Steven Gallagher

Agawam High School

Physical Fitness/Wellness Block Plan
PHED 239 Module 4: High School
Dr. Mangano
Springfield College
4/18/12

Equipment/Facilities

Weight room, Gymnasium

25 Yoga mats

25 Exercise Journals

25 Heart Rate monitors

Projector and Screen

Instructional yoga video

10 Treadmills

10 Elliptical machines

10 Exercise bikes

Bench press

Trap-bar

Sit and Reach

25 yoga student observation checklists

25 Harnesses

25 Physio Balls

CD/Music player

Quad Extension

Free weights

Quizzes

5 Helmets

5 11mm climbing rope

1 Rock climbing wall (5 slots)

Unit Objectives
(P & C)- Demonstrate 3 different yoga positions and identify which muscle group it
stretches by the end of the unit. (NASPE 1, MACF 2.17
(P)- Acquire better flexibility by developing new ways of training and stretching the
body (NASPE 1, MACF 2.17)
(C)- Demonstrate how to log in an exercise journal by recording every time when asked
by the teacher. (NASPE 6, MACF 2.22)
(C)- Differentiate between muscular strength and endurance by identifying one workout
for each one by the end of the unit. (NASPE 6, MACF 2.22)
.
(A)-Demonstrate understanding and awareness of the importance of good daily health
and a good consistent workout regimen for the entire body (NASPE 2, MACF 2.17).

BLOCK PLAN
Unit: Physical Fitness/Wellness
Day 1 Flexibility
Focus/Outcomes:
1. Learn new ways to stretch and
become more flexible
2. Identify different yoga poses
and how to perform them
Equipment/Materials/Technology:

-25 yoga mats

-CD/music player
-Sit and Reach
-Projector and screen
Informing/Refining:
1.What is flexibility?
The range of movement
through which a joint or
sequence of joints can
move. Flexibility can be
improved by carrying out
numerous stretching
exercises.
2.Why is flexibility important?
People who are flexible
may be less prone to
injury in sport, have good
posture, and have less
lower back pain.

Day 2 Cardiovascular
Endurance/Muscular Endurance
Focus/Outcomes:
1. Learn the difference between
cardiovascular and muscular
endurance, and how they can work
together
2. Demonstrate how to keep your
heart rate up in the healthy fitness
zone
Equipment/Materials/Technology

25 Heart Rate Monitors

25 Journals
10 Treadmills
10 Elliptical machines
10 Exercise bikes

Informing/Refining:
1.What is Cardiovascular
Endurance?
The ability of the heart, the
blood vessels, and the
respiratory system to deliver
oxygen efficiently over an
extended period of time.

2. What is Muscular Endurance?

3.Can you be too flexible?
The ability to exert force
Extreme flexibility may be
over an extended period of
due to loose ligaments and
time. Postpones the onset of
muscles which may offer
fatigue to so that activity can
less joint support and may
be performed for length
even increase the risk of
periods.
injuries such as join
dislocations. Can be just
as bad as not enough.
3. How can you improve these two
together?
4. Introduce the yoga poses
Even though these two are
Childs pose- kneeling on
different, there are many
the mat, put arms over
exercises where you can
head and try to touch your
improve both cardiovascular
forehead to the mat. This
endurance and muscular
position will stretch your
endurance. Ex. Running,

Day 3 Muscular Strength

Focus/Outcomes:
1. Students will learn 5 different ways
to strengthen their muscles and what
muscles they affect.
2. Demonstrate one way to strengthen
muscles without using weight.
Equipment/Materials/Technology

25 Exercise Notebooks
5 Yoga Mats
Weight Room
Bench Press
Trap Bar Dead lift
Free weights
Quad Extension machine

Informing/Refining:
1. What is Muscular Strength?
The ability of muscles to exert
force and helps facilitate
learning motor skills.
2. Why is it important?
This is important because
muscular strength is the reason
you can lift certain things and
perform certain tasks. Without
muscular strength, a person
cannot lift objects without
straining a muscle or tearing a
muscle.
3. Breathing
When lifting/exercising
breathing is very important in
order to maximize its potential.
Exhale is used when exerting
the weight and inhale is used
when returning the weight to
the starting position.

