Aerobics - Weebly
Aerobics Handbook
Treavor Gelsinger
Aerobics history
Aerobic dance has become one of the fastest growing leisure activities in the United States because of the fun moving with music in a sociable group setting while gaining a great cardiovascular workout. In aerobic classes today you can find different styles such as hip hop, yogaerobics, slide aerobics, cardio funk, as well as the standard step and arm movements. The publication of Dr. Kenneth Cooper’s Aerobics in 1968 was the start of everything. Cooper determined that the key to human fitness was the ability of an individual to take in and deliver oxygen to the entire body. His studies brought aerobic conditioning to national awareness although his emphasis was more on traditional conditioning such as jogging, swimming, and cycling. In 1970, Jackie Sorensen studied Cooper’s research and combined it with her knowledge in dance. This crated a new form of aerobic movement set to music called aerobic dance. Aerobic dance had an immediate appeal for many women and men turned off by the undisguised work and competition in other forms of aerobic exercise. As of today about 25 million people participate in some form of aerobics, enhancing their personal health.
Dance aerobics is a combination of music, dance routines, and aerobic exercise. Regular participation in aerobic dance improves cardiovascular endurance as well as physical and mental health. For example you benefit from stronger joints, firmer muscles, improved posture, decrease in body fat, and better digestion. It also promotes social interaction and may lead to the continuation of exercising if they take classes with a friend.
Equipment
▪ Shoes -most essential pieces of equipment in any aerobics’ class. The shoes should be flexible, lightweight, and durable while providing enough cushion and support to absorb the different types of movements generated.
▪ Apparel -should provide mobility, comfort, and porosity. Layers are recommended allowing for students to remove clothing as their bodies warm up.
▪ Mats- provide cushion and a sense of personal space. A good mat is easy to keep clean, transport, and store.
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▪ Exercise bands- adds resistance and variety to the strength exercises
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▪ Hand weights- typically used with intermediate or advanced level participants
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▪ Steps, benches: 6-8 inches benches are most commonly used. They should be stable, skid proof, and requires a knee-bend of 90 degree.
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▪ Dyna-bands- add resistance and variety to the strength exercises
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▪ Wireless microphone with headset- allows teacher/ instructor to give out instructions without straining their vocal cords.
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▪ Heart rate monitors- are accurate pulse readers of your heart rate. (optional)
Aerobics Terminology
Here are some key terms to be familiar with.
Aerobic: 15 to 20 minutes of exercise done in your heart rate zone for example long-distance running.
Aerobic cool-down: The period at the end of the aerobics segment of an exercise session in which intensity is reduced to being lowering the heart rate.
Aerobic dance-exercise: A method of exercising to music that conditions the cardiovascular system by using movements that create an increased demand for oxygen over an extended time.
Agonist: a muscle that is directly responsible for the joint movement observed
Alignment: The relationship of the body segments to one another. Proper alignment features balanced agonist and antagonist muscle pairs.
Anaerobic: Short burst of exercise for example 50- yard dash, power-lifting.
Antagonist: A muscle that acts in opposition to the action produced by an agonist muscle.
Atrophy: Wasting of muscle size resulting from disuse.
Ballistic Stretching: A stretch using rapid, bouncing movements. Contraindicated.
Basic loco-motor steps: These are considered to be walking, running, hopping, and jumping.
Beats: A pattern of strong and weak pulsations that have an even rhythm.
Cardio-respiratory fitness (CRF): Related to the capacity of the heart-lung system to deliver oxygen for sustained energy production, CRF is the ability to perform large muscle movement over a sustained period.
Carotid pulse: An arterial pulse point located in the neck about one inch below the jaw line, next to the esophagus.
Concentric muscle action: Contraction of muscle that causes the muscle to shorten.
Contraindication: Any condition that makes any movement, activity, or treatment undesirable.
Cueing: Hand and/or verbal signals that identify upcoming movement.
Directional cueing: A visual or verbal technique that signals the direction in which to move.
Exercise intensity: the specific level of physical activity at which a person exercises that can be quantified (example: heart rate) and is usually reflected as a percentage of one’s maximal capacity to do work.
Flexibility: The possible range of motion around any joint.
Footwork cueing: A visual or verbal technique that signals which foot to move.
Freestyle method: Spontaneous choreography by an instructor
Muscular endurance: The capacity of a muscle to exert repeated force.
Muscular strength: The maximum force that can be exerted by a muscle of muscle group.
