#PhysEd with Purpose Workshop Handouts

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Blaise Quinn
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#PhysEd with Purpose Workshop Handouts Follow us on social media! @FocusedFitness2 #FocusedFitness www.focusedfitnessblog.

1 #PhysEd with Purpose Workshop Handouts Follow us on social #FocusedFitness Contact Us: , press South Dishman Mica Road Spokane Valley, WA Ph: (509) F: (509)

2 FIVE FOR LIFE Circuit Training Science and Art Circuit training is a combination of selected exercises or activities performed in a sequence or pattern to improve fitness levels. It is one of the most popular methods used to improve health, performance and appearance. In theory, any groups of two or more exercises that follow a pattern qualify as a circuit. Objectives and Uses of Circuit Training: Improve fitness Warm-up activity Practice sports skills Practice health related fitness measurements Improve locomotor and gross motor skills Advantages of Circuit Training: Multiple concepts combined into one workout Variety and short time intervals = Fun and motivation for students All students are active: Reduces discipline problems Students can challenge themselves at their ability or fitness level Opportunities to assess and work individually with students The Science of Circuit Training Objective: o Circuits should be created that have a specific fitness objective. Circuit training objectives could include general fitness, specific components of fitness, specific muscle groups or sports specific movements. Pattern: o Alternate cardiorespiratory endurance activities with muscular strength/ endurance activities (A B). Another example is upper body activities followed by lower body activities. o Sports or fun stations may be added to the pattern also (A B C). Dynamic Warm-up: o It is important to perform locomotor movements that adequately warm-up the large muscle groups before starting a fitness circuit. Exercise-to-Rest Ratio: o Technique and energy levels will suffer if the circuit demands are too high. o Students should be able to perform at least 12 repetitions (30 50 seconds) of muscular endurance, resistance exercises without compromising form. o Time between stations will vary depending on students fitness levels and the activities chosen. Cool Down: o It is important to perform lower intensity movements and stretching immediately following the circuit to cool down the body.

3 FIVE FOR LIFE The Art of Circuit Training: Procedures and Safety Considerations Teach the Proper Form: o Explain the safety considerations and demonstrate exercises and skills as a whole group prior to starting a circuit. o Limit the number of new activities introduced to increase activity time. o Use circuit training cards o Provide adequate space between stations Music: o Use music for rotation intervals, motivation and enjoyment. Mirroring Technique: o Students may face each other while performing exercises as if they were looking in a mirror. This helps them remember and maintain proper form and encourages responsibility. Teacher Positioning: o It is best to stand at the edge of a circuit, facing inward. This allows for monitoring of the class while encouraging students to work hard and perform exercises correctly. Fun and Creative: o Incorporate stations that students love to do such as shooting baskets, jump rope, hula hoops, scooters or passing volleyballs.

4 1. Skip 2. Jog Push-ups 4. Forward Hip Circles

5 1. Gallop 2. High Knees Crunches 4. Hamstring Hug

6 1. Carioca 2. Side Slide Burpees 4. Reverse Hip Circles

7 1. Backward Jog 2. Butt Kickers Mountain Climbers 4. Monster Walk

8 BONE HEALTH K-5 Activity Grade: Basic/K-5 Objective: Students will assemble a skeleton with all bones in their proper place. Equipment: Skeletons Cones Hula Hoops Bone Building Relay Explanation: The body is supported by bones. It is important to know the names and location of bones to understand how the body moves. Directions: 1. Make teams of 4-5 students. 2. Teams will work together to assemble a skeleton. 3. Skeleton will be scattered out on opposite end of gym in a hula hoop. One skeleton will be provided for each team. 4. Students take turns going to opposite end of gym, one by one in relay style, to retrieve bones. 5. Each piece will be placed in front of relay team and put in correct order. 6. A variety of locomotor movements can be used to move from one side to another. Examples include hopping, running, skipping and crabwalk. 7. When a relay team has put the skeleton together in the correct order, it should be checked by the teacher. 8. This activity should last 5-7 minutes. Assessment: At end of class teacher points to various bones as students respond with their correct name. BONE HEALTH K Focused Fitness All rights reserved. Rev. 2/10 3.8

