MTP Fitness PE

St Nicholas School Subject: PE

Date: September – December 2019 Circuit Training/General fitness

Focus

Exercising Safely and Effectively CURRICULAR LINKS English, ICT, Science, PSHE Health, fitness, exercise, muscle tone, aerobic, training, cardiovascular, circuit training.

Key words TEACHER RESOURCES

Class: KS4 PE Group

Matt Harris

SMSC

Gym equipment (gym balls, treadmill, bike, weights, balance board), cones, ladder, mats, balls, skipping ropes, pilates DVD, Yoga DVD, benches.

Student Levels

Low Ability

Middle Ability

Learning Objectives To begin to understand the importance of warming up and cooling down.

Activities and Content

Expected Outcomes (NC)

Warm-Up: students to complete an appropriate warm-up e.g. aerobics – students to complete teacher-led aerobics activity. Relay races, etc.

Followed by stretches. As students begin to understand what a warm up consists of, encourage them to develop their own warm-up activities.

More confident students may wish to devise a routine / activity to lead the rest of the group.

P4 Physical Pupils can perform singular gross actions with increasing consistency. They can establish movement patterns and also maintain core balance whilst exploring apparatus/equipment.

Cognitive They can recognise familiar pieces of equipment and recognise and be aware of simple commands. Pupils have an awareness of cause and effect.

Socio-emotional Pupils begin to work with adults and maintain focus on apparatus/equipment for limited periods of time.

P5 Physical Pupils explore a variety of movements. They show increasing control over an object (pushing, patting, throwing, catching or kicking). They can handle equipment and/or apparatus safely and with full support.

Cognitive

To develop understanding that physical activity contributes to the healthy functioning of the body and mind.

To develop an understanding of what fitness is.

Term: 1+2

NC and other references

Introduction: students to think about what aerobic means, and identify with support different aerobic activities.

Use white board to mind map their responses, and physical activities to demonstrate hoe activity causes changes to their bodies. Develop ideas

High Ability

To explore what aerobic activity is and identify a variety of aerobic activities and their benefits.

To develop an understanding of different training methods e.g. circuit, interval etc To develop an understanding of the meaning of strength, flexibility, and endurance and how these can be achieved using different exercises.

Students will explore a number of fitness components in order to gain an appreciation for what is meant by ‘being fit & healthy’’.

Students to gain an appreciation for the benefits of regular exercise and how

about strength, flexability, endurance, and how different exercises work different parts of the body.

Students to take part in a session at the gym, explore the equipment and identify what equipment would include aerobic activity: bike, treadmill, rower, and to identify activities that develop muscle tone, exploring how these activities differ in toning and burning fat. Students could work in pairs to explore and test the equipment, use the challenge cards to support participation and motivation.

Explore the gym balls and what exercises students could do on them, and what parts of the body they are working and toning. Demonstrate correct techniques to complete situps / press-ups squats etc. Other equipment to be used may include skipping ropes, hoops etc.

Students to investigate what flexibility is and why it is an important fitness component. Students should be encouraged to think about how stretch can support us in preventing injuries and also help to rehabilitate previous injuries. Students should explore a variety of different types of exercises and stretching programmes that help to improve flexibility.

Students to take part in a session of pilate’s, this could be teacher led, or using an IWB and a pilates DVD

Pupils are able to link two simple actions together, with full support. They can follow a simple instruction with support and begin to show a basic awareness of space.

Pupils have understanding of some basic concepts linked to task and resources. They observe actions of others with interest.

Socio-Emotional Pupils begin to take turns in pairs or small groups. They communicate tasks that they like or dislike. They begin to work with their peers.

P6 Physical Pupils move in a variety of ways. They can use equipment/apparatus for its purpose but lack accuracy.

They handle equipment and/or apparatus safely and with basic control, with support and guidance. Pupils copy a simple movement action with some accuracy.

Cognitive Pupils link 2 actions with less support. They can follow a simple instruction to achieve a goal. They observe simple movement actions and attempt to copy. Pupils are able to answer a simple question linked the task.

Socio-Emotional Pupils work cooperatively in pairs and small groups with some support and interact positively within a group.

P7 Physical Pupils copy a fundamental movement skill in isolation and begin to coordinate some movements and skills. They can handle equipment and/or apparatus safely with increasing control and coordination, with initial prompting.

Cognitive Pupils have an awareness of changes happening to my body when active. They comment on activities that I like or don’t like. They watch others performance with interest. They are aware of space, themselves and others.

Socio-Emotional Pupils begin to take turns in pairs or small group situations; they show an increased awareness and

injury may impact on this.

To recognise how a short aerobics session can help improve fitness levels

To recognise how Continuous training can help improve performance in a variety of activities

students could replicate the actions shown. Teacher should support students into performing the correct actions and encouraging them. Allow students to devise and develop their own pilates programme using the correct positions learnt from the DVD. Complete activities above using a yoga DVD, ballet DVD or any other flexibility / stretch influenced programme.