Numerical cueing: A visual or verbal technique used by instructors to count the rhythm of the exercise.
Rating of perceived exertion (RPE): A scale that correlates the participant’s perception of exercise effort with the actual intensity level
Resting heart rate: The number of heartbeats per minute after the body has been at complete rest for at least 10 minutes.
Rhythm: A regular pattern of movement or sound.
Rhythmic cueing: A visual or verbal technique that indicates the correct rhythm of an exercise or step.
Slide aerobics: A type of training program in which a lateral movement trainer is used to perform aerobic conditioning movements and exercises.
Static stretching: A long stretch that holds the desired muscle under tension without pain for at least 15 to 30 seconds.
Step cueing: A verbal technique that refers to the name of the step in an aerobics routine, such as “grapevine” or “step touch”
Step workout: A type of aerobic conditioning that incorporates a bench between 4 to 10 inches high.
Talk test: A method for measuring exercise intensity using observation of respiration effort and the ability to talk while exercising.
Target heart rate: The number of heartbeat per minute that indicates appropriate exercise intensity levels for each person. Also called training heart rate.
Target heart rate range: The exercise intensity that represents the minimum and maximum intensity for safe and effective exercise. Also referred to as training zone.
Tempo: The rate of speed at which a musical composition is played.
Warm-up: The early phase of a workout or exercise session designed to ready the body for vigorous motion.
Rules/ guidelines
Floor/ Dance Aerobics:
• Give students ample time to grasp any base move
• Visually determine that most students can perform the move being taught before changing directions or going on to a new movement
• Teach the foot movements before adding any arm movements
• Be selective. Do not try to put everything you know in any one class. An effective class can be build with four combinations
• When beginners and advanced students are in the same class, have the beginners concentrate on the foot movements. Beginners need to master the foot moves before adding the arms.
• Advanced students may increase the intensity of their work by using higher benches, or by using greater variety of arm movements.
Step Aerobics:
• Be sure students place the whole foot on the step.
• Students should step softly to avoid unnecessary stress.
• Students’ knees should be slightly bent at all times when stepping up or down
• Give students ample time to grasp any base move
• Visually determine that most students can perform the move you are teaching before changing directions or going on to a new movement.
• Teach the foot movements before you add any arm movements
• Be selective. Do not try to put everything you know in any one class. An effective class can be built with four combinations
Resistance aerobics:
• It is important to communicate proper body alignment and technique to the student
• Always work the large muscle groups before working the smaller muscle groups
• Movements should be slow and controlled
• Be sure the opposing muscle groups are worked.
• Students should never hold their breath. The exhalations should occur as the muscle is contracted, the inhalations during extension or relaxation
• Always follow resistance training with stretching
Flexibility Aerobics:
• Avoid partner stretching; it can be dangerous unless performed by a skilled person
• Floor stretches are best done on warm, dry surfaces
• Breathing is very important.
• Muscles should be stretched only to a point of tension, not to a point of pain.
Plyometrics:
• Land softly on feet to avoid injury and absorb shock
• Always wear sneakers
• Start slowly with jumps and gradually build-up
• Warm up thoroughly before starting
Lead-up activities
#1 Referee Dance: Students learn the 'traditional' Macarena, and then the teacher introduces the Referee Dance. The “referee dance” is to the beat of the Macarena dance but with basic sports officiating hand signals. (4 wall line dance, 16 counts)
Football Hold
1 Place R fist in front of face
, 2 Place L hand around R wrist
Football Delay of game
3 R hand across chest on L shoulder,
4 L hand across chest on R shoulder
Basketball technical foul
5 R hand out in front as base of T
, 6 L hand on top of T
Basketball timeout
7 R hand on R shoulder
, 8 L hand on L shoulder
Basketball Blocking
9 R fist on R hip
, 10 L fist on L hip
Football touchdown
11 R hand straight up,
12 L hand straight up
Baseball safe
13 R and L hands in and out
, 14 Repeat
15 Repeat
, 16 Quarter turn to the left
#2 "Da Da Da" Dynaband Routine: Give each student a Dynaband to put around their neck. Have students spread out for line dancing. Make sure each student has plenty of room to move. Start the "Da Da Da" song by Trio. On the 16th count begin the following routine:
Grapevine right 4 steps (counts) and clap on the 4th step,
Grapevine left 4 steps (counts) and clap on the 4th step,
Grapevine right 4 steps (counts) and clap on the 4th step,
Grapevine left 4 steps (counts) and clap on the 4th step.
