five for life program - focused fitness · pdf file · 2016-02-19section 5 teacher...

Five for Life Program INTERMEDIATE

Authors: Karen Cowan, Ron T. Malm, Amy Lutz, Jan Gleich, and Ted VaughnReviewer: Robert Lutz, MD, MPH

Second Edition Revised August 2015

Copyright © 2008 by Focused Fitness, LLC All Rights Reserved

Focused Fitness, LLCFirst Edition published 2008

No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information

storage and retrieval system without the written permission of the author,except where permitted by law.

Printed in the United States of America

2426 S. Dishman Mica Road – Spokane Valley, WA 99206 – Ph: (509) 327-3181 – F: (509) 927-8551 www.focusedfitness.org

© 2008 Focused Fitness All rights reserved.

Table of Contents


Preface

Section 1 FIVE COMPONENTS OF FITNESS • Five for Life (Review Five Components of Fitness) 1.1 • Cardiorespiratory Endurance and the FITT Principle 1.40 • Muscular Strength and Muscular Endurance and the FITT Principle 1.57 • Flexibility and the FITT Principle 1.73 • Body Composition and the FITT Principle 1.86

Section 2 HEALTH Nutrition • Nutrition 2.1 Healthy Habits for Life • Activity Log 2.27 • Nutrition Log 2.52 • Sleep Log 2.69 • Hydration Log 2.83

Section 3 MOVEMENT Skeletal System • Bones for Life 3.1 Muscular System • Muscles for Life 3.23 Cardiorespiratory System • Cardiorespiratory Endurance for Life 3.47

Section 4 FITNESS RELATED ACTIVITIES Functional and Circuit Training • Functional Training 4.1 • Circuit Training 4.47 Heart Rate Training • Heart Health Pyramid 4.85 Pedometers • Steps for Life 4.104 Fitness Measurements • Fitness Measurements 4.124 Goal Setting • Goal Setting 4.161

Section 5 TEACHER RESOURCES Intermediate Cumulative Assessment 5.1 Intermediate Cumulative Assessment Key and Rubric 5.10 Quality Lesson Plan 5.27 Physical Education Yearly Plan 5.29 Vocabulary Words and Definitions 5.31 Safety 5.35 CCSS Explanation and Key 5.37 References 5.39

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FIVE FOR LIFE

Essential Questions:• What is Fitness?• What does it mean to be fit?

Why is fitness important in my life?

Unit Goals: • Students will understand the five components of fitness and their relationship to overall

health• Students will understand that being fit in all five components of fitness is necessary in

order to live a healthy and productive life

Student Objectives:• Students will explain the five components of fitness and how they relate to health,

performance and appearance• Students will describe the five components of fitness and how they apply them to

everyday life

•

Unit Title: Five for Life

Level: Intermediate

Section: Five Components of Fitness

Time Frame: 5 Lessons

Key Vocabulary Words: Body Composition, Cardiorespiratory Endurance, Dynamic Stretches, Flexibility, Muscular Endurance, Muscular Strength, Resistance Training, Static Stretches,

Activities:Cardiorespiratory Endurance:

• Heart Health 4/5 Minute Walk/Run • Cardiorespiratory Graphing Activity

Muscular Strength and Endurance:• Muscle Strength and Muscle Endurance Activity• Muscle Strength and Muscle Endurance Tag• Muscle Check up

Flexibility:• Flexibility Activity• Teacher/Student Led All Star Static Stretches

Routine• Teacher/Student Led All Star Dynamic

Stretches Routine• Creating Flexibility Dynamic / Static Stretching

RoutinesBody Composition:

• Body Composition Explanation• Energy In Energy Out for Body Composition• Muscle Snatchers• Healthy Body Balance Card Game for Body

Composition• Balance the Fat• Five for Life Circuit

intermediate

Activities:Cardiorespiratory Endurance:

• Heart Health 4/5 Minute Walk and Run• Cardiorespiratory Graphing Activity

Muscular Strength and Endurance:• Muscular Strength/Endurance Activity• Muscular Strength and Muscle Endurance Tag• Muscle Check-Up

