVWHQMR\DEOHDQGIXQPRGHVRIH[HUFLVHWKH\KDYH

as strengthen the aerobic and anaerobic systems. Through ever done.

bouts of exercise and low intensity (or rest) intervals, people

are able to exercise for longer periods of time and improve
¿WQHVVOHYHOV7KLVFRPELQDWLRQRIH[HUFLVHDQGORZLQWHQVLW\


2

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2004 Focused
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Circuit Training
$GYDQWDJHVDQG%HQH¿WV
Circuit training is one of the most popular modes of exercise;
it offers variety, promotes social interactions, and allows
participants to exercise at individual intensity levels. Due to
these factors, people are exercising more in circuit training
SURJUDPVDQGDUHH[SHULHQFLQJSRVLWLYHKHDOWKDQG¿WQHVV
EHQH¿WV IURP VXVWDLQHG SDUWLFLSDWLRQ :LWK WKLV LQ PLQG
teachers can use circuit training as a tool to deliver intentional
¿WQHVVDQGKHOSVWXGHQWVEHFRPHPRUHDFWLYH+HUHDUHVRPH
reasons why circuit training works:
Circuit training is fun, motivating and different. It
can incorporate:
Exercise variety
Music
Sports skills
An obstacle course
Themes: Holidays, Reality TV, and Game show
Circuit training can be individualized:
It provides opportunities for differentiated
instruction to meet students at their ability level.
It allows students to exercise at their intensity
level while exercising with others.
Circuit training does not require equipment.
Circuit training can be done with a large or small
class size.
Circuit training allows instructors to assess and
work individually with students.
Circuit training incorporates the exercise
of several parts of the body within one
comprehensive workout.
$ERYH DOO VWXGHQWV HQMR\ FLUFXLW WUDLQLQJ EHFDXVH LW¶V IXQ
DQG \LHOGV ¿WQHVV UHVXOWV 7KH IROORZLQJ VHFWLRQV H[SODLQ
the implementation, management, and design of purposeful
circuits.
Circuit training allows partner and small group
dynamics:
Advantages of exercising with partners or in
small groups:
‡ 7HDFKHUVFDQSDLUVWXGHQWVZKRDUH
SUR¿FLHQWLQH[HUFLVHPRYHPHQWVDQG
techniques with students who lack the skills
WRVDIHO\DQGDGHTXDWHO\SHUIRUPVSHFL¿F
exercises. Pairing students of varying
DELOLW\OHYHOVSURPRWHVVRFLDOHPRWLRQDO
interactions and can help students improve
exercise form, technique and knowledge.
‡ 6WXGHQWVIHHOWKDWLWLVPRUHHQMR\DEOHWR
exercise with their peers.
Circuit Training is challenging
Students can exercise and see personal
improvements that are relevant to them.
Students can wear pedometers to track their
steps and, at the conclusion of the circuit,
determine who achieved the most steps.
Students can work in small groups or teams to
compete during circuits.
Circuit training can be customized based
on program variables or for desired student
outcomes with:
Body weight exercises
Fitness components
&RJQLWLYH¿WQHVVDFWLYLWLHV
Fitness measurements
Sports skills
Fun and creative circuits

3

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Detailed Instruction of Exercises (continued)

The in-depth descriptions are a resource for teachers to ensure students know and use proper techniques for
each exercise. Special safety considerations for each piece of equipment are also provided in this section.

Dumbells Safety Considerations:

‡&DUU\GXPEEHOOVDWWKHVLGHVRIWKHERG\
Dumbbells are safe and fundamental tools used
‡3URYLGHIHHWEHWZHHQVWXGHQWV
to teach resistance exercises.
‡$SRWHQWLDOLQMXU\PD\RFFXULIGXPEEHOOVDUHGURSSHG

Dumbbell Front Squat

Proper Technique:
1. Feet shoulder width apart, toes pointed forward
2. Hold dumbbells at shoulder level
 %DFNÀDWFKHVWKLJK
 )HHWÀDWRQÀRRUZLWKNQHHVGLUHFWO\RYHUIHHW
 3URSHUVTXDWGHSWKLVWKLJKVSDUDOOHOWRWKHÀRRUZLWKNQHH
MRLQWDWDGHJUHHDQJOH
6. Return to starting position using proper form
7. Inhale on downward movement, exhale on upward movement
Teaching Cues:
‡)HHWVKRXOGHUZLGWKDSDUW
Components of Fitness Trained: Muscular ‡%DFNÀDW
strength and muscular endurance
‡&KHVWKLJK
‡)HHWÀDWRQWKHÀRRU
‡7KLJKVSDUDOOHOWRWKHÀRRU