Move 4 steps (counts) forward,
Move 4 steps (counts) back,
Move 4 steps (counts) forward,
Move 4 steps (counts) back.
Then take the Dynaband in both hands and perform the next movements:
Extend arms over head and pull the Dynaband 4 times (counts),
Extend arms in front of the chest and pull the Dynaband 4 times (counts),
Extend arms over head to the left and pull the Dynaband 4 times (counts),
Extend arms over head to the
#3 Dance Cards: Make dance cards by putting about 5-6 dance steps on each card. Type them up and laminate them so they don't tear. Suggested steps include: grapevine, scissors, bell hops, ski jumps, criss-cross feet, can can, turn, clap, snap, jump & spin, etc. Make each card a little bit different so that no two groups' dances have identical steps. Have the students choose their own groups-usually of about 3-4, or assign the groups. Each group receives one dance card. They are to decide the order in which to do the steps. Every member of the group should know the order well.
#4 Dance tag:
Part I
Practice the Chicken Dance chorus in their own personal space. Reinforce the levels of movement during this part of the dance.
CHORUS: Begin with hands on a high level for the "Cheep, cheep, cheep". Next, put hands under the arms at the medium level for the "flap, flap, flap". Then "wiggle, wiggle, wiggle" to the low level, and "clap, clap, clap" back to standing position (you can also slap the floor 3 times instead of clap hands).
Part II
Now choose 3 taggers and give them a tagging object (yarn ball, sock, etc). For the tag game, have the students practice different locomotor skills each round. When a student gets tagged, they must stand with one hand on a high level. Any student can rescue them by standing front body surface to front body surface and performing the chorus. Rescued players can return to the game. The taggers cannot tag anyone who is rescuing another player. After a short while, choose new taggers. Play several rounds changing the locomotor skill each time.
#5 Warm-up/ cool-down routine:
-Toe and Heel walk:
Walking on your toes:
1. Toes pointed straight ahead for about 20 meters, getting as high up on your toes as you can. Your legs should be relatively straight as you do this, and you should take fairly small steps.
2. Switch to walking on your toes for 20 meters. Your feet should be rotated out.
3. Do the same, with your toes pointed in, for 20 meters.
Walking on your heels:
1. Repeat this while walking on your heels.
-Skip
1. Skip for 20 meters, landing in the mid-foot area with each contact with the ground and with toes pointed straight ahead
2. Try skipping by flexing your knees up high and taking longer than normal strides.
-Hip circles
1. Begin with your hands on your hips and your feet together.
2. Bend one leg up in front of the body at the hip and rotate it up to the side then lower it.
3. Reverse the movement by bending the leg up at the hip to the side and rotating it forward before lowering it. Repeat, then perform on the opposite leg.
-Lunge
1. Stand with your feet together.
2. Hug one of your knees to your chest and then release your leg.
3. Lunge onto that knee while trying to keep your knee above your ankle and not in front of it.
4. Bring your back leg forward until you are standing again. Repeat, then perform with the opposite leg.
-Inchworm
1. Begin in a push-up position
2. Slowly walk your legs toward your hands Heels may be off the floor.
3. Continue walking forward until the pull in the back of your legs is slightly uncomfortable.
4. At this point, slowly walk your arms forward with your feet still, until you are back in the push-up position. Repeat.
#6 Static stretching routine:
• Shoulder stretch
• Triceps stretch
• Calf stretch
• Quadriceps
• Hamstring
• Gluteal stretch
• Ankle circles
#7 Partner Racetrack Fitness:
1. Arrange six stations in a circle or rectangle. At each station post a sign with several exercises/ stretches to perform
2. Have students get into groups of two and select a station at which to begin. More than one pair might be at a station at one time.
3. On the start signal, One partner begins the first exercise or stretch at the sign while the other partner jogs around the perimeter of the stations
4. Upon returning, the partners switch roles and pick a new exercise to perform. Repeat for each exercise
5. After completing all of the activities at one station, students should run one lap and move to the next station
#8 red light, green light:
1. Ask students to state what red, green and yellow traffic lights mean. Explain that today they are going to imagine that they are cars. They will follow the traffic lights to help them exercise their hearts. Throughout the lesson the Green-Light Card means “GO” and students should perform the locomotor skill. The Yellow- Light Card means “slow down.” Students walk because they are running out of fuel (oxygen, food, and liquid). The Red-Light Card means “stop.” The car is out of fuel, so students must check their heart rates by putting a hand over the heart. Have students check their heart rates before beginning the activity.