4. Bench Press
Overhand grip with hands slight
wider than the shoulders. Bring

back.
Tree Pose- Stand with
feet together with arms by
your sides. Take the sole
of your right foot and
bring it high up the inside
of the left thigh as
possible. Then bring arms
above head and make an
upside down V. Hold
position for about 10
breaths and then do the
other side. This pose
works on balance, and
stretches the hips and
lower abs.
Cobra Pose- Lying on the
mat, use your arms to
bring your chest out.
Keep your legs and hips
hugging the mat. Arms
should be about
perpendicular with the
mat. This pose helps
strengthen the spine,
stretch the chest and
lungs, shoulders, and
abdomen.
Warrior Pose 1- One leg
out pointing straight, back
foot behind out pointing
same direction of
shoulders (Split squat
position). Arms are in
above the head together
forming an I or stick.
This pose helps stretch the
abs, groin, and hips.
Learning Activities:
1. Instant Activity- Routine
warm-up. Ten 3 count jumping
jacks. Ten push-ups and sit-ups.
2. Teacher discusses focus of the
day. Students watch a video on
the yoga poses for that day.
Teacher then demonstrates to the
class for different angles.

biking, jumping rope,

swimming, etc.
4. Why are these important?
If you were to not have
muscular endurance then
your body would fatigue
very quickly and you would
not be able to carry out any
activities for a period of
time. This is where
cardiovascular endurance
helps because fatigue occurs
due to the body not being
able to deliver enough
oxygen to meet the demands.
5. How do you know if youre
improving these?
By using the heart rate
monitors and the worksheet I
will give you. By staying in
the 60-70% range of your
max heart rate, your body
will be working to deliver
the oxygen to your muscles.
With a combination of
staying in the 60-70% range
and doing the muscular
endurance activities, we will
be working on both
components.
6. Circuit Training
Treadmill- works on
cardiovascular endurance
and muscular endurance for
running.
Elliptical- Low impact on
joints. Works legs and upper
body endurance.
Exercise Bike- Great for leg
endurance and
cardiovascular endurance.
Max push-ups in a minuteLearning Activities:
1. Students get assigned heart rate
monitors and a journal.
2.Teacher discusses focus of the
day, then explains how the target

bar down to the chest and press

up over the shoulders. Feet are
flat on the ground and back
should not arc.
Spotter stands behind bench.
Hands should be following the
bar with an over and under grip.
Guides the bar into the rack.

5. Trap-bar Dead lift

Start in squat position with the
weight on the floor, feet
shoulder width apart, and
griping the bar with palms
facing in.
Arms are kept straight and the
back is flat as the weight is
lifted. Your body only moves
when the weight moves.
Two spotters, one on each side
of the bar.
Learning Activities
1. Instant Activity- Routine warm-up.
Ten 3 count jumping jacks. Ten pushups and sit-ups.
2. Teacher discusses focus of the day
(different stations). Students get into
groups of five. Each station is 5
minutes, or when teacher calls the
switch. One group per station.
3. Demonstrate each station. The
bench press and trap-bar dead lift will
be done with no weight. Go over cues
for each lift. The bicep curl and quad
extension can have a max weight of 25
pounds so students can get a better idea
of what it is like. The 5th station will
be an open station. Students can
choose between air squats, chin-ups,
push-ups, sit-ups.
4. For the first four stations one student
will be going at a time and doing a set
of 8 reps for each lift. For the 5th
station students are open to go at their
own pace, but must record sets and reps

3. Students practice the poses

with the teacher.
4. Students get into groups of 2-3
by their choice. Students then
assess each other on each pose
with their student observation
checklist provided by the teacher.
The checklist will have all the
poses on it with cues on it. The
student observing will put a check
if the student performs the cues
correctly. This helps so that the
teacher can rotate around the class
and provide feedback. Also the
students are getting feedback
from their peers.
5. The groups will then go and do
a sit and reach test. This is
recorded and then the student will
set a goal for the end of the
semester.
6. Students will then hand in their
observation checklist and receive
a quiz on why flexibility is
important and examples on how
to improve flexibility.
7. After quizzes are handed in
there will be an open discussion
on flexibility and other exercises
you can do other than yoga to
improve it.

heart rate monitors work. Then

students are giving a worksheet that
helps them calculate their max heart
rate and what their 60-70% range
will be. Students record their
resting heart rate in their journals.

of what they do in their journals.

3. Warm-up- Ten 3 count jumping

jacks. Ten push-ups and sit-ups.
Here students can see how a warmup affects their heart rate.

2.Students will record sets/reps for

each exercise so that they get an idea of
how to log in an exercise journal.

