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Leadership in Fitness and Sport PE/HE 41G

PE/HE 41G: Leadership in Fitness and Sport

Submitted by: Alyssa Grant

March 13th, 2014

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Table of Contents

Rationale .........................................................................................................................................3

Student Learning Outcomes ...........................................................................................................4

Course Outline ..............................................................................................................................10

Learning Approaches and Strategies ............................................................................................11

Assessment Strategies ...................................................................................................................12

Summative Assessment ................................................................................................................14

Unit Outline: Instruction ……………………………...................................................................15

Lesson 1: Backwards Design ……………………………...….........................................17

Lesson 2: Framing Program Instruction ……………………………..…….…………....20

Lesson 3: Practice Planning .............……………………………………….….….…......25

Lesson 4: Resistance Training Teaching Sequence ……………………….………....….28

Lesson 5: Group Fitness Program Formats …………………………………...…..….….31

Bibliography .................................................................................................................................33

Appendix A: Group Fitness Jeopardy ...........................................................................................35

Appendix B: Summative Assessment Rubric ...............................................................................38

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Rationale

The vision of the Physical Education/Health Education curriculum is, "physically active and

healthy lifestyles for all students" (PE/HE Manitoba 2013). With obesity rates continuing to rise

and new technology limiting the need for daily physical activity, seeing this vision realized is a

difficult task. Our society needs leaders to promote physical activity and create opportunities for

others to get active within their community. This course is designed to give students the

knowledge and skills they need to initiate and lead sport or fitness programs that promote a

positive lifestyle and attitude towards physical activity.

In addition, throughout this course students will learn and demonstrate the positive attitudes and

qualities associated with effective leadership that will be of value to them in the remainder of

their school careers and into adulthood. At the end of this course students will have developed

into positive role models and will be prepared to advocate for physical activity. They will have

also gained the knowledge and skills needed to lead a community fitness or sport initiative.

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Student Learning Outcomes

The desired outcomes for this course are organized into five General Learning Outcomes

(GLOs). Each of these outcomes reflects a broad theme in Sport and Fitness Leadership and is

further broken down into one or more content areas, each with its own set of Specific Learning

Outcomes (SLOs).

General Learning Outcomes (GLOs)

1. Advocacy – Students will demonstrate an appreciation for lifelong physical activity and

healthy lifestyle practices culminating through the promotion of physical activity within

their community. (A)

2. Leadership – Students will understand the basic principles of leadership theory and will

use this understanding to analyze and define their own philosophy when it comes to

leadership in the world of sport and fitness. (C)

3. Training and Nutrition – Students will analyze the basic principles of training and

nutrition and will apply this knowledge in sport/activity-specific situations demonstrating

proper technique and the ability to assess and correct the technique of program

participants. (C/P)

4. Instruction – Students will understand the components of instruction and

session/practice preparation including the ability to set goals and desired program

outcomes. (C/P)

5. Program Planning – Students will use their understanding of program planning and

needs analysis to design their own fitness or sport-based program or event, and will

examine the factors that go into the implementation of such a program. (C)

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Specific Learning Outcomes (SLOs)

GLO 1: Advocacy

Topic 1: Current State of Physical Activity

1.1.1 Identify the frequency, intensity, time, type, and enjoyment (FITTE) guidelines for

general population adults. (C)

1.1.2 Identify the FITTE guidelines for youth. (C)

1.1.3 Distinguish the difference between exercise and sport. (C)

1.1.4 Recognize the trends of physical activity participation throughout the lifespan and the

implication of these trends for physical activity interventions.(C)

1.1.5 Identify common barriers to physical activity participation. (C)

1.1.6 List the long and short term effects of physical activity. (C)

1.1.7 List the physical, psychological, and emotional benefits of physical activity. (C)

1.1.8 Display an appreciation for physical activity participation. (A)

1.1.9 Recognize the need for increased physical activity participation in today’s society. (A)

Topic 2: Adherence Theory and Intervention

1.2.1 Analyze select physical activity adherence theories (e.g., expectancy value theory, self-

efficacy theory...). (C)

1.2.2 Identify the four types of physical activity intervention. (C)

1.2.3 Apply knowledge of adherence theory and intervention to help others overcome common

barriers to physical education. (C)

1.2.4 Advocate for physical activity participation and healthy lifestyle practices. (A)

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GLO 2: Leadership

Topic 1: Leadership Theory

2.1.1 Identify the four power bases and how they influence instruction. (C)

2.1.2 Summarize the eight major leadership styles and give examples. (C)

Topic 2: Application

2.2.1 Recognize the impact of positive and negative reinforcement. (A)

2.2.2 Effectively use reinforcement techniques in an instructional setting. (P)

2.2.3 Describe different teaching strategies and relate them to personal values. (C/A)

2.2.4 Begin to integrate theory and personal values to identify their own approach to

leadership. (C)

