FITNESS WALKING UNIT PLAN - Confex



FITNESS WALKING

UNIT PLAN

For Secondary Physical Education Programs

Table of Contents

Overview

Goal

Entry Skills

Knowledge

Population

Physical

Cognitive

Affective

Other Factors

Instructional Analysis

Final Content

Worksheets

Overview

The purpose of fitness walking on the secondary level is twofold; 1) to increase heart rate and 2) to introduce a lifelong physical activity young people can participate in independently. This unit is one part of a comprehensive physical education program. Fitness walking is relatively new for secondary education physical education programs as more school are emphasizing fitness rather than sport. Although many instructors know how to walk briskly, many lack formal subject content knowledge in fitness walking.

The Benefits of walking vs. other elected activity classes

There are several benefits of walking. It is desirable for many of our students because it is non-competitive in nature, less showy, and does not require great athletic skill. It’s a great way to increase heart rate, and maintain target heart rate, which can be reached by high-intensity walks. Walking reduces impact on joints, reduces stress, increases cardiorespiratory stamina, and even prevents injuries.

Vigorous, walks for distance, and walking for time, rather than “sprints,” “short-bursts of energy,” are how fitness walking reaches the same physiological benefits of running. To see weight and fat loss walkers would have to maintain target heart at least 4 to 5 days a week for 20-30 minute durations. Encourage your students to walk vigorously as often as possible.

Goal

After eighteen classes lasting 45 minutes of introductory fitness walking, the student will be able to: speed walk 2 to 3 days a week, 20 to 30 minutes a session; perform a series of muscular strength and endurance exercises 2 to 3 days a week, 20 to 30 minutes a session, demonstrate a positive attitude (congratulating fellow walkers, continuing to participate in other fitness activities); demonstrate good communication (encouraging fellow walkers); be able to explain the benefits of benefits of a fitness walking program.

Entry Skills, Knowledge, Population (Age, Characteristics, Sex), Other factors

Skills

Because there is a wide range of height and weight, strength and cardiorespiratory endurance will greatly vary.

Boys may be stronger than girls, while some girls may still be stronger than boys.

Cultural influences may determine prior skill knowledge and exposure to fitness walking. Girls usually more interested in fitness physical activities than boys at this age.

Activity during youth has an impact on adult activity levels.

Knowledge

Students want instant results and to be told exactly the distance they’re to walk or for how much time. They are goal oriented.

Both the boys and girls want to “connect” and to be inclusive with their classmates during class time.

They have a desire to learn the reason why their participating in an activity, what the benefits are gained and are confident in their quests.

Population

There will be students aging from 14-19 years old.

The number of students has not yet been determined.

Ethnic and socioeconomic status has not been determined.

Physical

1. Teenagers need an average of 2,000 calories a day, so nutrition is essential for growth.

2. There is a wide distribution of height and weight among adolescents. Early maturing adolescents of both sexes are generally heavier and taller for their age than average or late maturing students.

3. Teenagers are fairly healthy due to immunizations.

4. Growth enables improved muscle development and motor skills.

5. Display shyness, blushing, and modesty.

6. Girls develop physically sooner than boys.

7. Increased interest in sex.

8. Movement toward heterosexuality with fears of homosexuality.

9. Concerns regarding physical and sexual attractiveness to others.

10. Frequently changing relationships.

11. Worries about being normal.

Cognitive

1. Many adolescents have an intense preoccupation with one’s own feelings and lack of connection to feelings of others.

2. Some teenagers have an imaginary audience -the belief that they are the focus of others’ thinking and attention.

3. Several adolescents believe that no one else can possibly understand one’s feelings and experiences because they are unique.

4. Illusion of invulnerability or the belief that bad things only happen to other people.

5. Mostly interested in present, with limited thoughts of the future.

6. Intellectual interests expand and gain in importance.

7. Greater ability to do work (physical, mental, emotional).

Affective

1. Rule and limit testing

2. Capacity for abstract thought

3. Development of ideals and selection of role models

4. More consistent evidence of conscience

5. Experimentation with sex and drugs (cigarettes, alcohol, and marijuana)

Other factors

1. Eighteen meetings.

2. 50 minutes each.