9 BONES FOR LIFE Level: Intermediate Objective: Students will explain how an active lifestyle with weight bearing exercises promotes bone growth and helps maintain bone density to lower the risk of osteoporosis. Students will improve their bone density levels through the use of circuit training. Students will name which bones are strengthened during different exercises. Equipment: Stretch Bands Agility Rings Step Boxes Medicine Balls Dumbbells Bones for Life Circuit Explanation: When bones are stressed through weight-bearing activity and strengthening exercises, they become stronger. Examples of weightbearing activities are walking, running, jumping, stair climbing, dancing, hiking, basketball and resistance training. Circuit training is one way to improve bone density levels through strengthening exercises and weight bearing activity. This type of training is quite similar to what is done at many private fitness and health clubs. The disease of osteoporosis occurs when bone loss exceeds bone formation and continues until bone density levels become dangerously low. Low bone density leads to an increased risk of bone fractures in the wrist, hip and spine. This will ultimately lead to deformed bones and affect a person s appearance. To increase bone density and decrease the chance of breaking a bone, a weight-bearing activity and a healthy diet should be a regular part of a person s life. Directions: 1. Explain and demonstrate the stations as needed. 2. Hand out Bone for Life Circuit Worksheet. 3. Divide students into groups and send each group to a station. 4. On teacher s signal, students begin the circuit. 5. After seconds, teacher will rotate students to the next station. 6. Students should complete all stations in the workout. Station Name Bone Strengthened 1. Step Box Step Up Femur/Pelvis/Vertebrae 2. Push-Up Humerus/Radius/Ulna 3. Dumbbell Front Squat Pelvis/Femur 4. Agility Rings Bunny Jumps Fibula/Tibia/Pelvis/Vertebrae 5. Stretch Band Standing Chest Press Ribs/Humerus 6. Superman/Wonder Woman Vertebrae 7. Mountain Climbers Humerus/Radius/Ulna/Femur/Tibia/Fibula 8. Medicine Ball Pumpkin Smasher Scapula/Humerus Diagram: 1. Step Box Step Up 2. Push-Up 3. Dumbbell Front Squat = Cones 8. Medicine Ball Pumpkin Smasher 4. Agility Rings Bunny Jumps 7. Mountain Climbers 6. Superman/ Wonder Woman 5. Stretch Band Standing Chest Press 2008 Focused Fitness All rights reserved. 3.10

10 BONES FOR LIFE Bones for Life Circuit Worksheet Name Period Date / / When bones are stressed through weight-bearing activity and strengthening exercises, they become stronger. Examples of weight-bearing activities are walking, running, jumping, stair climbing, dancing, hiking, basketball and resistance training. Circuit training is one way to improve bone density levels through strengthening exercises and weight bearing activity. The disease of osteoporosis occurs when bone loss exceeds bone formation and continues until bone density levels become dangerously low. Low bone density leads to an increased risk of bone fractures in the wrist, hip and spine. This will ultimately lead to deformed bones and affect a person s appearance. In order to increase bone density and decrease the chance of breaking a bone, weight-bearing activity, strengthening exercises and a healthy diet should be a regular part of a person s life. Directions: After completing each exercise in the Bones for Life Circuit, identify the bone(s) being strengthened by the exercise and write it in the blank provided. Below is a list of bones to choose from. Hint Feel which muscle(s) is/are being used during the exercises and determine which bone is attached to that muscle. Station Name Bone(s) Strengthened 1. Step Box Step Up 2. Push-Up 3. Dumbbell Front Squat 4. Agility Rings Bunny Jumps 5. Stretch Band Standing Chest Press 6. Superman/Wonder Woman 7. Mountain Climbers 8. Medicine Ball Pumpkin Smasher Bones: Clavicle, Cranium, Femur, Fibula, Humerus, Patella, Pelvis, Radius, Ribs, Scapula, Sternum, Tibia, Ulna, Vertebrae 2008 Focused Fitness All rights reserved. 3.11

11 BONES & MUSCLES FOR LIFE Level: Advanced Objective: Students will identify the bones, joints, and major muscles involved in movements of the body. Equipment: Stretch Bands Dumbbells Medicine Balls Circuit Training Cards (Stretch Band Bicep Curls, Calf Raises, Stretch Band Lateral Raise, Stretch Band Chest Press, Medicine Ball Over/ Under, Dumbbell Front Squat) Bone, Muscle and Joint Identification in Movement Explanation: For any movement to occur, skeletal muscles, which are attached to a different bone at each end by tendons, must contract or shorten. As the muscle contracts, it will pull on a bone resulting in the bending of a joint, or where two or more bones meet. Reversing the direction in which a joint bends is a result of contracting or shortening an opposite group of muscles. For example, bending or flexing the elbow, is caused by contracting the biceps, which are the muscles located on the front of the upper arm. Conversely, straightening or extending the elbow is a result of contracting the opposite muscles or triceps, located on the back of the upper arm. Directions: 1. Set up the six stations and post circuit training cards making sure to cover up the Vocabulary/Muscles Trained and the anatomical figure: #1 Stretch Band Bicep Curls #2 Stretch Band Standing Chest Press #3 Calf Raises #4 Medicine Ball Over/Under #5 Stretch Band Lateral Raises #6 Dumbbell Front Squat 2. Explain to the students that they will work with a partner to perform exercises at the 6 stations. 3. Explain to the students that they will analyze the movements in the activities, identifying the major bones and muscles, joint type and movement/muscle action in each activity. 4. Distribute the Bone, Muscle and Joint Identification in Movement Worksheets. 5. Review worksheet directions with the students, including the completion of the reflective questions when all stations are completed. (continued) 2008 Focused Fitness All rights reserved. 3.29