Assessment:
1. Students will write down each
exercise/station they participate in and
one cue for that exercise

3. Students will write in their journal

4. Teacher demonstrates each station one new thing they learned that day
to students. Students spend 6 min on about lifting and share to the class.
each machine (Treadmill, Elliptical,
exercise bike), in any order.
References:
Students get 1min 30 sec rest
between each machine. After the
Darst, P. W., Pangrazi, R. P.,
machines students try and do as
Sariscsany, M., & Brusseau, T.
many push-ups in a minute and then
A. (2012). Dynamic physical
as many sit-ups in a minute as the
education for secondary school
can. Students record how many
students (7th ed.). New York:
they do in the minute they carry this
Benjamin Cummings.
out. During this circuit, students are
http://sportsmedicine.about.com
recording their HR every 2 minute
/
in their exercise journal. Their goal
is to be in the 60-70% range.
5. Students do a 2 lap cool down
around the gymnasium, record their
HR again, and return to the teacher.
6. Teacher asks questions about how
the HR monitor affected their
workout in means of staying in that
range. And ask students the
difference between cardiovascular
and muscular endurance.

Assessment:
1. Students will receive credit for
the day for filling out the
observation sheets and depending
on how well they do on the quiz.

Assessment:
1. Students will receive credit for
recording their HRs in their
journals.

References:
Darst, P. W., Pangrazi, R. P.,
Sariscsany, M., & Brusseau,
T. A. (2012). Dynamic

2. Teacher will also take note

whether or not the students are
sweating, and/or out of breath by the
end of the lesson.

physical education for

References:
secondary school students (7th
http://www.exrx.net/ExInfo/
ed.). New York:
FitnessComponents.html
BenjaminCummings. Pg. 329
Darst, P. W., Pangrazi, R. P.,
http://sportsmedicine.about.
Sariscsany, M., & Brusseau,
com/od/flexibilityandstretchi
T. A. (2012). Dynamic
ng/a/Flexibility.htm
physical education for
secondary school students
http://www.yogajournal.com
(7th ed.). New York:

Day 4- Muscular Endurance

Day 5- Muscular Strength

Focus/Outcomes:
1. Rock Climbing
2. Identify different
exercises/activities that increase
muscular endurance

Focus/Outcomes:
1. Identify at least 5 exercises that
improve muscular strength
2.

Equipment/Materials/Technology:
Equipment/Materials/Technology:
25 Physio balls
1 Rock climbing wall (5 slots
25 Yoga mats
wide)
Informing/Refining:
5 helmets
Muscular Strength- The
25 Harnesses
ability of muscles to exert
5 11mm climbing rope
force and helps facilitate
25 Exercise Journals
learning motor skills.

Breathing- When
Informing/Refining:
lifting/exercising breathing is
Muscular Endurance- The
very important in order to
ability to exert force over an
maximize its potential. Exhale
extended period of time.
is used when exerting the
Postpones the onset of
weight and inhale is used when
fatigue to so that activity can
returning the weight to the
be performed for length
starting position.
periods.
Lunges- feet under hips,
dumbbells in hand, step out,
Rock Climbing- This can a
bend knee to 90 degree angle
very good exercise for
without letting knee touch
muscular endurance.
ground, bring leg back in, then
Requires the whole body to
switch legs.
work together. Safety is

Russian twists- Gluteus on the

number one for this.
ground/mat, legs in air with a
slight bend, medicine ball in
Safety- When climbing each
hands at center. Student will
person must be wearing a
rotate torso from side to side
helmet. Before climbing the
touching the medicine ball to
group must be approved by
the ground each twist.
the teacher. Teacher will go
Physio Ball Hamstring
over how to tie a proper
Curls- Lying on your back
knot, the importance of the
with the physio ball under your
anchors, and signals for the
feet and the bottom of your
climber to give.
calves. Keeping your back
straight, slowly bend your
Learning/Activities:
knees tightening the back of
1. Instant activity- Routine warm-up.
your thighs (hamstrings). Then
Ten 3 count jumping jacks. Ten
slowly return to starting
push-ups and sit-ups.
position.

Body Weight Squats- legs a

2. Students gather around teacher,

Day 6 Circuit of all 4

physical/wellness components learned
Focus/Outcomes:
1. Identify two exercises for each
different fitness/wellness component
(Flexibility, cardiovascular
endurance, muscle endurance, muscle
strength).
2. Create a workout involving all of
the components
Equipment/Materials/Technology:
25 Journals
CD/music player
10 Physioballs
5 Exercise bikes
10 yoga mats
5 Treadmills
1 Bench
1 Trap Bar
5 Elliptical machines
25 Heart Rate Monitors
Free weights
Quad Extension
Informing/Refining:
Flexibility- The range of
movement through which a
joint or sequence of joints can
move. Flexibility can be
improved by carrying out
numerous stretching exercises.
Muscular Endurance- The
ability to exert force over an
extended period of time.
Postpones the onset of fatigue
to so that activity can be
performed for length periods.
Muscular Strength- The
ability of muscles to exert
force and helps facilitate
learning motor skills.