3. Students are between fourteen and nineteen years old.

4. Location is either outside or indoor track, a concourse, anywhere people can walk!

5. Other students may be involved with other activities in the locale of the class.

6. There are mats, walking poles, possibly hand weights.

Instructional Analysis

A. Possible Content Considered

1.Psychomotor

Short and Easy: strolling 25 minutes, master correct arm swing.

Medium and Steady: stroll 5 minutes, walk 10 minutes, stroll 5 minutes, walk ten minutes.

Medium and Quick: walk 5 minutes, stride out 15 minutes, walk 10 minutes.

Short and Fast: sprint 5 intervals of 15 seconds each, rest 30-60 seconds; sprint up to 10 intervals of 30 seconds each, rest 30-60 seconds in between.

Long and Steady: walk continuously for entire class period.

Circuit Training: Intervals of walking and jogging, balance, strength, agility, coordination, speedwork,

Training stimulus exercises:

2. Affective

Attitude: acceptance of the activity, increase measured proficiency from pre-test to post-testing,.

Listening skills: to listen (for) instruction(s).

Communication skills: to respond to, to support, encouraging fellow classmates.

3. Cognitive

Synthesis: Appraise, argue, assess, attach, choose, compare, defend, estimate, judge, predict, rate, core, select, support, value, evaluate.

Recollection: Arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, reproduce, state.

Analysis: Analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test.

B. Final Content

1. Psychomotor

2. Affective

3. Cognitive

18 day Lesson Plan for you to follow

|Monday week 1 |Wednesday week 1 |

|In classroom |In classroom |

|Student’s complete pre-course health assessment |Handout course outlines to new students, & take attendance. |

|Teaching target heart rate formula after twenty minutes in class |Review Resting Heart Rate (RHR) and accept homework assignments. |

|take resting heart rate. |Discuss Target Heart Rate (THR). |

|Discuss importance of walking, location(s) for unit, equipment |Cover abdominal (bent knee curl), push-up, and flexibility |

|and devises, homework assignments |technique. |

|Show students around facility and location of AEDs. | |

| | |

|Monday week 2 |Wednesday week 2 |

|Start recording attendance today. |Take attendance. |

|Ice-breaker activity. |Ice-breaker activity. |

|Explain walking rules, safety, & designate buddy system. Dynamic |Stretch 5-10 minutes. Revisit walking rules, safety, & designate |

|stretch. |buddy system. |

|Get students to walk half a mile (3 laps in Worthen, 4 laps in |Get students to walk half a mile (3 laps in Worthen, or 4 laps in|

|Field and Sports building, HP to Riverside and back.) |Field and Sports building, or HP to tennis courts then behind |

|Back to classroom. Cover abdominal (bent knee curl), push-up, and|Lafollete and back to HP) |

|flexibility technique. Stretch. Dismiss. |Back to classroom. Cover abdominal (bent knee curl), push-up, and|

| |flexibility technique. Stretch. Dismiss. |

| | |

| | |

|Monday week 3 |Wednesday week 3 |

|Take attendance. Pass out Fitness Profile forms and pencils. |Take attendance. Pass out Fitness Profile forms and pencils. |

|Dynamic stretch. In classroom testing today. Complete tests. |Dynamic stretch. 1 mile walk on the Field and Sports track |

|Retrieve pencils and forms. You hold onto them for the semester.|today. Complete tests. Split class into 2 heats. Buddy students |

|Contact Amy Shaffer at 285-4453 to schedule computer time. Room |(2). Record partners time and laps. Retrieve pencils and forms. |

|225. |You hold onto them for the semester. You use Blackboard or |

| |Gradebook to record points from fitness testing (10 points). |

|Monday week 4 |Wednesday week 4 |

|Meet students in classroom. Handout fitness profile forms. |Take attendance. Warm/up with a dynamic stretch. Increase |

|Escort student upstairs to HP 225 at scheduled time to enter |walking distance to 20-30 minutes. Walk LaFollette loop.1 minute|

|fitness testing data onto their Gradebook. Retrieve all fitness |push-ups and abdominal exercises. Stretch. Dismiss. |

|profile forms from students. Use your Blackboard or Gradebook to | |

|record points from data entry (5 points). Time permitting walk | |

|around Lafollette loop for 1 mile. You use Blackboard or | |

|Gradebook to record points from fitness testing. | |

|Monday week 5 |Wednesday week 5 |

|Take attendance. Homework- Read chapter 4 in textbook. Warm/up. |Take attendance. Discuss chap. 4/ fitness walking. Warm/up. Walk|