2. Have students find a spot in the activity area
3. Flash the green-light card. Choose a locomotor skill with which to move. Have the student perform the locomotor skill for 30 seconds.
#9 On your “spot,” get set, go:
1. Ask or explain to students what an appropriate warm-up is. Discuss appropriate cool-downs as well.
2. A warm- up prepares your heart, lungs, and muscles for activity by slowly increasing blood flow and body temperature. Warming up will help keep you from injuring your muscles.
3. A cool-down brings your body slowly back to normal temperature and returns blood flow to normal.
4. Help Students organize the locomotor cards in the correct order from warming up gradually (cards include: walk, slide, gallop,, skip, jog, jump)
5. All students start in scattered formation, each standing at his or her spot
6. When the music starts, have students perform a designated locomotor movement between the spots. Begin with walking.
7. When the music stops, students must find a spot and check heart rate.
8. Continue in proper warm-up order: slide, gallop, skip, jog, and then jump.
9. Repeat for cool-down but reverse order: Jump, jog, skip, gallop, slide, and walk.
10. End with stretching, mentioning it as an additional way to finish cooling down after intense aerobic fitness activity.
#10 Fortune Cookie Fitness:
1. Write various fitness activities on a strip of paper with the time period or number of repetitions on the other side. Place them in a shoe box in the center of the activity area.
2. Explain to students that they’ll select a fortune and then do the activity listed on the fortune for the time period or number of repetitions specified.
3. Have students get into groups of two
4. If using music, start music.
5. Partners take turns selecting fitness fortunes from the box. The partners return to their buddy, and the two students complete the activity that is listed on the fortune for the amount of time or number of repetitions listed.
6. When both partners have completed the activity, the other partner comes to the box and exchanges the completed fortune for a new one.
Aerobic Lesson Plans
Lesson 1
Objectives-
• Students will demonstrate proper knowledge of safety procedures
• Students will demonstrate correct form for each sports aerobic activity.
Equipment- poly sports, music player, music, basketball, tape (sports-tape)
Lesson Content- Sports Aerobics
1. Establish Protocols for the Unit
a. Explain to students what they are to do when instructor issues commands, such as freeze, go, bring it in, etc.
b. Explain equipment protocols.
c. Explain safety protocols, such as loose ball commands, dangerous obstacles in the gymnasium, and treatment of other students.
2. Introduce Sports Aerobics
a. Start unit with a five minute warm up to get the students ready to participate
i. Lead up activity #1:Referee Dance
1. This will introduce the different sports we will be going over in class as well as warm-up the students.
b. Begin by going over sports aerobics and what it consists of.
i. Sports aerobics is an actual competitive competition where individuals or teams perform in front of a judge.
ii. Show students pictures, along with the rules and regulations
iii. Also let students know that in class we will only be going over different activities used to train for sports aerobics and some skills that could be incorporated into competition.
c. Have students form in their rows of 6 by 4 for when they are told to find their “group space”
d. Begin lesson with first sport drill- Football
i. All students
1. Quick feet
2. Down/ups- quick feet in between
ii. -Row one is called over to ladder while rows 2-6 are doing up/downs
1. Ladder
a. Run through of fast feet- each foot has to land in the square
b. Run back to begging of ladder go through again
c. But hop on one foot- right foot half-way then switch to left foot for second half of ladder
d. Once student is done they return to their original poly spot
iii. Then row 2 goes to ladder while rows 1 and 3-6 continue up/downs on teachers command.
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(Football) (Baseball)
e. Baseball drill
i. Four square jumps- forward, back, side, side
ii. Continue with four square but add in swing and catch so it goes
1. Forward, back, side, side, baseball swing
2. Forward, back, side, side, squat and catch
iii. Run the bases
1. While rows 2-6 continue with four square row 1 goes to the front of the class
2. Row 1: first person pretends to hit the baseball at home plate runs to first base
3. While first person is running to first base second person hits and runs behind them
4. It’s a continuous motion so students can freely run the bases.
5. Once back at home plate student files back to poly spot
iv. Then row 2 goes to home plate on teachers command while rows1 and 3-6 continue four square
f. Basketball drill
i. 5 jumping jacks; pretend basketball in hand do crossover/or through the legs; 5 jumping jacks; pretend to shoot
ii. Bounce pass
1. While rows 2-6 continue with jumping jack circuit 1 goes to the front of the class
2. Row 1: lines up on poly spots and bounce passes the basketball to the next person
3. Passer follows ball-end person runs to the front of the line and starts bounce pass again
4. Once every one has been through once students file back to their original rows (poly spots)
iii. Once back and on teachers command row 2 goes to front of class while rows1 and 3-6 continue four square
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(Basketball)
g. Cool-down
i. Go through #5 warm-up/ cool-down routine
Lesson 2
Objectives-
• Students will demonstrate correct form for each floor aerobic exercise.