Flexibility:• Flexibility Activity• Teacher/Student-Led All-Star Static Stretches • All-Star Dynamic Stretches • Flexibility Dynamic/Static Stretching Routines

Body Composition:• Body Composition Explanation• Energy In Energy Out• Muscle Snatchers• Healthy Body Balance Card Game • Balance the Fat• Five for Life Circuit

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Lessons: • Display essential question• Explanation and demonstration of the five components of fitness• Explanation and demonstration of All-Star Static Stretches and All-Star Dynamic

Stretches (see handouts)• Body Composition explanation • Vocabulary words and definitions written on board. (Note: Handout is included

with vocabulary words and definitions)

Student Assessment:• Five Components of Fitness multiple choice assessment.

Subject Integration (Math, Reading, Writing):• Muscular Strength and Endurance Activity (Counting)• Cardiorespiratory Graphing Activity (Graphing)• Muscle Check-Up (Reading & Writing)• Muscle Snatchers (Addition)• Health Body Balance Card Game (Percentages and ratios)• Balance the Fat Game (Percentages and ratios)

Safety: Use Five for Life Safety Code to reinforce safe play with your students. (Note: See Safety section for directions) Review the following safety cues before beginning an activity: • Check his/her personal space • Maintain control of his/her body at all times • Respect equipment, others and self • Always follow directions

Equipment Needed:• Stretch Bands • Agility Rings• Step Boxes • Stability Balls• Medicine Balls • Scoreboard or Clicker• Cones • Whiteboard or Chalkboard• Foam Balls • Cones• Mats • Poly Spots• Body Composition Cards • Hula Hoops• Bean Bags

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Lessons: • Display essential question• Explanation and demonstration of the five components of fitness• Explanation and demonstration of All-Star Static Stretches and All-Star Dynamic

Stretches (see handouts)• Body Composition explanation • Vocabulary words and definitions written on board. (Note: Handout is included

with vocabulary words and definitions)

Student Assessment:• Five Components of Fitness multiple choice assessment.

Subject Integration (Math, Reading, Writing):• Muscular Strength and Endurance Activity (Counting)• Cardiorespiratory Graphing Activity (Graphing)• Muscle Check-Up (Reading & Writing)• Muscle Snatchers (Addition)• Health Body Balance Card Game (Percentages and ratios)• Balance the Fat Game (Percentages and ratios)

Safety: Use Five for Life Safety Code to reinforce safe play with your students. (Note: See Safety section for directions) Review the following safety cues before beginning an activity: • Check his/her personal space • Maintain control of his/her body at all times • Respect equipment, others and self • Always follow directions

Equipment Needed:• Stretch Bands • Agility Rings• Step Boxes • Stability Balls• Medicine Balls • Scoreboard or Clicker• Cones • Whiteboard or Chalkboard• Foam Balls • Cones• Mats • Poly Spots• Body Composition Cards • Hula Hoops• Bean Bags

FIVE FOR LIFE

Equipment Needed:• Stretch Bands • Agility Rings• Step Boxes • Stability Balls• Medicine Balls • Scoreboard or Clicker• Whiteboard or Chalkboard • Foam Balls • Cones • Mats • Poly Spots • Body Composition Cards• Hula Hoops • Bean Bags

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1.�© 2008 Focused Fitness All rights reserved.

NASPE Standards:

Standard 1: Demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities.

Standard 2: Demonstrates an 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.

FIVE FOR LIFE

SHAPE Standards:Standard 1: Demonstrates competency in a variety of motor skills and movement patterns.Standard 2: Applies knowledge of concepts, principles, strategies and tactics related to movement and performance.Standard 3: Demonstrates the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.Standard 4: Exhibits responsible personal and social behavior that respects self and others.Standard 5: Recognizes the value of physical activity for health, enjoyment, challenge, self-expression and/or social interaction.

Common Core State Standards (CCSS) Anchor Standards for English and Language Arts:Reading Informational text (RI) and Literacy in History/Social Studies, Science, Technical Subjects (RST):3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.10: Read and comprehend complex literary and informational texts independently and proficiently.