|Increase walking distance to 20-30 minutes. Walk to down |for distance 20-30 minutes. Walk around Muncie historic |

|McKinley. Left on Riverside. Left on New York. Left on Neely. |neighborhood (see BSU President’s mansion) Stretch. Dismiss. |

|Right on McKinley. Make to classroom. Stretch. Dismiss. | |

|Monday week 6 |Wednesday week 6 |

|Take attendance. Assign pedometer log p. 141- 3 days for 2 weeks|Take attendance. Dynamic stretch. Interval train. Walk slowly |

|(6 days). Dynamic stretch. Interval train. Walk slowly to |to moderate to fast for 30 minutes. Push-ups. Abs. Stretch. |

|moderate to fast for 30 minutes. Push-ups. Abs. Stretch. Dismiss.|Dismiss. |

|Monday week 7 |Wednesday week 7 |

|Take attendance. Interval train. Walk moderately to fast for 30|Take attendance. Collect pedometer log assignment. You use |

|minutes. Push-ups. Abs. Stretch. Dismiss. Walk through the |Blackboard or Gradebook to record points from pedometer log |

|village. |homework assignment. Walk to the football stadium. |

|Monday week 8 |Wednesday week 8 |

|Take attendance. Play poker card game and add in calisthenics to|Take attendance. Dynamic stretch. Walk moderate to brisk level |

|game on Lafollette Loop. |35 minutes. Stretch lead by 2 students. Dismiss. Walk to |

| |Minnetrista. |

|Monday week 9 |Wednesday week 9 |

|Take attendance. Possible class swap with an aerobics instructor|Take attendance. Possible class swap with an aerobics |

|(talk to Wayenberg, Hobley, or Powers). If not, repeat class |instructor. |

|week 8. | |

|Monday week 10 |Wednesday week 10 |

|Bring stopwatch to class. Take attendance. Mid-semester walk, |Take attendance. Play card game and add in calisthenics to game.|

|push-ups, and abdominal tests. | |

|Monday week 11 |Wednesday week 11 |

|Take attendance. Try to get outside still. Stretch.Walk for 30 |Take attendance. Take attendance. Try to get outside still. |

|minutes. Stretch. Dismiss |Stretch.Walk for 30 minutes. Stretch. Dismiss |

|Monday week 12 |Wednesday week 12 |

|Take attendance. Play world trivia game and walk 40 minutes in |Retrieve ExerStrider walking sticks with cart in Aerobics |

|Worthen arena if too cold outside. Stretch. Dismiss. |hallway. Take attendance. Stretch. Demonstrate. Walk with |

| |ExerStrider Walking Sticks in Worthen arena for 30-35 minutes. |

|Monday week 13 |Wednesday week 13 |

|Take attendance. Play card game and add in calisthenics to game.|Take attendance. Bring fitness profile forms to class. In |

| |classroom fitness testing begins. Set up classroom for testing. |

| |Call Amy Shaffer to schedule computer lab 285-4453 for class to |

| |enter data onto Gradebook. Remind class to meet in Field and |

| |Sports building (on the track) next class. |

|Monday week 14 |Wednesday week 14 |

|Take attendance. 1 mile walk test in Field and Sports building. |Take attendance. Meet class and go to HP 225 to enter fitness |

|You use Blackboard or Gradebook to record points from fitness |testing data onto Gradebook. You use Blackboard or Gradebook to |

|testing. |record points from data entry. |

|Monday week 15 |Wednesday week 15 |

|Take attendance. Meditation day in classroom. Students wear |Take attendance. Allow students to bring IPOD’s to class in |

|street clothes. Pull out red mats. Choose a meditation CD. |Worthen or Fields and Sports track. Dynamic stretch. Walk for 35 |

|Remind class of final exam time and location. |minutes. Stretch. Congratulate and motivate students to continue |

| |fitness walking!!! Dismiss. |

|Final Exams- | |

|You are responsible for the turning finals grades into the | |

|registrar’s office. You will receive grades either on paper in | |

|your mailbox (Donohue) or a generated report via Gradebook | |

|(Gotsch and Salyer/Funk) the points earned in the lecture portion| |

|of this course. | |

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