GLO 3: Training and Nutrition

Topic 1: Principles of Training

3.1.1 Understand and follow safety guidelines in a variety of physical activity settings. (C/P)

3.1.2 List and explain the basic and sport-specific principles of training. (C)

3.1.3 Differentiate between the physical, psychological, emotional, and tactical components of

training. (C)

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Topic 2: Application

3.2.1 Apply the basic and sport-specific principles of training to a sport or fitness program.

(C/P)

3.2.2 Recall the components of a basic activity session. (C)

3.2.3 Understand the purpose of testing and apply this knowledge to the selection and

administration of standard fitness tests. (C)

3.2.4 Design a program outline that spans throughout the three phases of training, following the

basic guidelines for yearly periodization. (C/P)

3.2.5 Differentiate between linear and non-linear periodization. (C)

Topic 3: Nutrition

3.3.1 Read and interpret Canada’s Food Guide for healthy eating. (C)

3.3.2 Understand how to read a nutrition label and use the information as part of a healthy

balanced diet. (C)

3.3.3 Differentiate between pre-workout, post-workout and during workout meal ideas. (C)

Topic 4: Considerations for Athletes

3.4.1 Explain important nutritional principles for athletes, specifically regarding hydration and

muscle building. (C)

3.4.2 Recognize the components of a yearly periodization plan and how it prepares an athlete

to peak for competition. (C)

3.4.3 Analyze the physical and tactical components of a particular sport or activity and explain

the implications for training and nutrition. (C)

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GLO 4: Instruction

Topic 1: General Guidelines

4.1.1 Develop SMART goals and/or desired program outcomes. (C/P)

4.1.2 Understand how backwards design can be used in sport/fitness programming. (C)

4.1.3 Display professionalism in dress and actions as a leader. (P)

4.1.4 List factors that contribute, positively or negatively, to performance. (C)

4.1.5 Demonstrate understanding of knowledge, skill, and affective components of sport/fitness

through effective instruction techniques in these areas. (C/P)

Topic 2: Specialization

4.2.1 Demonstrate a thorough understanding of technique, terminology, rules, tactics, and

strategies relating to a chosen sport or physical activity category (e.g., group fitness,

personal training, aqua fitness...). (C/P)

4.2.2 Prepare a practice/session plan for a chosen sport or physical activity category. (P)

4.2.3 Demonstrate correct skill/exercise technique for the fundamental skills in a chosen sport

or physical activity category. (P)

4.2.4 Compare and contrast a variety of group fitness class formats and recognize the health

and fitness benefits specific to each design. (C)

4.2.5 Understand the connection between group motivation and program adherence and the

ability to use motivation-increasing techniques in a fitness environment. (C)

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GLO 5: Program Planning

Topic 1: Program Design

5.1.1 List the factors that contribute to a needs analysis for physical activity intervention (e.g.,

social, epidemiological, behavioural...). (C)

5.1.2 Use a needs analysis to identify program goals. (C)

5.1.3 Develop long and short term indicators of program success. (C)

5.1.4 Develop a program plan that meets the needs of the participants and is designed to meet

the goals of the participants. (C/P)

Topic 2: Program Implementation and Management

5.2.1 Consider factors that contribute to positive risk management. (C)

5.2.2 Identify what you need to successfully implement your program (e.g., facility,

sponsorship, paperwork...). (C)

5.2.3 Recognize the need for sponsorship and fundraising and the protocols for executing these

endeavors. (C)

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Course Outline

Unit 1: Leadership Theory (15hrs) Power Bases 8 Major Leadership Theories Positive and Negative Reinforcement Teaching Strategies

Unit 2: Promotion and Adherence to Physical Activity (20hrs) Physical Activity Guidelines Trends in Physical Activity Benefits and Barriers to Exercise Adherence Theories Interventions

Unit 3: Program Planning and Management (15hrs) Evaluation of Need Program Design Program Implementation

Unit 4: Athlete Training and Nutrition (25hrs) Safety Considerations Basic Principles of Training Sport-Specific Training Periodization Basic Activity Session Testing Nutrition

Unit 5: Instructing Sport and Physical Activity (25hrs) Learning Outcomes and Goal Setting Professionalism and Group Management Coaching Personal Training Group Fitness

Project (10hrs) 10 hours of practicum with a community sport/fitness initiative Reflection paper and program outline to be handed in as a summative assessment

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Learning Approaches and Strategies

The learning approaches that will be used in this course are varied but fall under three

main categories; classroom-based, activity-based, and the practicum component, each with its

own set of learning approaches and strategies. This categorized approach is designed to

accommodate a variety of student learning styles and to fully encompass the diverse field of

sport/fitness leadership which includes both theoretical knowledge and practical application of

concepts.