Speaking and Listening (SL):1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Language (L):1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Writing (W) and Literacy in History/Social Studies, Science, and Technical Subjects (WHST):1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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Getting in shape means different things to different people. For one person, it might mean the ability to run 5 miles. For another, it might mean the ability to lift 150 pounds or to do the splits. However, fitness is not limited to a physical skill here or there. Fitness encompasses your whole body and has five components, or parts which are: Cardiorespiratory Endurance, Muscular Strength, Muscular Endurance, Flexibility and Body Composition. Fitness means maintaining healthy levels for each component. When all Five Components of Fitness are healthy, it helps you live an active and productive life.

Cardiorespiratory Endurance – Cardiorespiratory endurance is the ability of the heart, blood, blood vessels and lungs to supply enough oxygen and necessary fuel to the muscles during long periods of physical activity. “Cardio” refers to the heart and “respiratory” refers to breathing. The word “endurance” means being able to keep going even when it is hard. Therefore, cardiorespiratory endurance means your heart and lungs can supply oxygen to your muscles even when you are exercising hard for a long time.

How to Improve Your Cardiorespiratory Endurance Since your heart and lungs are muscles, certain exercises build their ability to work harder and longer. The best kind of cardiorespiratory endurance training is aerobic activity such as running, skating, swimming, and vigorous walking and dancing. “Aero” means air and “obic” comes from “bios,” which means life. Aerobic (air life) activities force your body to use a large amount of oxygen for a long period.

Cardiorespiratory Endurance and Your Health As cardiorespiratory endurance training improves the function of your heart and lungs, it also improves your general health. Your heart and lungs become more efficient at filling your blood with oxygen and circulating your blood throughout your body. This efficiency reduces many of the effects caused by risk factors such as smoking, obesity, drug and alcohol abuse, heredity and age. These risk factors are associated with heart disease, type II diabetes, heart attacks and strokes.

Cardiorespiratory Endurance and Your Performance With aerobic activities, your lungs improve in their ability to take in oxygen. In addition, your heart becomes stronger and able to pump more oxygen-full blood to your muscles with each beat. The result is that your heart beats at a slower rate and circulates the same amount of blood.

Your heart and lungs move oxygen and necessary fuel to your muscles using your blood and blood vessels. The better your heart and lungs function, the better your performance is in physical activities; you can keep going at a fast rate. This enables you to work, exercise and play harder, stronger, and longer without getting tired.

For example, what would happen if you were a soccer player and you were so tired that you started gasping for air half way through the match? You would have to sit on the bench until you could play again. However, cardiorespiratory endurance would keep you in the game. Your heart and lungs would work efficiently and your body would get the oxygen and fuel it needs to last the entire game.

Cardiorespiratory Endurance and Your Body Composition Cardiorespiratory endurance training also improves your appearance. It tones your body and burns fat, which improves your body composition.

Body Composition is the combination of fat-free mass and fat mass in your body. As your personal appearance improves, it can build your sense of well-being and positive self-image.

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Muscular Strength – Muscular strength is the ability of a muscle or muscles to push or pull with total force. Increasing your muscular strength allows you to lift, push, or pull with more force. Strength is always a benefit in any athletic situation but it is also important when your car has a flat tire, the door is stuck, or when you need to open the pickle jar. Muscular strength exercises are performed with high resistance and can only be performed for a short time. Muscular strength exercises can typically only be performed for 8 or less repetitions.

Muscular Endurance – Muscular endurance is the ability of a muscle or muscles to repeat a movement many times or hold a position without stopping to rest. Improving your muscular endurance allows you to increase your physical activity. When you increase your muscular endurance , you can do more physical work because you can move faster and longer. Repetition is the key. Muscular endurance exercises are performed with lighter resistance than muscular strength exercises. This allows you to perform more repetitions. Typically, muscular endurance exercises can be performed 12 or more times.

The Relationship between Muscular Strength and Muscular Endurance Muscular strength comes before muscular endurance. For example, before a bricklayer can stack hundreds of bricks a day, he/she must have the muscular strength to lift the first brick. Once he/she has the initial strength to lift the first brick, the bricklayer can begin to build muscular endurance by repetition.