Circuit training: Appropriate warm up to be completed before activities, must include pulse raisers e.g. tag, dodgeball, relay races etc followed by stretches.

Discuss what students think a circuit is, explain how a good circuit should incorporate muscle toning activities as well as aerobic activities.

Students should be encouraged to experience a variety of different circuits which may be fitness specific or general, students should be given opportunities to create their own circuits individually, in pairs or in small groups. Use of clear instruction sheets and diagrams of actions for activities will help learners understand what they should be doing.

Example circuits: Sport specific circuit for football would consist mainly of leg enhancing exercises that build both muscle tone: Squats, Lunges

understanding of the task. They begin to contribute by asking appropriate questions and offering ideas. They attempt to adjust technique in a task following feedback.

P8 Physical Pupils will begin to show more control in their movement and skills often lacking consistency. They will follow and imitate sequences of patterns in their movements.

Pupils will independently use equipment and/or apparatus appropriately. They will negotiate space successfully in a variety of activities.

Cognitive Talk about what they are doing and contribute ideas.

Pupils will comment on changes in their body during exercise. Pupils express themselves through repetitive and simple sequences and movement patterns.

Socio-Emotional Pupils play simple games and may require support to keep score and maintain rules. Begin to work independently on simple tasks, taking turns within an activity.

P9 Physical Pupils will copy and repeat a fundamental movement skill in isolation and begins to show basic agility, balance and co-ordination.

Cognitive Pupils describe their own actions and the actions of others. Pupils follow simple rules.

Socio-Emotional Pupils will listen to feedback from a partner.

They will form positive relationships with adults and other children and begin to work independently on simple tasks for short periods.

S1 Physical Pupils will demonstrate some agility, balance and coordination. They will be able to copy and repeat 2-3 fundamental movement skills in isolation. They move in a range of ways showing some control.

Cognitive

Step-ups (up and down a bench), As well as activities to increase speed and agility: Quick feet ladder Running in and out of cones Side stepping between 2 given points Jogging backwards Skipping General Fitness circuit may include some of the activities above as well as: Sit-ups Press-ups Tricep dips Wheel barrow races Passing activities Arm weights There are many different types of circuits that can be set up using as much equipment (or as little) as you feel necessary. Circuits should be monitored with 1-3 minutes of activity on each station and MUST have intervals of rest periods (30secs2mins) in between.

Pupils describe and comment on their own actions and actions of others. Pupils understand simple rules and begin to use appropriate vocabulary and describe key safety principles.

Socio-emotional Pupils watch another person’s action. Pupils share and take turns when working with a partner.

Pupils will listen to feedback from a partner and act on this and work independently on simple tasks for short periods. Pupils will ask for help when needed and discuss how their body feels before and after exercise.

S2 Physical Copy and increase a range of fundamental movement skills in isolation. Repeat an increasing range of fundamental movement skills in isolation and show good agility, balance and co-ordination within movement pattern. Pupils will move in a range of ways with increasing control.

Cognitive Pupils will identify similarities between performances and begin to use simple strategies for attacking and defending. Pupils remember and follow simple rules describing different movements using key words. They will develop sequences of movement and can explain the importance of warm up and cool down.

Socio – Emotional With encouragement, pupils show perseverance when learning is challenging. They can plan work with a partner and share their work with confidence listening to others who do the same. Pupils will support and encourage their peers. They can work independently within a given task and can talk about how their body changes before and after exercise.

S3 Physical Pupils can apply skills and actions appropriately in a range of contexts. Pupils consistently select and use skills and actions appropriately in a range of contexts and they can use fundamental movement skills in combination and produce movements with control.

Cognitive Students can use simple strategies for attacking and defending. Pupils are able to transfer physical skills across different activities and identify similarities and differences between performances. Pupils will begin to describe strengths and weaknesses and suggest areas for improvement and develop sequences of movement which expresses their own ideas. Pupils can identify the components of fitness and explain how often and how long exercise is required to be healthy.

Socio – emotional Students take on a role within a group and work cooperatively and can recognise when others are finding things difficult and support them. They persevere when learning is challenging and react positively within the situation. Pupils are able to give and receive feedback and challenge themselves without prompting.

S4 Physical Pupils begin to combine and apply movements/skills in different contexts and they begin to demonstrate correct techniques. They will begin to apply flexibility, strength and balance to my performance (show elements of). Students will consistently produce movements with good control.

Cognitive Pupils will suggest improvements based on performance and show an awareness of positional play. They describe strengths and weaknesses and begin to explain their decisions and identifying tactical ideas.

Socio – Emotional Pupils can organise and take on responsibilities within a small group and begin to take on the role of a leader.

They will begin to set appropriate targets to aspire to.