Classroom-Based Strategies: Lecture, oral questioning, group work (PLCs), discussion,

brainstorming and seat work (handouts, worksheets, and diagrams) will be used throughout the

course. In addition, Unit 1: Leadership Theory will rely heavily on personal reflection tasks. In

Unit 2: Promotion and Adherence, a variety of articles will be examined relating to current trends

in physical activity and health, barriers to exercise, and exercise interventions. Unit 3: Program

Planning, will involve a research component in which the students will work independently to

research community sport/fitness programs online.

Activity-Based Strategies: Unit 4: Athlete Training and Nutrition, and Unit 5: Instructing Sport

and Physical Activity, both have a significant activity-based component in which the students

will be learning by using a combination of teaching styles from Moston’s (2008) seven teaching

styles, primarily guided discovery, practice, reciprocal and exploratory style activities (Moston &

Ashworth, 2008).

Practicum Component: Students will conduct a 10hr practicum with a community sport/fitness

initiative. This will give them an opportunity to use and observe some of the concepts they have

learned in their coursework in a practical setting.

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Assessment Strategies

A variety of assessment strategies, both formative and summative, will be used

throughout this course. The culmination of this assessment is in the final project which is

outlined in detail on page 14. Formative assessment will be used in every lesson to ensure that

students are grasping the course content. The following methods will be used for formative

assessment throughout the span of this course:

oral questioning

informal discussion

skills demonstrations

exit slips

mind/word mapping

reflective writing

informal presentations

simulation exercises

worksheets

logs/journals

In addition to these formative measures, summative assessment will be conducted within each

unit of the course to assure that students are keeping up with the desired learning outcomes. Each

of these unit summative assessments will prepare students for the final summative project due at

the end of the year. A detailed list of the summative assessments for each unit can be found in

Table 1.

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Table 1: Summative Assessment

Topic Assessment Method Assessment ToolSu

mm

ativ

e A

sses

smen

t

Lea

ders

hip Leadership Theory Written Test Scoring Guide

Application PresentationCase study analysis of a publicly known leader and presentation of findings

Rubric

Adv

ocac

y

Current State of PA Written Quiz Scoring Guide

Adherence Theory and Intervention

Newspaper Ad Using knowledge of adherence theory and intervention design an ad for the school newsletter that promotes physical activity among your peers

Checklist

Prog

ram

Pla

nnin

g Program Design Case Study AnalysisExamine your case and develop a program that meets the needs of your participants

Rating Scale

Program Implementation and Management

Case Study ProposalWrite a proposal for your hypothetical program indicating what you need to implement it and how you will get funding.

Rating Scale

Tra

inin

g an

d N

utri

tion

Principles of Training

Written TestUsing a combination of:

multiple choice fill in the blanks diagrams short answer

to assess student’s understanding of theoretical concepts relating to fitness, nutrition and athlete development

Scoring Guide

Application

Nutrition

Considerations for Athletes

Inst

ruct

ion

General Guidelines Backwards Design WorksheetsDevelop a desired program outcome and provide information as to how progress will be measured or assessed and how you will train/instruct participants for this outcome.

Checklist

Specialization PresentationStudents will put their classmates through a 10 minute drill or activity in their chosen specialty

Rubric

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Summative Assessment

1. Select a specialty area

2. Complete 10 hours of practicum as a leader with a sport/fitness program in your communityEx) Coach

Fitness Instructor

3. Reflection Paper

Write a min 6 page reflection of your practicum experience. Include in this reflection:

a) An analysis of your own or the head instructor’s leadership philosophy (preferred power base, instructional strategies, and applicable leadership theories) and how it impacts the program participants.

b) An indication of how the program promotes active and healthy lifestyles for its participants, including:

whether your program meets the FITTE guidelines for participants what barriers participants face in adhering to the program how the program does or should utilize adherence theory how the program could be used as a physical activity intervention

c) Personal reflections on the experience (things that went well, challenges that were faced, areas for improvement)

4. Program Overview

Write an outline for a sport/fitness program of your own creation. The program should be designed to promote active and healthy lifestyles for its participants through either sport or general fitness. The outline must include:

a) Needs analysis – of community and program participants

b) Program goals – using SMART format

c) Success indicators – matching the program goals

d) Safety considerations – for each environment your program will use

e) 1 full practice plan – BAS format

f) Long-term periodization overview – using yearly phases

g) Short-term program outline – indication of training principles

Rubric: see Appendix B

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Unit Outline: InstructionTopic Time SLO(s) Lesson

Gen

eral

Inst

ruct

ion

3hrs 4.1.1, 4.1.2, 4.1.3

Backwards DesignLecture centered on using backwards design and SMART goals to create desired outcomes and plans for instruction. Activity involves creating an essential outcome for the student’s hypothetical sport/fitness program.