12 BONES & MUSCLES FOR LIFE Bone, Muscle and Joint Identification in Movement - continued Reflective Questions: 1. List or describe an activity you could do in daily life that uses the same movement as each one of the activities you performed in the six stations. 1. Bicep Curls = 2. Chest Press = 3. Calf Raises = 4. Medicine Ball Over/Under = 5. Lateral Raise= 6. Front Squat= 2. Explain how performing these activities, as well as others, on a regular basis can enhance your health, performance, or appearance? 2008 Focused Fitness All rights reserved. 3.30

13 BONES & MUSCLES FOR LIFE Name: Bone, Muscle and Joint Identification in Movement For any movement to occur, skeletal muscles, which are attached to a different bone at each end by tendons, must contract or shorten. As the muscle contracts, it will pull on a bone resulting in the bending of a joint, or where two or more bones meet. Reversing the direction in which a joint bends is a result of contracting or shortening an opposite group of muscles. For example, bending or flexing the elbow, is caused by contracting the biceps, which are the muscles located on the front of the upper arm. Conversely, straightening or extending the elbow is a result of contracting the opposite muscles or triceps, located on the back of the upper arm. Directions: 1. Perform the designated exercise at each station. 2. Using the lists below, identify the bones, muscles, type of joint(s), and movement/muscle action involved in the activity at each station. (Some may not be used.) BONE NAMES MUSCLE NAMES JOINT TYPE Carpals Radius Abdominals Latissimus dorsi Ball and Socket Clavicle Ribs Biceps Pectorals Hinge Cranium Scapula Deltoids Quadriceps Gliding Femur Sternum Gastrocnemius Trapezius Fibula Tarsals Gluteals Triceps Humerus Tibia Hamstrings Patella Ulna Pelvis Vertebrae MOVEMENT/MUSCLE ACTION Flexion Extension Hyperextension Abduction Adduction Rotation 3. Complete the following: Station #1: Stretch Band Bicep Curls Bones: Muscles: Joint Type(s): Movement(s)/MA(s): Station #3: Calf Raises Bones: Muscles: Joint Type(s): Movement(s)/MA(s): Station #2: Stretch Band Standing Chest Press Bones: Muscles: Joint Type(s): Movement(s)/MA(s): Station #4: Medicine Ball Over/Under Bones: Muscles: Joint Type(s): Movement(s)/MA(s): 2008 Focused Fitness All rights reserved. 3.31

14 BONES & MUSCLES FOR LIFE Station #5: Stretch Band Lateral Raises Bones: Muscles: Joint Type(s): Movement(s)/MA(s): Station #6: Dumbbell Front Squat Bones: Muscles: Joint Type(s): Movement(s)/MA(s): 4. Reflective Questions: a) List or describe an activity you could do in daily life that uses the same movement as each one of the activities you performed in the six stations. 1. Bicep Curls = 2. Calf Raises = 3. Lateral Raise = 4. Chest Press = 5. Medicine Ball Over/Under = 6. Front Squat= b) Explain how performing these activities, as well as others, on a regular basis can promote a physically active lifestyle and enhance your health, performance, or appearance? 2008 Focused Fitness All rights reserved. 3.32

15 nutrition Key Concept: Recommended Daily Amounts Objective: Students will be able to determine the minimum recommended daily amounts for each food group. Equipment: Nutrition Cards MyPlate Placemat Posters Cones RDA Chart from page 3 Food Group Speedway Explanation: There are five food groups represented on the USDA s MyPlate. Each food group has a recommended amount in either cups or ounces (oz.) that we should eat daily The term Recommended Daily Amount is sometimes shortened to RDA. [Note to the teacher: please see the Recommended Daily Amounts Chart on page 3.] A cup is used to measure volume. On the Nutrition Cards, dairy, fruits and vegetables are measured in cups. Small individual milk containers, like those served in school cafeterias, hold one cup. Ounces are a measure of weight. On the Nutrition Cards, grains and protein are measured in ounces. A slice of bread usually weighs one ounce. Directions: 1. Divide class into groups of three or four on the inside of the track. 2. Each group will need a MyPlate Placemat Poster. Referring to the RDA Chart, assign each group either a male or female RDA. 3. Taking turns, each student in the group runs one lap. 4. Deal one Nutrition Card to each student as he/she runs by. [Note: Depending on class size it might take two sets of Nutrition Cards to finish this game.] 5. The object is for each group to try to get at least the minimum recommended daily amounts for each of the food groups on their MyPlate Placemat Poster. They should not go over the maximum RDA. 6. If students receive a Nutrition Card they do not need, they return it on their next turn and do not pick up another Nutrition Card until they run by again. 7. The team that first collects at least the minimum recommended daily amounts in each food group wins. Assessment: Lead a discussion about how following the recommended daily amount in each food group will provide a person with a well-balanced diet. = Cones = MyPlate Placemat Poster = Teacher with with with Nutrition Cards = Students Focused Fitness All rights reserved.

Building Teamwork Between the Body & Mind Handouts

Building Teamwork Between the Body & Mind Handouts Follow us on social media! @FocusedFitness #FocusedFitness www.focusedfitnessblog.org Contact Us: smile@focusedfitness.org 09-7-8, press South Dishman