• Students will demonstrate proper knowledge of safety protocols
Equipment- poly sports, music player, music
Lesson Content- Floor Aerobics- basic steps
1. Review Protocols
a. Go over previously learned cues
2. Introduce Floor Aerobics
a. Explain to students what floor aerobics is and what it involves
b. Explain the importance of base moves, which are the choreographic foundation of any aerobic dance class.
a. Warm-up
i. Have students run through #5 warm-up/ cool-down routine
b. Start floor aerobic activities
i. Always start students out in a march=which is the transfer of weight, one foot to the other, without losing contact with the floor
ii. Introduce basic moves- slowly and repetitively
iii. Merge 4 of the steps into a combination of steps
1. For example: Introduce the following steps
i. Step touch= step right foot to right side, tap ball of left foot next to right foot
ii. Hamstring curl= step right foot to right side; lift and bend the left leg(heel toward buttocks)
iii. Taps= step right foot to right side; touch left heel in front. Step left foot to left side; touch right heel in front
iv. knee lift= step right foot to right side; bend left knee while lifting knee up
2. If you have more time introduce 4 new and different steps. Here is a list of a few other steps.
i. Lunges, slides, hops, jumps, jumping jacks, heel jack, leaps, and kicks
3. A simple routine might look something like this:
1. Have students start out with the “step touch,” get them comfortable with the move then add a “hamstring curl” at the end of “step touch.”
2. Then have them move into a “tap,” once they get the hang of the move add a “knee lift” at the end of each “tap.”
3. Now integrate the two new moves into one routine which you can repeat multiple times.
c. #6 Static stretching- give each student a chance to lead the stretch in front of the class
Lesson 3
Objectives-
• Students will demonstrate correct form for each floor aerobic exercise.
• Students will demonstrate proper knowledge of safety protocols
Equipment- poly sports, music player, music
Lesson Content- Floor Aerobics- dance moves
1. Review basic steps taught in the previous lesson
2. Introduce Dance Aerobics
i) Uses movements from entire dance vocabulary- jazz, ballet, disco, funk, hip hop, and Latin
3. Warm-up
i) Have students play #8 Red Light, Green Light
ii) Start dance aerobics
i. Introduce basic moves- slowly and repetitively
ii. Merge 4 of the steps into a combination of steps
1. For example: Introduce the following steps
i. Grapevine= step right to right, cross left behind, step right to right, touch left next to right
ii. Mambo= step forward right, step in place left, step back on right, step in place left
iii. Charleston= step forward with right left, flex kick or swing left leg forward, step in place with left leg, touch right foot straight back
iv. Cha cha cha= (three small steps in place) step right, step left, step right. As used in aerobics, not to be confused with the basic ballroom dance step
2. Integrate the basic steps used from the previous class to make up a routine
1. For example:
2. Start students with the “side step” then gradually move them into a “grapevine.” Repeat combo a few times.
3. Next introduce the “mambo” and then the “cha cha cha.” Once students understand how to complete the steps introduce the into the “mambo cha cha,” a combo nation of the two dance steps
4. Finally start the students out with a basic step, the “toe tap” then gradually move them into the “Charleston”
3. If you have more time introduce 4 new and different steps. Here is a list of a few other steps.
i. Kick ball-change, jazz square box-step, pony, pivot turn
d. #6 Static stretching- give each student a chance to lead the stretch in front of the class
Lesson 4
Objectives-
• Students will demonstrate correct form for each step aerobic exercise.