SMART Goal SettingReview on the SMART goal setting format and ways to increase the likelihood of reaching a goal. Students will spend the class constructing desired outcomes for their program using the SMART format. Both process and outcome goals will be explored.

Behaviour ManagementActivating “Mr. Woodcock” video. Brainstorming and discussion based lesson on the topic of professionalism in sport/fitness leadership. Students will design a concept map that provides them with guidelines to professionalism in their chosen specialty.

2hrs 4.1.4, 4.1.5

Components of Instruction Brainstorming on trainable factors in program participants that may affect performance. Once the three major categories are identified (knowledge, skill and affect) students will research how these categories apply to their chosen specialty. Results of research (handout) will be taken in for formative assessment.

Factors Affecting PerformanceStudents will use their handout from last class to examine more closely how these factors impact performance and ultimately reaching the desired program outcome. Lesson will be discussion based and will encourage students to reflect on their own experience in sport/fitness. A reflection will be handed in for formative assessment.

Coa

chin

g

2hr 4.1.5, 4.2.1

Fundamental KnowledgeStudents will be given two classes to research and create a “handbook” of essential knowledge in their chosen specialty. This may take the form of a coaches handbook, or training manual that focuses on the skills, tactics, terminology, etc. they will be using in their program.

3hrs 4.2.1, 4.2.2

Practice PlanningOne class will be spent in the classroom examining the basic activity session (BAS) as it relates to practice and session planning as well as how to plan session content based on participants needs and long term planning. Students will then be put into groups based on their specialty and will have one class to come up with an assigned aspect of a practice or session which will be presented in the gym the following class. Each group will have a different component so that the class becomes one full session.

4hrs 4.1.5, 4.2.3

Teaching StylesLecture will focus on the various teaching styles for physical activity (command, exploratory, guided discovery, etc.). Students will participate in a jigsaw exercise that explores each teaching style in detail as it relates to their chosen specialty.

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Skill InstructionStudents will work with a partner of like specialty and will be given time to choose a set of skills and come up with a list of the main teaching points for each skill. In the gym they will then conduct a peer analysis of each other for each skill. The following class the students will be randomly grouped and will have to teach the skill to their classmates who may be unfamiliar with it. Focus is on modeling and cueing to correct skill technique. Peer evaluations will be completed for formative assessment.

Pers

onal

Tra

inin

g

2hrs 4.2.1, 4.2.2

Beginning a New ProgramLecture format. We will go through initial assessments, needs analysis and long term planning. Progression principles will be revisited from the Training and Nutrition unit. Students will complete a case study analysis and create a mock program plan to apply this knowledge.

Program FormatsWe will examine program formats for resistance training and cardio through lecture and discussion. Students will conduct individual research on the pros and cons for a variety of different program types which will be examined for formative assessment.

4hrs 4.1.5, 4.2.3

Teaching Sequence and ProgressionOne class will be spent going over proper teaching sequence for resistance exercise with the help of a guest presenter. Half the class will be spent in the classroom going over a handout that outlines this process then we will move to the weight room for a practical demonstration and practice. Progression principles will also be reviewed at this time.

Teacher ModelingOne class will be spent going through major weight training exercise technique with the teacher modeling and highlighting teaching cues then giving time for students to practice.

Independent PracticeStudents will work in partners and take each other through a full body weight training program. One student will be the instructor one class, the other will take the lead the next class.

Gro

up F

itnes

s

2.5hr 4.2.1, 4.2.2

Program FormatsStudents will split into groups and research a different type of exercise program (spin, step, bootcamp, crossfit, yoga, etc.). They will present their findings to the class in a jigsaw exercise. Basic activity session will be reviewed as it relates to group fitness and additional factors will be discussed to close the class such as the use of music, possible locations and their pros and cons, and reasons why group classes appeal to consumers.

2.5hr 4.2.4 Group Motivation In lecture format we will examine the components of group motivation and what you can do as a leader to improve the motivation of your program participants. Students will then read the article “Maximizing Motivation, Minimizing Fear” and will use text coding to highlight important or intriguing parts of the article. Small group discussions will follow.

**Shading indicates a practical component to the lesson

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Lesson Plans

Backwards Design and SMART Goal Setting Direct Instruction Lesson

Date: _______________ Time: _______________ Class: _______________

Learning Objectives: GLO: InstructionSLOs: 4.1.1

Students will have an understanding of effective goal setting including how to set SMART goals, types of goals, and ways to improve goal achievement. They will also understand the process of backwards design and how to apply this process to instruction in sport/physical activity. Students will be able to use backwards design to create program goals/desired outcomes.