The old adage, “If you do not use them you lose them”, is true about your muscles. Your muscles react positively to strenuous activity and negatively to inactivity. When your body is inactive, a large percentage of strength is lost over time. Building muscle is like putting money in the bank: it creates independence in later years.

One of the best ways to build muscular strength and muscular endurance is through resistance activities that place an additional force against the muscle or muscle group. Resistance training involves activities that place an additional force against a muscle or muscle group. Examples of resistance training include weight training, push-ups and crunches.

Muscular Strength/Muscular Endurance and Bone Density As your body ages, your bone density (bone strength) tends to decrease. This can lead to weak bones that break easily and to osteoporosis. Osteoporosis is a disease of the bones that causes loss of bone density. As a result, bones deteriorate and become weak, leading to an increased risk of bone fractures. Building muscular strength and muscular endurance through resistance training, along with an active lifestyle, maintain and improve bone density.

Muscular Strength/Muscular Endurance and Performance Developing your muscular strength and muscular endurance enhances your physical performance. As muscles become stronger, physical performance is improved. Improving your muscular strength and muscular endurance gives your body the ability to work, exercise or play more often with more power and for longer periods.

Body Composition – Body composition is the combination of fat-free mass and fat mass. It includes everything in your body (fat, bones, muscles, organs and water). You need healthy levels of fat mass to insulate and protect your organs and absorb vitamins. You also need fat for nerve conduction. Your body uses fats an energy source too.

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Having too much or too little fat mass can become a health risk. It lowers performance and detracts from appearance. A healthy range of fat mass for men is 10%-20%. A healthy range of fat mass for women is 15%-25%. Having a healthy body composition will reduce your risk of heart disease, type II diabetes, high blood pressure, strokes, certain types of cancer and obesity

Body composition is affected by two factors: the number of calories eaten (energy in) and the amount of activity performed and calories burned (energy out). Both are controllable. A combined effort of eating a healthy diet (energy in) and increasing physical activity (energy out) is the best approach to maintaining a healthy body composition.

Your body composition and appearance also improve as you develop muscular strength and muscular endurance. Resistance training helps control your body composition by increasing muscle mass, (fat-free mass). Your muscles act as tiny furnaces that burn fat. The more muscle your body has, the more calories it will burn.

Flexibility – Flexibility refers to a muscle’s ability to move a joint through a full range of motion. As your body ages, your muscles, tendons and ligaments will tend to stiffen and become less flexible. If your shoulder muscles stiffen, it will hinder your ability to throw because your arm will not move through the entire motion. Staying flexible is crucial for health and performance. Improving flexibility decreases your risk of injury, prevents post-exercise pain and helps relieve the effects of emotional tension.

You can increase your flexibility with stretching exercises. Methods that are safe and effective areDynamic and Static Stretches. Dynamic Stretches are stretching exercises that are performed while in motion. They move parts of your body continuously while gradually increasing your reach, speed of movement or both. Dynamic stretches take you gently to the limits of your range of motion. Static Stretches stretch a muscle to the point of mild discomfort by holding it in a maximal stretch for an extended period. You can perform these stretches as part of the warm-up and/or cool-down phase of a fitness program or as a separate flexibility program.

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Key vocabulary words in this unit:

• Body Composition – The combination of fat-free mass and fat mass, including fat, bones, muscles, organs and water

• Cardiorespiratory Endurance – The ability of the heart, blood, blood vessels and lungs to supply enough oxygen and necessary fuel to the muscles during long periods of physical activity

• Dynamic Stretches – Involves moving parts of the body continuously while gradually increasing reach, speed of movement or both gently through a full range of motion. Stretching performed while in motion

• Flexibility – The muscles’ ability to move a joint through a full range of motion

• Muscular Endurance – The ability of the muscles to repeat a movement many times or hold a position without stopping to rest

• Muscular Strength – The ability of a muscle or muscles to push or pull with its total force

• Resistance Training – An activity that places an additional force against the muscle or muscle group

• Static Stretches – Involves stretching a muscle to the point of mild discomfort by holding it in a maximal stretch for an extended period

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Cardiorespiratory Endurance

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Level: Intermediate

Objective: Students will explain how walking and running improve cardiorespiratory endurance.