• Students will demonstrate proper knowledge of safety protocols
Equipment- poly sports, music player, music
Lesson Content- Step Aerobics-part 1
1. Introduce Step Aerobics
c. Explain to students what step aerobics is and what it involves
d. Explain the importance of following the step rules.
e. Warm-up
ii. Have students play lead up activity #2"Da Da Da" Dynaband Routine
2. Start Step Aerobics
1. Introduce the following steps
i. V-step= Right foot up wide position; left foot up wide position; right foot down center; left foot down center
ii. Turn step= Step up onto the bench with a basic step, but as you step down make a quarter turn.
iii. Up tap down tap= right foot up; left foot up tap; left down; right tap
iv. Over the top= Right foot up; left foot up; right foot down; left foot down.(same as basic step) But you are moving over the top with your right shoulder toward the long side of the bench.
2. Once you have the students learn the four basic steps combine them into an interesting combination, which you can repeat multiple times.
i. For example: Have students start out with the “over the top” move, have them repeat it a few times then move into an “up tap down tap.”
ii. Do 1 set of 2 “over the top” and 2 “up tap down tap” then repeat set.
iii. Once you feel the students have mastered the first set move onto the second set. The second setconsist of the “turn step” and “V- step.” Slowly introduce the two moves then have the students do two of each in a set.
iv. Finally when students can master all 4 steps combine the into 2 “over the top”,2 “up tap down tap”, 2“turn step” and 2 “V- step
3. If you have more time introduce 4 different steps. Here are a list of a few other steps:
i. A-step, L-step, knee-up, repeater, and straddle down
3. Cool-down
i) Go through #5 warm-up/ cool-down routine
Lesson 5
Objectives-
• Students will demonstrate correct form for each step aerobic exercise.
• Students will demonstrate proper knowledge of safety protocols
Equipment- poly sports, music player, music
Lesson Content- Step Aerobics- part 2
1) Review Step Aerobics
1) Explain step aerobic rules.
2) Have students name some steps they remember form last class
2) Warm-up
a) Have students play lead up activity #4 Dance tag
3) Start Step Aerobics
a) Circuit-
1. Have 6 stations set up around the gym
2. At each station have a cone with a sheet of paper with the step, its description, and foot moves for them to visually follow.
i. For example: “V-step”
Right foot up wide position; left foot up wide position; right foot down center; left foot down center
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3. Once the student gets to a new station, someone in the group should read the step and the description out loud.
4. Then they as a group should figure out how to put the steps together to complete the move
5. Once they get the step down right, they should think of one way to add variety to the step (make it more complex: such as adding a squat in between the two steps.)
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4.) Cool-down
a) Have students do second half (cool-down portion) of #9 On your “spot,” get set, go.
Lesson 6
Objectives-
• Students will demonstrate correct form for each flexibility exercise.
• Students will demonstrate proper knowledge of safety protocols
Equipment- poly sports, music player, music
Lesson Content- flexibility aerobics
1. Introduce Flexibility Aerobics
e. Explain to students what flexibility aerobics is and what it involves
a. Explain the importance of following Flexibility aerobic rules and regulations
f. Warm-up
i. Have students play lead-up activity #4 Dance Tag
g. Start Flexibility aerobic activities
i. Introduce basic moves- slowly and repetitively
1. Upper body moves/ stretches
i. Head turn, chin to chest, head tilt, shoulders (shrugs, circles; forwards and backwards), across body, tricep stretch behind head, chest stretch, upper back, lateral, and standing cat back
2. Lower body moves/ stretches
i. Hamstrings, standing quadriceps, calf stretch, inner thigh/outer thigh, toe taps
3. Floor stretches
i. Knee to chest, gluteal stretch, hamstring stretch, inner thigh stretch, quadriceps stretch, low cobra, cat stretch
ii. After you introduce and demo moves have students go to stations # 7 Partner Racetrack Fitness
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Lesson 7
Objectives-
• Students will demonstrate correct form for each plyometric exercise.
• Students will demonstrate proper knowledge of safety protocols
Equipment- poly sports, music player, music
Lesson Content- plyometrics
1. Introduce Plyometrics
a. Explain to students what plyometrics is and what it involves: to build power and speed, improve coordination and agility and effectively improve sports performance. It's also important to recognize that these are high risk exercises and if performed incorrectly
b. Explain the importance of following plyometric rules and regulations.
a. Warm-up
iii. Have students play lead up activity #2"Da Da Da" Dynaband Routine
i. Also add in a few #6 static stretches- it is very important for students to be fully warmed up
2. Start plyometrics
i. Introduce the following jump moves while demonstrating to the class
1. star jumps= jump up; taking your hands and legs out like a star
2. pop-ups= like jumping on a surf board
3. ankle hops= flex ankle then jump
4. running man= drive leg up sideways
5. carioce= move sideways while using the crossover step
6. tush tuck= sit up straight, stand, butt-kick
7. flutter kicks= lay down on ground and bring legs up to 6 inches height and flutter feet back and forth
8. straddler= pretend theirs a box- left leg than right tap with feet
9. river dance- tap inside of legs back and forth
i) Once you have the students learn basic steps have them repeat them for a set but brief amount of time.
ii) A simple routine might be:
1. 5 pop-ups, 5 star jumps, 10 running man, 10 river dance , 5 straddlers, 10 ankle hops, and end with students doing 5 sets of carioce’s around the gym.