Behavioural Objective: During the lecture/discussion:Respectful listening and discussion behaviours must be emphasized. No idea or comment by a student is a bad one and their classmates should have respect for all perspectives.

Engagement by the students is critical. They will be encouraged to share their ideas and questions freely, raising their hand before commenting. The questions that are asked will be primarily open-ended so there are no wrong answers and to spark more thoughtful discussion.

During the activity:On task behaviours will be watched closely. Students will be encouraged to discuss their ideas with table partners but as the teacher I will continuously monitor to ensure that the conversation is relevant.

Materials/Resources: Resources and materials that are required for this lesson are: Whiteboard Projector Computer/laptop Flipchart paper Markers

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Activating: Essential Outcomes ActivityThis activity is meant to get students thinking of the “big picture” of their program and to introduce the first step in backwards design. Students will come up with one overarching result they wish participants in their program to achieve.

Acquiring: Lecture: SMART Goals and Backwards DesignLecture accompanied by Prezi on the topic of backwards design and goal setting. Upon completion of this lecture and discussion students should be familiar with the basics of backwards design, should understand how to set, or help their participants set, SMART goals, and should understand factors that affect goal achievement.

Prezi is available online at:http://prezi.com/qujy_syhcefd/?utm_campaign=share&utm_medium=copy&rc=ex0share

Applying: Activities:In addition to constructing their essential program outcome students will also, throughout the course of this lesson, work their way through the process of backwards design for a program they have participated in previously. They will also have practice creating a SMART goal for themselves relating to health and fitness.

Assessing: During the lecture portion of the class formative assessment will be conducted, using questioning and based on the quality of discussion that occurs, to determine whether students are understanding the content.

At the end of the lesson students will hand in their backwards design sheet and SMART goals and these will be reviewed as a form of formative assessment.

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S.M.A.R.T. Goal WorksheetGoal:______________________________________________________________________________

______________________________________________________________________________

1. Specific. What will the goal accomplish? How and why will it be accomplished?

______________________________________________________________________________

______________________________________________________________________________

2. Measurable. How will you measure whether or not the goal has been reached? How will you

measure your progress?

______________________________________________________________________________

______________________________________________________________________________

3. Achievable. Is it possible? Do you have the necessary knowledge, skills, abilities, and

resources to accomplish the goal? Will this goal challenge you? Is it within your control?

______________________________________________________________________________

______________________________________________________________________________

4. Relevant. Does the goal reflect the overarching or long term goal? Is the goal of value?

______________________________________________________________________________

______________________________________________________________________________

5. Time-Focused. What is the established completion date and does it create a practical sense

of urgency? Is the goal oriented around steps to achievement?

______________________________________________________________________________

______________________________________________________________________________

Revised Goal:______________________________________________________________________________

______________________________________________________________________________

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Framing Program Instruction Using Backwards DesignIndirect Instruction Lesson

Date: _______________ Time: _______________ Class: _______________


Students will be able to apply their knowledge of backwards design and SMART goal setting to a sport/fitness program. They will be able to create program outcomes, identify methods of assessing for these outcomes, and create process/outcome goals that will lead participants to achievement of desired outcomes.

Behavioural Objective: Group WorkAlthough students will be working independently they will have the opportunity to collaborate with their PLCs for this assignment. Behaviour will be monitored closely to ensure students remain on task. They will be asked to sit in their PLCs when they enter class so grouping will not take additional class time.

Materials/Resources Resources and materials that are required for this lesson are: Handouts (attached) Pen/pencils Whiteboard – for activity instructions

Activating: Brainstorming ActivityElements of backwards design as it relates to sport/fitness programming. Students will discuss this concept with their table partner followed by a whole class discussion. We will create a concept map based on information from the previous lesson and new information volunteered by students that relates more specifically to sport/fitness.

Acquiring: Oral review of backwards design and SMART goal setting. An example will be done as a class illustrating how backwards design can apply to sport/fitness programming. We will use a sport/fitness program as an example that does not conflict with the specialties chosen by students in the class (ex. competitive swimming: training for a specific time on a specific race).

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Applying: Activity 1: Essential OutcomesBuilding on the essential outcomes they have brainstormed,

students will list 3-5 desired outcomes for their hypothetical sport/fitness program. These outcomes should be phrased using the SMART goal setting format. Students should consider the various aspects (technical, tactical, skill-based, fitness-based) of their program that should be given attention based on the goals of their hypothetical participants.

I.e. What would a 10-11 year old girl want from a recreational volleyball program?