Vocabulary/Muscles Trained:
‡*OXWHDOV
‡4XDGULFHSV
‡+DPVWULQJV


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Medicine Ball
Medicine balls are used to develop explosive
power, increase core strength and can be used
to mimic many sport skills.
Safety Considerations:
‡ 3URYLGHDWOHDVWIHHWRIVSDFH
‡ $SRWHQWLDOLQMXU\PD\RFFXULIWKHPHGLFLQHEDOOLV
dropped
‡ &OHDUDOOREVWUXFWLRQVEHIRUHWKURZLQJWKHPHGLFLQHEDOO

Medicine Ball Over/Under

Proper Technique:
1. Stand back-to-back two feet from partner
2. Feet shoulder width apart
 3HUVRQZLWKEDOOUDLVHVLWDERYHKLVKHUKHDGDQGKDQGVLWWR
partner
4. The partner brings the ball forward and passes it back between
legs
5. Reverse direction on signal
Teaching Cues:
6. Steady breathing throughout exercise
‡ 5HDG\SRVLWLRQ
‡ 6WDQGWZRIHHWIURPSDUWQHU
‡ 3DUWQHUPXVWEHUHDG\WRUHFHLYHWKHEDOO
before it is passed

Components of Fitness Trained: Muscular Vocabulary/Muscles Trained:

strength and muscular endurance ‡ 'HOWRLGV
‡ $EGRPLQDOV
‡ 4XDGULFHSV
‡ *OXWHDOV
‡ +DPVWULQJV

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FITNESS FRENZY
Objective(s): Student Explanation:
1. Perform exercises at the Fitness Frenzy is a circuit that contains moderate to vigorous activities.
appropriate Intensity Levels. Burpees, rocket blasters, squat thrusts, and mountain climbers should be
2. Correctly demonstrate all SHUIRUPHGDW,QWHQVLW\/HYHORU-XPSLQJMDFNVDQGVLGHWRVLGHVNLHU
exercise movements. MXPSV VKRXOG EH SHUIRUPHG DW ,QWHQVLW\ /HYHO 7KH ÀH[LELOLW\ H[HUFLVHV
 1DPHEHQH¿WVRIVWUHWFKLQJ have been inserted into the circuit to provide a short rest between high
LQWHQVLW\FRPELQDWLRQH[HUFLVHV5HPHPEHUWRSHUIRUPÀH[LELOLW\H[HUFLVHV
Equipment: DW,QWHQVLW\/HYHO:HFDQLPSURYHÀH[LELOLW\E\VWUHWFKLQJ%HLQJÀH[LELOLW\
‡ &RQHV KHOSVXVSUHYHQWLQMXULHVUHGXFHVWUHVVDQGGHFUHDVHPXVFOHVRUHQHVV7KH
‡ &LUFXLW&DUGV movements should be slow and controlled. Overall, this is a challenging
circuit with several high intensity exercises; try your best and apply
Key Safety & Management Tip(s): DSSURSULDWHPRGL¿FDWLRQVLIQHFHVVDU\
1. Monitor the exercise-to-rest ratio
Direction(s):
closely, this is a challenging
1. Lead students through a warm-up so they are prepared to complete
circuit. high intensity activities.
2. Explain the circuit using the student explanation above.
Station/ Fitness 3. Review proper form for all exercises.

BODY WEIGHT CIRCUITS

Exercise Component(s) 4. Rotate students every 20-30 seconds.
1. Burpees Combination Assessment(s):
2. Jumping  :KLOHH[HUFLVLQJDWWKHÀH[LELOLW\VWDWLRQVKDYHVWXGHQWVGLVFXVV
CRE VRPHRIWKHEHQH¿WVRIVWUHWFKLQJ
Jacks
3. Rocket
Combination 0RGL¿FDWLRQV3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV
Blasters
4. Pelican
Flexibility
Stretch Rocket Squat Mountain
Burpees
Blasters Thrusts Climbers
5. Squat
Combination
Thrusts
6. Side-to-side
CRE
Skier Jumps
7. Mountain
Combination
Climbers
8. Standing
Flexibility
Leg Swings