3. Cool-down
ii) Go through #5 warm-up/ cool-down routine
Lesson 8
Objectives-
• Students will demonstrate correct form for each resistance exercise.
• Students will demonstrate proper knowledge of safety protocols
Equipment- dumb bells, poly sports, music player, music
Lesson Content- resistance aerobics
1. Introduce resistance Aerobics
a. Explain to students what resistance aerobics is and what it involves: gives the body shape and definition
b. Explain the importance of following resistance aerobic rules and regulations
h. Warm-up
i. Have students play lead-up activity #3 Dance Cards
i. Start resistance aerobic activities
i. Introduce basic moves- slowly and repetitively
1. Bicep curls
i. Bend the arms at the elbows until the hands come near your shoulders. Return to start position
ii. Tips: keep upper arms stationary, elbows close to body, do not rock, exhale on upward movement
2. Tricep extensions
i. Bend the arms at the elbow and lower toward the upper back. Return to standing position. Support the arm with the opposite hand. Hold near the tricep in front of the chest
ii. Tip: keep your working arm close to your ear
3. Front raise- shoulder
i. Raise extended arms up to shoulder level and lower to starting position
ii. Tip: do not lock elbow joint or raise arms above shoulder
4. chest press
i. Press the arms together in front of the body
ii. Tip: keep the upper arms lower than the shoulders
5. 4-count lunge
i. Step forward with right foot; left heel should be lifted. Lower left knee toward floor; slowly extend legs. Push off using right foot to starting position. Reverse to left.
ii. Tip: keep the knee and ankle of forward stepping foot in alignment, keep back and neck straight, all movements should be slow and controlled.
6. If you have more time introduce new and different moves. Here is a list of a few other:
i. Upright rows, push-ups, regular crunch, twisting crunch, squat, inner thigh lift, outer thigh lift
i) After you introduce and demo all the moves have students complete #10 Fortune Cookie Fitness.
a. Cool-down
1. Have students run through #6 static stretching routine.
Lesson 9
Objectives-
• Students will demonstrate understanding of project.
• Students will demonstrate proper knowledge of safety protocols
Equipment- poly sports, music player, music
Lesson Content- project – Aerobic Segment
1) Introduce project to students
i) The project will be a 10-minute segment of an aerobics routine. You may do a 10-minute warm-up, a 10-minute cool-down, a cardio-workout, a circuit training workout, a strength workout, or an isolated workout for a specific body part (such as the abdominal muscles, the legs, the arms, the hips and butt, etc.). If you are not doing a warm-up or cool-down, you must begin the segment with a brief warm-up and end with a brief cool-down.
2) Requirements
i) Must create your own 10 minute segment of a routine
ii) Each member must adequately participate in the project
iii) Must provide own music for the routine (Teacher must approve before the presentation)
iv) Create a name for your workout
3) (Optional) For presentation
i) Students must explain the focus of their routine. They must also present the segment to the class. As a group, they will walk around to make sure everyone is doing the routine correctly. (Remember to tell the class tips for not injuring themselves. Examples of these safety precautions would be: "Make sure to relax your neck and use your abdominal muscles to pull yourself up" (crunches). "Make sure your toes are in front of your knees when squatting." "Be sure to breathe out at the hardest part of exertion.")
4) What students will be graded on
• Steps of the Aerobics Routine - 10 points
• Presentation to class - 10 points
• Participation of group members - 10 points
• Teaching the Dance to the class- 10 points
• Paper explaining the dance - 10 points
1. Name of routine (video) - 1 point
2. Names of all members in the group - 1 point
3. Specific duties of each member - 2 points
4. Name of music accompanying the routine - 2 points
5. Focus of the routine (what does it work on?) - 3 points
6. Specific muscles that it works - 7 points
7. Actual written version of the routine - 10 points
8. Safety precautions necessary for the routine - 2 points
9. Type of stretches necessary (ballistic, static, PNF) - 2 points
5) Have students get into groups of 3-5. Each group gets a copy of the Dance Aerobics Project Description. Provide class time as you see appropriate for your students to develop and practice their routine.