Activity 2: Backwards Design WorksheetThis activity is meant to link goal setting and the creation of desired program outcomes with the concept of instruction and assessment of a sport/fitness program. Students will complete the backwards design worksheet for each of their program outcomes. First they will list the outcome. Next they will explain how they plan to measure progress or assess the outcome. Finally they will give a very brief breakdown of drills, activities or exercises they would use to train for or instruct that outcome.

Assessing: Worksheets from today’s lesson will be peer assessed in PLCs using a rating scale during the last 10 minutes of the lesson. Each student will rate one of their peers. The students will then have the opportunity to take their worksheets home for the weekend and make any revisions. The worksheets will be handed in for summative assessment.

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Desired Program Outcomes

Building on the essential outcomes you have already brainstormed, please list 3-5 desired

outcomes for your sport/fitness program. These outcomes must be worded in SMART format

and should represent the various aspects of your program (i.e. strength, cardiovascular fitness,

skill, tactics, knowledge, etc.).

1. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

5. ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Backwards Design Worksheet

Complete the following worksheet for each desired program outcome you have created.

Outcomes should be written in SMART format and measurement/assessment methods should be

detailed and specific. Point form notes are acceptable.

Desired Outcome: ______________________________________________________________ ____________________________________________________________________________________________________________________________________________________________

How will you measure your progress towards this outcome? How will you assess it?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What will you do to help your participant reach this outcome? What activities/drills/methods will you use as an instructor to achieve progress? How often? Provide examples.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Practice PlanningIndependent Instruction Lesson

Date: _______________ Time: _______________ Class: _______________

Learning Objectives: GLO: InstructionSLOs: 4.1.5, 4.2.1, 4.2.2

Students will prepare and deliver a practice/session plan for a chosen sport or physical activity. Through the design and delivery of their plan they will demonstrate their understanding of technique, terminology, rules, tactics, and/or strategies relevant to their chosen sport/activity.

Behavioural Objective:

LectureRespectful listening and discussion behaviours must be emphasized. No idea or comment by a student is a bad one and their classmates should have respect for all perspectives. Engagement by the students is critical. They will be encouraged to share their ideas and questions freely, raising their hand before commenting. Oral questioning will be used to gauge student understanding and for review so selecting responders to questions will be a pre-planned and purposeful behaviour by the instructor.

ActivityThe groups for the activity portion of this lesson will be selected by the instructor. The group numbers will be marked on the top corner of the students’ assignment outline and when time comes to get with their groups, students will be told to sit with others who have the same group number. On task behaviour will be monitored by the instructor and additional support will be provided as needed.

Materials/Resources Resources and materials that are required for this lesson are: Whiteboard Projector Computers with internet access Gym access Various gym equipment

Activating: The class will begin with a review of the components of a Basic Activity Session (BAS). Oral questioning will be used to formatively

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assess students’ retention of the concept which was discussed in the last unit.

Acquiring: LectureThe first part of this lesson is a deeper discussion of the BAS as it relates to practice/session planning. Long-term planning will also be discussed, specifically periodization for competitive seasons and planning for rest and recovery periods in a training cycle. This lecture will be accompanied by a Prezi.

Prezi is available online at:http://prezi.com/5nvf4vbrj_0w/?utm_campaign=share&utm_medium=copy

Applying: ActivityStudents will be placed into groups of 3 based on their chosen specialty and will devise a practice/session plan. They must use independent study, as well as the knowledge they have gained thus far in this course, to gather the information necessary to create their plan. Each group will be assigned one aspect of the BAS to present to the rest of their classmates.

Assessing: The ten minute presentations of their BAS component will be assessed by the instructor for summative assessment. A rubric will be used by the instructor to mark the presentations and anecdotal peer assessment will be conducted immediately following the presentation to give the group some immediate feedback.

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Practice Plan Assignment

Practice Plan

In groups of 3 you must create a practice or session plan for your chosen sport/fitness activity.

You will conduct research independently using the time provided to gather enough information

to create your plan. The plan must include all the components of a Basic Activity Session (BAS)

and should indicate: the age of the participants, the goals of the session, equipment that will be

needed, safety considerations, and a detailed description of each stage of the plan.

Practice Plan Scoring Guide

Criteria Score

Follows BAS (warm up, activity, cool down, and reflection). Plan indicates age, goals, equipment, and safety considerations.

1 2 3 4 5

Goals/objectives are well thought out and are framed using the SMART format.

1 2 3 4 5

Elements of the plan reflect the stated goals or objectives.

1 2 3 4 5

Plan is detailed, insightful, and creative. All elements are specific to the chosen sport/activity.

1 2 3 4 5

Presentation

Each group will be assigned one element of their practice plan to present to their classmates. All

group members should be involved in the presentation and instruction. Groups are responsible

for ensuring they have the required equipment ready before the presentation day.