Equipment:• Cones• Whiteboard or Chalkboard

CCSS:SL. 1,6 Gr 6,7,8L. 1,6 Gr 6,7,8

Explanation:Physical performance will be enhanced by cardiorespiratory endurance training. The heart is a muscle. Like any muscle as the heart becomes stronger it is able to pump more blood with each beat, which means the heart can beat at a slower rate and circulate the same amount of blood. This increased efficiency enables a person to work, exercise or play more often, more vigorously and for longer periods of time without becoming tired. Directions:1. Line students up. Instruct them that their goal is to walk laps for a

designated time period. Explain that each student needs to keep track of their own laps.

2. Set the time and start the activity.3. As a motivator, encourage students.4. When finished, have the students check their heart rate and talk about how

they feel (heart rate, temperature and breathing) 5. Line students up and instruct them that they need to jog at a pace they can

maintain for a designated time.6. Repeat steps 2-4.7. Ask reflective questions.

Assessment Ideas:• Teacher Question and Answer (While students are in a group or as a

debrief)• How many people got more laps when jogging compared to walking? • Why were you able to get more laps when jogging compared to

walking? • What physical changes took place when jogging compared to

walking?• How long could you have walked? Please explain?• How long could you have jogged? Please explain?• What would happen if you were to run at full speed?• What results will you feel and see if you do this activity three times a

week for six weeks?

Diagram:

= Students

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Heart Health 4/5 Minute Walk and Run

Level: Intermediate

Objective: Students will explain how walking and running improve cardiorespiratory endurance.

Equipment:• Cones• Whiteboard or Chalkboard

Explanation:Physical performance will be enhanced by cardiorespiratory endurance training. The heart is a muscle. Like any muscle as the heart becomes stronger it is able to pump more blood with each beat, which means the heart can beat at a slower rate and circulate the same amount of blood. This increased efficiency enables a person to work, exercise or play more often, more vigorously and for longer periods of time without becoming tired.

Directions:1. Line students up. Instruct them that their goal is to walk laps for a

designated time period. Explain that each student needs to keep track of their own laps.

2. Set the time and start the activity.3. As a motivator, encourage students.4. When finished, have the students check their heart rate and talk about

how they feel (heart rate, temperature and breathing) 5. Line students up and instruct them that they need to jog at a pace they

can maintain for a designated time.6. Repeat steps 2-4.7. Ask reflective questions.

Assessment Ideas:1. Teacher Question and Answer (While students are in a group or as a

debrief) • How many people got more laps when jogging compared to walking? • Why were you able to get more laps when jogging compared to

walking? • What physical changes took place when jogging compared to

walking? • How long could you have walked? Please explain? • How long could you have jogged? Please explain? • What would happen if you were to run at full speed? • What results will you feel and see if you do this activity three times a

week for six weeks?

Diagram:

= Students

= Cones

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Level: Intermediate

Objective: Students will explain how heart rate is affected by performing different activities.

Equipment:• Heart Rate Monitors (optional)• Stopwatch or Timed Music• Cardiorespiratory Graphing Worksheets• Pencils

CCSS:RI. 4,7 Gr 6RST. 3,4,7 Gr 6,7,8SL. 1,4,6 Gr 6,7,8L. 1,2,6 Gr 6,7,8W. 1,4,7 Gr 6,7,8WHST. 1,4 Gr 6,7,8

Explanation:When a person performs activities such as jogging, biking or swimming that increase their heart rate for an extended period of time, cardiorespiratory endurance will be improved. Using more muscles during movement or increasing the intensity of the movement will increase the heart rate. A person will notice that they can run, bike or swim for a longer period of time without getting as tired when cardiorespiratory endurance is improved.

Directions:1. Have students pick up a Cardiorespiratory Graphing worksheet and

pencil.2. Lead the students through each activity listed on the Cardiorespiratory

Graphing worksheet for one minute using a stopwatch or timed music. 3. Stop after each activity to have the students take their pulse (or look

at heart rate monitor) and graph their heart rate on the worksheet.4. Continue for each activity.