Lesson 10
Objectives-
• Students will demonstrate understanding of project.
• Students will demonstrate proper knowledge of safety protocols
Equipment- poly sports, music player, music
Lesson Content- project presentations
1) Give students a few minutes at the beginning of class to touch up on their routines.
2) Have each group present their routine to the entire class, and then teach their routine to the class.
3) Grading rubric: below
Dance/Aerobics Final Project
Aerobics Dance Grading Sheet
Group Members (write names):
Grading:
______ Steps of the Line Dance - 10 points
9-10 Points - Students incorporate at least 10 separate moves in their routine
7-8 Points - More than 8 moves are incorporated in the routine, moves flow most of the time however some transitions are rough.
5-6 Points - Less than 8 moves are demonstrated, routine is rough and needs much more practice.
0-4 Points - Less than 5 moves are showed, and the routine does not have a clear beginning, ending, or cycle.
______ Presentation to class - 10 points
9-10 Points - Presentation is clear and shows the routine has been practiced because all group members move in unison.
7-8 Points - Presentation is fairly clear, however some group members are lost during parts of the routine.
5-6 Points - At least 1/2 of the presentation is choppy and unrehearsed.
0-4 Points - The routine is choppy and unrehearsed with many of the group members unable to move together in unison.
______ Participation of group members - 10 points
9-10 Points - Group members participated and contributed significantly to the final project
7-8 Points - Participated and contributed 3/4 of the time.
5-6 Points - Participated and contributed to the routine at least 1/2 of the time.
0-4 Points - Did not contribute to the project.
______ Teaching the Dance to the class- 10 points
9-10 Points - Each person in the group takes turns explaining a portion of the routine, and the explanation to the class is clear and easy for the class to follow.
7-8 Points - Presentation to the class is difficult to follow at times, although everyone is able to repeat the routine.
5-6 Points - Presentation to the class is difficult to follow, group members do not take turns leading.
0-4 Points - Presentation cannot be followed and the class is unable to repeat the routine.
______ Paper explaining the dance - 10 points
9-10 Points - Well written, no grammatical errors. Shows clarity of thought and presentation.
7-8 Points - Some grammatical errors, main ideas are fairly well presented.
5-6 Points - Some grammatical errors, paper is rough and difficult to comprehend.
0-4 Points - Paper has many errors, not well written.
Total grade ________
4. Have students fill out a group evaluation form- assessing the individual contributions to the group
• Students Name
• Name of members in your group
• List of duties of each member
• Did each member equally participate in the group project?
• If no, please give an explanation
• List any other information that you want to tell me
National Standards for Physical Education
Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of activities.
Standard 2: Demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to the learning and performance of physical activities.
Standard 3: Participates regularly in physical activity.
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.
Standard 6: Values physical activity for health, enjoyment, challenge, self-expression, and/or social interaction.
Pennsylvania Physical Education Standards
PA 10.4.9A- Analyze and engage in physical activities that are developmentally/individually appropriate and support achievement of personal fitness and activity goals.
PA 10.4.12A- Evaluate and engage in an individualized physical activity plan that supports achievement of personal fitness and activity goals and promotes life-long participation.
PA 10.5.9.C. Identify and apply practice strategies for skill improvement.
PA 10.5.9.F. Describe and apply game strategies to complex games and physical activities.
• Defensive strategy
• Offensive strategy
• Time management
PA 10.5.9 A. Describe and apply the components of skill-related fitness to movement performance.
• agility
• balance
• coordination
• power
• reaction time
• Speed
PA 10.5.12A- Apply knowledge of movement skills, skill-related fitness and movement concepts to identify and evaluate physical activities that promote personal lifelong participation.
Resources
Websites:
Standards
Books:
NASPE. Physcial Best Acivity Guide: Middle and High School Levels. 2005. Second Edition. Human kinetics, Inc.
Fronske, Hilda. Teaching Cues for Sports Skills. 2008. Fourth Edition. Pearson Education, Inc.
Schmottlach, Neil and Jerre McManama. Physical Education Activity Handbook. 2010. Thirteenth Edition, Pearson Education, Inc.
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