Presentation Scoring Guide

Criteria Score

Cooperation with group members 1 2 3 4 5

Instructional presence 1 2 3 4 5

Fundamental knowledge is evident 1 2 3 4 5

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Teaching Sequence for Resistance TrainingExperiential Instruction Lesson

Date: _______________ Time: _______________ Class: _______________


Students will gain an understanding of basic exercise technique for some of the more fundamental resistance training exercises. They will also understand and be able to teach a skill or exercise technique to a program participant using proper teaching sequence. Students will understand how to apply the teaching sequence to a variety of situations that are specific to their specialty.

Behavioural Objective:

Guest SpeakerBefore the speaker begins the teacher will review the importance of respectful listening and engagement in the presentation. During the lesson if students are behaving inappropriately the teacher will use non-verbal intervention techniques (proximity, eye contact, etc.) to quell any disruptions.

Group Discussion and QuestioningBoth the teacher and guest presenter will circulate the classroom during group discussion and ensure the students are staying on topic. The students will be grouped according to who they are sitting close to (each row of students will be a group). When questions are being asked the teacher will monitor the attention of the class and use verbal intervention to keep students focused.

Weight Room Etiquette Weight room etiquette will have already been discussed in class and it will be reviewed before we leave the classroom.

Materials/Resources Resources and materials that are required for this lesson are: Handout Projector Computer Whiteboard Weight room access

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Activating: Guest presenter (a personal trainer) will be introduced. Introductory video: what not to do at the gym to demonstrate common exercise techniques.

Acquiring: Handout Teaching sequence for resistance training exercise technique will be discussed in class followed by a practical demonstration in the school’s fitness center.

Prezi available online at : http://prezi.com/twq5c76foowe/?utm_campaign=share&utm_medium=copy&rc=ex0share

Practical DemonstrationThe guest presenter will take the class through a demonstration and instruction of major resistance training exercises (squats, hamstring curls, bench press, lat pull down, seated row, shoulder press). This will serve as firsthand experience for the students with them taking on the role of the participant.

Applying: Group DiscussionStudents will discuss the presentation in small groups, (what they learned, what was interesting, what they still want to know) followed by a questioning period during which each group will ask the presenter one question they still had after the practical demonstration and lecture.

Exit SlipStudents will write an exit slip explaining how they can use the knowledge they gained today with their own sport/fitness program. Including any adaptations they would make for their specialty.

Assessing: Exit slips will be taken in and reviewed as formative assessment. With the guest presenter taking over instruction for this lesson the teacher will have an excellent opportunity to observe the class behaviour. Anecdotal records will be taken regarding behaviour and student participation during the lecture and activity portions.

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Teaching Sequence1. Introduction

Name of exercise Identify similar ADLs Muscles used Why they are doing this exercise

2. Demo (loaded) 3-5 reps Define beginning and end points Recap key points and ROM

3. Client Performs Exercise First without resistance Then with resistance 8-12 reps

4. Observe From 2-3 angles Add cues or complement what is being done correctly

5. Establish Weight Load Trial and error For beginners start in the 8-12 rep range Keep goals in mind

6. Teach Appropriate Stretch For the muscles being worked Give appropriate prescription cues

7. Suggest 1 Alternative Exercise Biomechanically suitable Client can decide which they prefer

Other Considerations…

Non-Verbal Cues- Demonstrate correct technique- Over-exaggerate certain movements- Index finger on muscle being worked may help with feedback

Verbal Cues- Keep it brief- Change words if they are not making corrections

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Group Fitness Program FormatsInteractive Instruction Lesson

Date: _______________ Time: _______________ Class: _______________

Learning Objectives: GLO: InstructionSLOs: 4.1.5, 4.2.1, 4.2.4

Students will be able to identify a variety of group fitness program options available in our community and list the health/fitness benefits of each. Students will be able to compare and contrast the different formats based on their fitness benefits, program design, program focus/goals, and ideal population.

Behavioural Objective: Group DiscussionFor group sharing and discussion we will set ground rules that students should: listen when others are speaking, provide positive comments, suspend judgment and ask questions.

JigsawDuring the jigsaw exercise it will be established that students are responsible for all the knowledge presented by their classmates and will have to complete an assignment based on that knowledge. This will encourage students to be good listeners and to stay on task for the duration of the activity. Students will be given a colored index card as they enter the room. For the research portion of the lesson students will be grouped by color, for the sharing portion they will be grouped by number.

Movement about the roomStudents will be moving around a lot for this lesson, going back and forth to computers for research purposes as well as forming groups. Before we begin the teacher will establish that moving around the room should be done in a quiet and respectful manner. These expectations have been established at the beginning of the year but will be reinforced prior to this lesson.