Assessment Ideas:• At the conclusion of the activity, have students answer questions on

graphing worksheet and share their answers.

Cardiorespiratory GraphinG aCtivity

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Name____________________________________________ Period ___ Date ___/___/___

Directions:1. Before participating in the activities, record your ambient heart rate on the graph 2. Participate in the activities listed on the chart for 1 minute3. After each activity, look at your HRM or count your pulse for 6 seconds and add a “0” on the end to

find you beats per minute (BPM) 4. Chart your BPM for each activity on the graph (mark the correct heart rate above the activity

performed)

Reflective Questions: Directions: After completing the activities and graph, answer the questions below.

1. Look at the pattern that developed on your graph, how do the different activities affect your heart rate?

2. Look at your heart rate for jogging and for cross country skiing. Which activity raised your heart rate higher? Why?

3. Why do you think your heart rate was higher doing the can–can than walking?

Cardiorespiratory GraphinG aCtivity

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Student Assessment

Name____________________________________________ Period ___ Date ___/___/___

1. Cardiorespiratory endurance is a. pushing and pulling with total force to increase the strength of your muscles b. the ability of a joint to move through a full range of motion c. the ability of the heart and lungs to supply oxygen to the muscles during long periods of physical activity d. the number of times the heart beats in one minute

2. The muscles’ ability to work over a long period of time is a. flexibility b. body composition c. intensity d. muscular endurance

3. Resistance training a. places additional force against a muscle or muscle group b. combines or balances a healthy diet and exercise c. improves cardiorespiratory endurance most efficiently d. uses the body’s fat as an energy source

4. Resistance training helps a. develop flexibility b. regulate your diet c. control body composition d. lower your heart rate

5. Which is a function of fat mass? a. Build muscle b. Grow bone c. Burn oxygen d. Supply energy

6. Body composition refers to a. the combination of fat-free mass and fat mass b. the number of fat cells a person is born with c. how tall a person is compared to his/her height and weight d. the number of push-ups a person can do compared to his/her weight

7. Doing more than 12 bicep curls will help improve a. flexibility b. muscular strength c. cardiorespiratory endurance d. muscular endurance

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Student Assessment -continued

CARDIORESPIRATORY SYSTEM FOR LIFE

6. Describe how the cardiovascular system works with the respiratory system to provide the oxygen that muscles need to work.

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Student Assessment -continued

CARDIORESPIRATORY SYSTEM FOR LIFE

6. Describe how the cardiovascular system works with the respiratory system to provide the oxygen that muscles need to work.

Student Assessment - continued

8. To improve muscular strength a. stretch your muscles every day b. work your muscles to near maximal force c. complete an exercise at least 20 times d. run five miles up and down hills

9. Static stretching involves a. helping another person by holding the body part in position during the muscle contraction b. moving parts of your body continuously while gradually increasing reach through a full range of motion c. stretching a muscle to the point of mild discomfort by holding it in a maximal stretch for an extended period d. rapid bobbing, bouncing or jerky movements that use your body’s momentum to stretch

10. Dynamic stretching involves a. helping another person by holding the body part in position during the muscle contraction and then helping with stretching after the contraction when the muscles are relaxed b. moving parts of your body continuously while gradually increasing reach, speed of movement or both gently through a full range of motion c. stretching a muscle to the point of mild discomfort by holding it in a maximal stretch for an extended period d. rapid bobbing, bouncing or jerky movements that use your body’s momentum to stretch

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1. Heart rate monitors provide: a. Analysis of future heart problems b. An exercise plan for improvement c. Instant feedback of the intensity level d. Information regarding muscular strength

2. The heart health pyramid is used to: a. Help a person work at the correct intensity level b. Help a person climb to the top level of the pyramid c. Help a person increase muscular endurance d. Help a person lose unwanted weight

3. The best way to increase cardiorespiratory endurance is to: a. Work at the max level of the pyramid b. Work at the heart health level of the pyramid c. Work at the base level of the pyramid d. Do 10 push-ups in between wind sprints

