Muscular strength and endurance (lower body)

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Clare Phelps
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1 Muscular strength and endurance (lower body) Name: Ms. Danielle Mason Date: Age/ grade level: 7 th grade # of students: 4 # Students needing adaptations: Due to working on muscle strength and endurance students may need to take breaks during the two utes at each station. Megan has a knee injury and will need modification. Objectives: Psychomotor: TSWBAT use proper form and technique at each station for enhancing muscular strength and endurance 80% of the time. Behavior: TSWBAT use proper form and technique Condition: for enhancing muscular strength and endurance Criteria: 80% of the time Cognitive: TSWBAT explain which muscle is being used at each station to their partner with 90% accuracy. Behavior: explain which muscle is being used Condition: to a partner Criteria: with 90% accuracy Affective: TSWBAT help there partner maintain the activity for utes at each station by using positive feedback. Behavior: help their partner maintain the activity Condition: maintain the activity for utes 1

2 Criteria: using positive feedback Teacher s objectives: Ms. Mason will make sure all students are participating for the utes at each station. Keep students on task and not horse playing. Ms. Mason will be looking for proper form and technique at each station. Connections: Standard 7.5 The student will select and participate in physical activity to produce healthrelated benefits. a) Select and set goals, and participate at school and outside of school in activities that help improve flexibility, muscle strength and endurance, cardiovascular endurance, and body composition. b) Analyze the relationship between physical activity and stress management, and investigate ways to use physical activity to lessen the impact of stress. The student will learn muscular strength skills that can be used to engage in any physical activity. NASPE Standards: Standard 4: Achieves and maintains a health-enhancing level of physical fitness. Standard 5: Exhibits responsible personal and social behavior that respects self and others in physical activity settings. Context: The students will not need pre- requisite for this lesson. Each station will be broken down in the lesson for the students. This lesson is designed to work different muscle groups in the lower body. The overall goal is to improve muscular strength and endurance that is needed for any physical activity. References: NASPE National Standards for Physical Education." American Alliance for Health, Physical Education, Recreation and Dance - AAHPERD. N.p., n.d. Web. 1 Nov. 01. <

3 "PEC: Lesson Plans for Physical Education." The Health and Physical Education Web site for Teachers/PE Central. N.p., n.d. Web. 1 Nov. 01. < VDOE :: Physical Education Standards of Learning Resources." VDOE :: Virginia Department of Education Home. N.p., n.d. Web. 1 Nov. 01. < Equipment: 6 5 lbs dumbbells 4 jump ropes Poly spots Whistle Diagrams Speed ladder Safety: The students will be using weights and jump ropes. Students will need to be sure they are gripping the weights properly so the weights are not dropped. Students will be jumping rope with their partner making sure they have enough space so they do not hit one another. Instructional plan: Good afternoon!!!! Today we will be working in 5 different stations to improve muscular strength and endurance for your lower body. Each station is designed to work different muscles in the lower body. Improving your muscular strength in your legs will help in all kinds of sports. You may run farther, faster, and for a longer amount of time. Time Task Cues Challenges Drills/formations/organizations/transitions Set induction. Go over the lesson When using weights Students will sit on their polly spot to listen to instructions. 3

4 and safety procedure for the day. make sure you have a secure grip so the weights do not slip from your hand. When jumping rope keep enough space between you and your partner to prevent injury. 5 Students will follow teacher to each station and go over diagram. Each diagram will have how to perform the skill and what muscle group is being worked. Follow me. May I have a volunteer? Blowing whistle. Students may not feel comfortable perforg skill in front of class As a group the students will follow the teacher from station to station. Students will be reded to read the diagram sheets. Make sure there are no questions about each station. One student at each station will be asked to demonstrate how to perform the skill. Students may ask questions. Each station will last two utes. 4

5 Teacher will blow whistle to move to the next station. Station 1 Squats. Works quadriceps, glutes, and hamstrings. Starting Position: Stand with your feet shoulder width apart. Make loose fists with both hands and bend your elbows. Feet hip width apart, sit in a chair, butt back, stand up Students may forget to stick their butts out. Activity- who can hold the squat the longest. Students may start at station 1. Two polly spots will be set up. Each student will stand at poly spot and perform the squat movement. Action: Move your body into a squatting position while keeping your back as straight as possible. Continue squatting as low as you can until your knees are bent at 90 degrees. Do not go any lower. Slowly stand back up into the starting position Lunges Works: Quadriceps, glutes, calf s, and hamstrings. Starting position: Feet shoulder width Activity- how low can the students drop their back foot without touching the The students will move to station. Polly spots will be placed on the floor where the students will stand and perform the lounges. 5

6 Beginning Position: apart, feet forward, arms down. ground. Feet shoulder width apart with toes pointing forward Upper body erect, head facing forward with arms down at the side Downward movement: Step, bend, hold, and return Downward Movement Phase: With the right foot take a large step forward while keeping the left foot in place The right foot should be placed far enough forward that the knee does not pass over the front of the foot during this exercise Once the right foot is firmly on 6

7 the floor lower the upper body by bending at the right knee (3-4 count) until the upper leg is parallel to the floor While bending at the right knee the left foot remains in place by shifting your weight to the left toes The left knee should bend slightly to assist in lowering the body but should not touch the floor Calf raise s The students will perform 1 ute on the right leg, switching to the left when the teachers say one ute has passed. Whole, raise, toe, hold, drop Students will move to station 3. Polly spots will be placed on the ground for students to stand near. Students will perform skill for one ute per leg. How to perform the 7

8 calf raise. Standing on the right or left leg, start with the whole foot on the ground. Slowly lift heel so you are standing on your toe. Hold for 3-4 seconds. Drop heel and stand on whole foot again. Time Task Cues Challenges Drills/formations/organizations/transitions Speed ladder. The speed ladder works quadriceps, and calf s. The students will go through the ladder using in, in, out, out Teacher will demonstrate whole part, whole. In,in,out,out The student may get their feet stuck in the ladder. How many times can the student go through the ladder. Moving to station 4. The student will go one at a time through the ladder with the in,in,out,out technique. Jump rope Works: quadriceps, and calf s. Hold both rope Hold,swing,jump Students may have never jumped rope. Modify by The students will move to station 5. Poly spots will be on the ground to avoid students being to close while jumping. For two utes the student will jump rope 8

9 handles in one hand and swing the rope to develop a feel for the rhythm. Next, without using the rope, practice jumping. Finally, put the two together. You'll probably do well to jump continuousl y for one ute having students just doing the motion of jumping rope. Activityhow long can the student continue jumping. Closure. Students will return to original poly spots. Closure questions: Can someone tell me the main muscle groups we were using today? Why should we work on muscular strength and endurance? 9

10 Student assessment: Next week the student will be running a timed mile. The timed will had been done several months ago. Teacher may assess by improved mile times. 10

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Workout 1 Workout 2 Workout 1 Workout 2 Rest Workout 1 Rest

60 Day Workout Plan 1 Workout Schedule Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Workout 1 Workout 2 Workout 1 Workout 2 Rest Workout 1 Rest Summary of workouts Workout 1 Workout 2 1. Cardiovascular-Walking/Jogging