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Materials/Resources Resources and materials required for this lesson are: Computers Whiteboard Fitness center group class brochures Coloured index cards for grouping students

Activating: Group Fitness Jeopardy GameThe room will be split in half based on seating arrangement and the class will play a quick round of Group Fitness Jeopardy. The questions will be an activator and also an indication of how familiar the class is with group fitness program formats.

The PowerPoint slides for Group Fitness Jeopardy are attached as Appendix A.

Acquiring: Jigsaw - ResearchStudents will be split into groups according to the color of the index card they were given as they entered class. Groups of like color will get together and research an assigned group fitness program format. The formats that we will be researching are:

Spin Yoga/Pilates Boot camps Aqua fitness Studio-based cardio fitness Studio-based strength fitness

Assignment details will be outlined on the whiteboard for students to refer to. All research will be recorded independently by the individuals in each group on loose-leaf or other media.

Students will research (online and using the brochures provided) and report on the following topics if they are applicable:

Specific class types within the category Health/fitness benefits Primary goal(s) of the class type Approximate cost to participants Location and equipment used Pros and Cons (your opinion)

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Applying: Jigsaw – ShareStudents will be regrouped according to the numbers on their coloured index card. There will be one member from each of the research groups represented in the new groupings. The students who are now “masters” in one field of group fitness will take a turn sharing their research and teaching the rest of their group all there is to know about that group fitness category.

By the end of this lesson all the students should have been taught about each of the different categories and should have taken down some notes about each one.

Assessing: As an exit slip students will have to hand in their research from the first step of the jigsaw. We will also spend the last 10 minutes of class doing an oral debrief on the jigsaw exercise. I will ask students to share what they learned from their classmates as well as their thoughts on the jigsaw format and any questions they might still have.

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Bibliography

Teaching Physical Education (Moston & Ashworth, 2008): http://www.spectrumofteachingstyles.org

Leadership Theory

8 Major Leadership Theories: http://www.shalomdc.org/local_includes/downloads/63033.pdf

Levin, J., Nolan, J. F., Kerr, J. W., & Elliott, A. E. (2007). Principles of classroom management: A professional decision-making model. (3rd ed.). Upper Saddle River, NJ: Pearson Education Inc. Course Notes – University of Winnipeg KIN1200: Principles of Coaching – David Telles-Langdon

Promotion and Adherence

Lox, C. L., Martin Ginis, K. A., & Petruzzello, S. J. (2010). The psychology of exercise: Integrating theory and practice. (3rd ed.). Scottsdale, AZ: Holcomb Hathaway Publishers Inc. Course Notes – University of Winnipeg KIN3305: Physical Activity Promotion and Adherence – Jay Greenfeld

Program Planning

Logic Model article: http://www.uiweb.uidaho.edu/extension/LogicModel.pdf

The Health Communication Unit. (2001). Introduction to health promotion program planning. University of Toronto. Retrieved from http://www.thcu.ca/infoandresources/publications/planning.wkbk.content.apr01.format.oct06.pdf

Training

National Strength and Conditioning Association. (2008). T. R. Baechle & R. W. Earle (Eds.), Essentials of Strength Training and Conditioning (3rd ed.). Champaign, IL: Human Kinetics. Course Notes – University of Winnipeg KIN3304: Advanced Resistance Training – Barb Cajas

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Nutrition

Canada Food Guide: http://www.hc-sc.gc.ca/fn-an/index-eng.php

Dietitians of Canada (athlete nutrition): http://www.dietitians.ca/Dietitians-Views/Specific-Populations/Nutrition-and-Athletic-Performance.aspx

Sport Nutrition links and resources: http://www.cces.ca/en/nutrition

Instruction

Backwards design: http://edublog.cmich.edu/edu345-cunningham/files/2013/02/Backward-Design-Wiggins-McTighe.pdf

SMART goals handout and worksheet: http://www.hr.virginia.edu/uploads/documents/media/Writing_SMART_Goals.pdf

Professionalism https://www.stf.sk.ca/portal.jsp?Sy3uQUnbK9L2RmSZs02CjV/LfyjbyjsxsRNeuMmLTIA4=F

Coaching

'Get Coaching' video tutorials: http://www.coach.ca/-p154564

Coaching Manitoba: http://www.hr.virginia.edu/uploads/documents/media/Writing_SMART_Goals.pdf Course Notes – University of Winnipeg KIN1200: Principles of Coaching – David Telles-Langdon

Personal Training/Group Fitness Course Notes – University of Winnipeg KIN3304: Advanced Resistance Training – Barb Cajas

Manitoba Fitness Council: http://www.manitobafitnesscouncil.ca/

Williams-Evans, K. (2002). Maximizing Motivation, Minimizing Fear. Idea Fitness Edge.

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