Side-to-
Jumping Pelican Side Skier Standing
Jacks Stretch Jumps Leg Swings


67
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FIGURE-IT-OUT
Objective(s):
1. Perform exercises at appropriate
Intensity Levels.
2. Perform various exercises for
HDFKFRPSRQHQWRI¿WQHVVDQG
LGHQWLI\WKHFRPSRQHQWRI¿WQHVV
Equipment:
Completely at the discretion of the
teacher. Possible equipment could be:
‡ &RQHV
‡ &LUFXLW7UDLQLQJ&DUGV
‡ :HLJKWEDUV
‡ 6WUHWFKEDQGV
‡ 0HGLFLQHEDOOV
Key Safety & Management Tip(s):
1. This is a cognitive circuit that
should be done once students
Student Explanation:
Figure-It-Out is a circuit training activity that will test your knowledge
and ability to perform exercises at appropriate Intensity Levels. There are
¿YHVWDWLRQVLQWKLVFLUFXLWHDFKFOHDUO\PDUNHGZLWKDFRPSRQHQWRI¿WQHVV
(Cardiorespiratory Endurance, Muscular Strength, Muscular Endurance,
Flexibility and Body Composition). Your task at each station is to perform
DQ H[HUFLVH DW DQ DSSURSULDWH ,QWHQVLW\ /HYHO UHÀHFWLYH RI WKH VSHFL¿F
FRPSRQHQW RI ¿WQHVV )RU LQVWDQFH LI \RX DUULYH DW WKH FDUGLRUHVSLUDWRU\
HQGXUDQFHVWDWLRQ\RXPLJKWSHUIRUPMXPSLQJMDFNVDW,QWHQVLW\/HYHORU
to indicate your understanding that cardiorespiratory endurance exercises
should be performed at a higher Intensity Level to be sustained for long
periods. We will rotate through the circuit three times. Use your knowledge
of body weight and functional exercises and perform different exercises the
second and third time through.
The body composition station will be completed by performing high
LQWHQVLW\DQDHURELFPRYHPHQWVVXFKDVPRXQWDLQFOLPEHUVVTXDWMXPSV
MXPSLQJOXQJHVRUURFNHWEODVWHUV7KHVHPRYHPHQWVZRUNWKHHQWLUHERG\
thus representing body composition and should be performed at a high
Intensity Level.

understand the basic elements
of circuit training, components of
¿WQHVVDQG,QWHQVLW\/HYHOV
2. Equipment demands are at the
discretion of the teacher. For
instance, place stretch bands
or weight bars at the muscular
strength and muscular endurance
stations so the students have
more choices in exercises they
could perform.
COGNITIVE CIRCUITS
Direction(s):
 ([SODLQWKHFLUFXLWREMHFWLYHVXVLQJWKHVWXGHQWH[SODQDWLRQDERYH
 &OHDUO\ODEHODOO¿YHVWDWLRQVHDFKZLWKRQHFRPSRQHQWRI¿WQHVV
 5HPLQGVWXGHQWVWKDWWKH\FDQVHOHFWDQ\H[HUFLVHWKDWUHÀHFWVWKH
FRUUHFWFRPSRQHQWRI¿WQHVVDQGWRSHUIRUPH[HUFLVHVDWWKHFRUUHFW
Intensity Level.
4. Rotate students every 30 seconds.
Assessment(s):
1. As students complete the circuit, evaluate their exercise selection and
Intensity.

Station/Exercise

1. Cardiorespiratory Endurance Cardiorespiratory

Endurance
2. Muscular Strength
Muscular
3. Flexibility Strength
Body
4. Muscular Endurance Composition

5. Body Composition

* Stations do not have to be in

Muscular Flexibility
this order
Endurance


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PUSH THE FLOOR (MUSCULAR STRENGTH/MUSCULAR ENDURANCE)

Objective(s): Student Explanation:

1. Correctly demonstrate the push- Push-ups are an indicator of muscular strength and muscular
XS¿WQHVVPHDVXUHPHQWSURWRFRO HQGXUDQFHDQGFDQEHRQHRIWKHSULPDU\¿WQHVVPHDVXUHPHQWVHYDOXDWHG
 5HÀHFWDQGDQDO\]HSXVKXS throughout the school year. To assess our push-up scores to see if we have
scores. LPSURYHGVLQFHWKHODVW¿WQHVVPHDVXUHPHQW
3. Demonstrate cooperation skills There are two identical push-up stations in this circuit. This allows one
at the push-up and basketball partner to perform the test and the other to administer the test, enforcing
stations. proper protocol. You will switch roles at the other push-up station. You
will also notice the cardiorespiratory endurance exercises and basketball
Equipment: stations. Please perform the cardiorespiratory endurance exercises at
‡ &LUFXLW7UDLQLQJ&DUGV Intensity Level 3. Have fun and cooperate with your peers at the basketball
‡ &RQHV stations.
‡ 6WHS%R[HV
‡ %DVNHWEDOOV Direction(s):
1. Lead students through a warm-up so they are prepared to complete

FITNESS MEASUREMENTS CIRCUITS

Key Safety & Management Tip(s): aerobic activities and push-up tests. Within that warm-up, include
1. Students must understand the dynamic stretching movements that engage the upper body and
protocols to correctly administer abdominal muscles.
a push-up test. Review protocols 2. Inform students that they will work in partners at the push-up stations
prior to starting the circuit. and remind them that they should exercise at Intensity Level 3 at the
cardiorespiratory endurance stations.
 ,IVWXGHQWV¿QLVKWKHLUSXVKXSWHVWWKH\VKRXOGNHHSH[HUFLVLQJXVLQJ
Station/ Fitness the next easiest movement so they can remain active for the duration of
Exercise Component(s) that station.
1. Progressive 4. Remind students that the basketball stations are for fun but they
Sports Skill
Knock Out need to cooperate and demonstrate sportsmanship skills with their
classmates.
2. Push-ups 060(
3. Step Box Assessment(s):
CRE  $VNVWXGHQWVWRUHÀHFWRQWKHLUSUHYLRXVSXVKXSPHDVXUHPHQWDQG
Skier
their progress.
4. Basketball
Sports Skill 2. Have students share strategies to improve their push-up scores.
Keep Away

5. Push-ups 060( 0RGL¿FDWLRQV3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV

6. Step Box
CRE
Step-ups
Step Box
Step-ups
Push-ups

Progressive
Knock Out
Basketball Keep Away

Push-ups Step Box Skier

00
100

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OFF THE WALL (VOLLEYBALL SKILLS)
Objective(s):
1. Demonstrate basic skills of
volleyball.
2. Self-assess exercises Intensity.
3. Explain how the components of
¿WQHVVDSSO\WRYROOH\EDOO
Student Explanation:
7KLVFLUFXLWFRPELQHVYROOH\EDOOVNLOOVZLWK¿WQHVVH[HUFLVHVDQGVKRXOG
be performed at Intensity Level 3 or higher. Stations will either elevate
your heart rate to improve cardiorespiratory endurance or build muscular
strength and endurance in the muscle groups used in volleyball. Other
stations will give you the opportunity to practice basic volleyball skills.

Equipment: Direction(s): :
‡ &LUFXLW7UDLQLQJ&DUGV 1. Introduce circuit using the student explanation above.
‡ &RQHV 2. Clarify circuit rotation (clockwise, counterclockwise).
‡ 9ROOH\EDOOV 3. Explain and demonstrate the stations.
‡ 6WUHWFK%DQGV 4. Time 30-50 seconds and then rotate students.
‡ 0HGLFLQH%DOOV 5. Complete circuit more than once.
‡ $JLOLW\5LQJV
‡ 6WHS%R[HV Assessment(s):
‡ 6WDELOLW\%DOOV 1. Self-assess their Intensity Level at various points throughout the
‡ 0DWV circuit.
‡ 'XPEEHOOV  ([SODLQZKDW&RPSRQHQWVRI)LWQHVVZLOOEHQH¿WYROOH\EDOOSOD\HUVWKH

SPORTS SKILLS CIRCUITS

‡ :HLJKW%DUV most and why.