and the teacher gives instruction

about putting harnesses on.
3. Students get harnesses and the
teacher discusses safety with all the
students and questions them about
the safety. Students get into groups
based on their overall size in order
to make the groups most safe.
4. Each group will have 1 person
climbing at a time with 4 anchors.
When students think they are ready
to go, they get inspected by the
teacher to make sure everything is
ready to go. Each climber will get
approx 5 min to climb.
5. After everyone has climbed,
students put their equipment away
and get their journals.
6. Students record safety issues and
how rock climbing relates to
muscular endurance.
Assessment:
1. Students get credit for
participating in the climbing and for
anchoring.
2. Students get credit for logging
into their journals.
References:

http://en.allexperts.com/q/Ro
ck-Climbing-2259/teachingbeginer-climb-mount.htm

Darst, P. W., Pangrazi, R. P.,

Sariscsany, M., & Brusseau,
T. A. (2012). Dynamic
physical education for
secondary school students
(7th ed.). New York:
Benjamin Cummings.

little more than shoulder width

apart. Fingertips touching
ears, chest out. Try and hit 90
degrees, thighs parallel with
the ground.
Planks- resting on forearms
and toes/balls of your feet.
Back is straight with no
arching. Squeezing gluts and
core.
Learning/Activities:
1. Instant Activity- Routine warm-up.
Ten 3 count jumping jacks. Ten pushups and sit-ups.
2. Students go and get 1 yoga mat
each, a physio ball, and their journal
3. Teacher discusses the focus of the
day and then introduces the new
muscular strength exercises.
4. Teacher leads the entire class
through sets and reps. This gives the
students a feel of being in an exercise
class when the instructor leads
everything. The teacher will go
through every workout and then
students will get a 2 min recovery.
During the recovery students can
communicate with other students and
the teacher about how they feel about
the workout.

Cardiovascular enduranceThe ability of the heart, the

blood vessels, and the
respiratory system to deliver
oxygen efficiently over an
extended period of time.
If students do not remember
how to do exercises properly
then they can look back in
their journal logs.
Breathing- When
lifting/exercising breathing is
very important in order to
maximize its potential. Exhale
is used when exerting the
weight and inhale is used
when returning the weight to
the starting position.
Learning/Activities:
1. Instant Activity- Routine warm-up.
Ten 3 count jumping jacks. Ten
push-ups and sit-ups.
2. Students will receive their journals.
This being the last day, students are
given the choice to make up their own
workout. Students will be in groups
of 5 with 5 stations. Each station will
have multiple choices in it so that the
student can choose which one they
have interest in.
3. Students are given HR monitors to
record their HR during the activity.

5. Students record the cues each

exercise in their journal and which one 4. Station 1 will be the choice of
they favored the most.
Bench, or Bicep Curling. If the
student shows to the teacher they have
Assessment:
very good form then they may add
1. Students get credit for logging into weight to the bench or bicep curls.
their journals about each exercise and
which was their favorite.
5. Station 2 will be Yoga poses.
2. Students get credit for showing
Students will choose which yoga
effort during class. (ex. Sweating,
poses they want to do in the 5 minutes
exhaustion)
they are given and record it in their
journal.
References:
6. Station 3 will be the Exercise bike,
Http://www.physioadvisor.co
Elliptical, or treadmill.

m
Darst, P. W., Pangrazi, R. P.,
Sariscsany, M., & Brusseau, T.
A. (2012). Dynamic physical
education for secondary school
students (7th ed.). New York:
Benjamin Cummings.
http://sportsmedicine.about.co
m/

7. Station 4 will physio ball hamstring

curls, planks, or lunges.
8. Station 5 will be trap bar dead lift
(weight can be added if approved),
body weight squats, or Russian twist.
8. Students will then take a quiz on all
4 components and have to name 2
exercises for each and what each
component is.
Assessment:
1. Students will receive credit from
their exercise journals.
2. Students will receive credit from
their quiz.
3. Students will receive credit for
showing effort during class.
References:
Darst, P. W., Pangrazi, R. P.,
Sariscsany, M., & Brusseau,
T. A. (2012). Dynamic
physical education for
secondary school students (7th
ed.). New York: Benjamin
Cummings.
http://sportsmedicine.about.co
m/