4. Which of these conditions has not been linked to inactivity? a. Heart disease b. Osteoporosis c. Muscular dystrophy d. Obesity

5. According to the FITT Principle, cardiorespiratory endurance training should be performed: a. Three to five times per month b. Twice a week c. Twice a day d. Five times per week

6. According to the FITT Principle, how many minutes a day should be in the Heart Health level: a. 45 minutes b. 60 minutes c. 20 minutes d. 30 minutes

7. The age-adjusted formula for finding your maximum heart rate is 220 minus a person’s: a. Age b. Weight c. Resting heart rate d. Mile run time

Student AssessmentKey

HEART HEALTH PYRAMID


Student Assessment Key

1. Cardiorespiratory endurance is a. pushing and pulling with total force to increase the strength of your muscles b. the ability of a joint to move through a full range of motion c. the ability of the heart and lungs to supply oxygen to the muscles during long periods of physical activity d. the number of times the heart beats in one minute

2. The muscles’ ability to work over a long period of time is a. flexibility b. body composition c. intensity d. muscular endurance

3. Resistance training a. places additional force against a muscle or muscle group b. combines or balances a healthy diet and exercise c. improves cardiorespiratory endurance most efficiently d. uses the body’s fat as an energy source

4. Resistance training helps a. develop flexibility b. regulate your diet c. control body composition d. lower your heart rate

5. Which is a function of fat mass? a. Build muscle b. Grow bone c. Burn oxygen d. Supply energy

6. Body composition refers to a. the combination of fat-free mass and fat mass b. the number of fat cells a person is born with c. how tall a person is compared to his/her height and weight d. the number of push-ups a person can do compared to his/her weight

7. Doing more than 12 bicep curls will help improve a. flexibility b. muscular strength c. cardiorespiratory endurance d. muscular endurance

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1. Heart rate monitors provide: a. Analysis of future heart problems b. An exercise plan for improvement c. Instant feedback of the intensity level d. Information regarding muscular strength

2. The heart health pyramid is used to: a. Help a person work at the correct intensity level b. Help a person climb to the top level of the pyramid c. Help a person increase muscular endurance d. Help a person lose unwanted weight

3. The best way to increase cardiorespiratory endurance is to: a. Work at the max level of the pyramid b. Work at the heart health level of the pyramid c. Work at the base level of the pyramid d. Do 10 push-ups in between wind sprints

4. Which of these conditions has not been linked to inactivity? a. Heart disease b. Osteoporosis c. Muscular dystrophy d. Obesity

5. According to the FITT Principle, cardiorespiratory endurance training should be performed: a. Three to five times per month b. Twice a week c. Twice a day d. Five times per week

6. According to the FITT Principle, how many minutes a day should be in the Heart Health level: a. 45 minutes b. 60 minutes c. 20 minutes d. 30 minutes

7. The age-adjusted formula for finding your maximum heart rate is 220 minus a person’s: a. Age b. Weight c. Resting heart rate d. Mile run time

Student AssessmentKey

HEART HEALTH PYRAMID


Student Assessment Key - continued

8. To improve muscular strength a. stretch your muscles every day b. work your muscles to near maximal force c. complete an exercise at least 20 times d. run five miles up and down hills

9. Static stretching involves a. helping another person by holding the body part in position during the muscle contraction b. moving parts of your body continuously while gradually increasing reach through a full range of motion c. stretching a muscle to the point of mild discomfort by holding it in a maximal stretch for an extended period d. rapid bobbing, bouncing or jerky movements that use your body’s momentum to stretch

10. Dynamic stretching involves a. helping another person by holding the body part in position during the muscle contraction and then helping with stretching after the contraction when the muscles are relaxed b. moving parts of your body continuously while gradually increasing reach, speed of movement or both gently through a full range of motion c. stretching a muscle to the point of mild discomfort by holding it in a maximal stretch for an extended period d. rapid bobbing, bouncing or jerky movements that use your body’s momentum to stretch

five for life program - focused fitness · pdf file · 2016-02-19section 5 teacher...

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