Key Safety & Management Tip(s): 0RGL¿FDWLRQV3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV

1. Complete a warm-up prior to the
circuit.
2. Use circuit training cards for Fitness
Station/Exercise
VWDWLRQLGHQWL¿FDWLRQLQVWUXFWLRQDO Component(s)
content, and quick reminders for 1. Forearm Pass to self or partner
proper form and technique. 2. Step Box Knee-Ups CRE
3. Create volleyball skills cards.
4. Make sure students have plenty 3. Dumbbell Front Squat 060(
of room to use equipment. 4. Stretch Band Shoulder Press 060(
 $GMXVWWKHQXPEHURIVWDWLRQVWR
5. Volleyball serve to wall
accommodate teaching space.
6. Step Box Lateral Hop CRE
7. Stretch Band Seated Row 060(
8. Medicine Ball Pumpkin Smashers 060(
9. Volleyball Spikes to wall
10. Agility Rings Straddle Jumps CRE
11. Weight Bar Bicep Curls 060(
12. Stability Ball Wall Squat 060(
13. Set Pass to self or partner
14. Step Box Jumps CRE
15. Medicine Ball Wall Chest Pass 060(
16. Stability Ball Crunch 060(

(continued)
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CIRCUS ACT
Objective(s): Student Explanation:
1. Complete non-traditional tasks Circus Act is a circuit training activity that will give you an opportunity to
and activities to improve gross practice non-traditional skills. Our class goal is to cooperate amongst each
DQG¿QHPRWRUVNLOOV RWKHUKDYHIXQDQGLPSURYHRXUJURVVDQG¿QHPRWRUVNLOOV
2. Cooperate with classmates.
Direction(s):
Equipment:  ([SODLQFLUFXLWREMHFWLYHXVLQJVWXGHQWH[SODQDWLRQIURPDERYH
‡ &LUFXLW7UDLQLQJ&DUGV 2. Divide class into six groups.
‡ &RQHV 3. Rotate students every minute.
‡ +XOD+RRSV
‡ 6WDFNLQJ&XS6HWV 0RGL¿FDWLRQV3OHDVHUHIHUWRSDJHIRUH[HUFLVHPRGL¿FDWLRQV
‡ 6FDUYHV
‡ %DODQFH%RDUGV
‡ %HDQ%DJV
Cup Stacking Scarf Juggling Bean Bag
‡ *\PQDVWLF0DWV
Target Toss
Key Safety & Management Tip(s):
1. Create circuit training cards for
the stations.

THEME CIRCUITS
Station/
Exercise
1. Hula Hoops

2. Cup Stacking

3. Balance Boards

4. Scarf Juggling Hula Hoops Balance Army Crawl

Boards
5. Army Crawl

6. Bean Bag Target Toss


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UPPER AND LOWER
Objective(s): Student Explanation:
1. Perform upper and lower body 8SSHU/RZHU LV D FLUFXLW WUDLQLQJ DFWLYLW\ WR EXLOG PXVFXODU VWUHQJWK
exercises. and muscular endurance. As you rotate through the circuit, notice how the
2. Add or decrease resistance to exercises alternate between upper and lower body. Our goal is to perform
perform 10 repetitions.  UHSHWLWLRQV RI HDFK 060( H[HUFLVH DGG RU GHFUHDVH UHVLVWDQFH
accordingly to perform 10 repetitions with mild to moderate muscular
Equipment: fatigue.
‡ &LUFXLW7UDLQLQJ&DUGV
‡ &RQHV Direction(s):
‡ :HLJKW%DUV  ([SODLQWKHFLUFXLWREMHFWLYHVXVLQJWKHVWXGHQWH[SODQDWLRQDERYH
‡ 'XPEEHOOV 2. Perform a full-body workout using dynamic movements.
‡ 6WUHWFK%DQGV 3. Review proper form, technique, and safety considerations for all
exercises.
Key Safety & Management Tip(s):
1. Review proper form, technique, Assessment(s):
and safety expectations for each 1. Have students name a variety of upper and lower body exercises that
exercise. could be used in another upper and lower body circuit.

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ADDITIONAL CIRCUITS
Station/ Fitness
Exercise Component(s)
1. Push-ups 060(8SSHU
2. Weight Bar 060(/RZHU Push-ups Squat Stretch
Front Squats Thrusts Band Lateral
Raise
3. Weight Bar 060(8SSHU
Bicep Curls
4. Dumbbell 060(/RZHU
Suitcase
Lunges
5. Stretch Band 060(8SSHU
Lateral Raise
6. Squat 0(&RPELQDWLRQ
Thrusts Lower

Dumbbell
Weight Bar Weight Bar Suitcase
Front Squats Bicep Curls Lunges


126

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