personal fitness trainer - collier county public … education...become a personal fitness trainer...

PERSONAL FITNESS TRAINER Subject Area: Physical Education Course Number: 1501380 Grade Level: 11–12 Credit: 1.0 Prerequisite: Teacher Approved Category: Fitness and Career Preparation Fitness Components Emphasized: All Health and Fitness Components The purpose of this course is to provide students with a foundation of fitness knowledge and skill that will adequately prepare the student for a career as a Fitness Professional. The course contains, but is not limited to instruction in the following areas: Muscle Physiology, Cardiorespiratory Physiology, Basic Energy Metabolism, Training Adaptations, Applied Exercise Physiology, Basic Kinesiology and Musculoskeletal Anatomy, Safety and Exercise, Resistance Training, Training of the major Muscle Groups, Flexibility, Nutritional Considerations, Adult Fitness and Special Needs Populations, the Development of Effective Training Programs and Motivation Behavior and the Personal Training Business.

Personal Fitness Trainer: Pacing Guide Time Frame: Based on 49 minutes classes sectioned into weekly units

1st week

Topic / Section or Information to be

Covered

Florida Standards Blueprint/Map

Suggested Activities: Goal/Scale 0=Even with help, there is no understanding of… 1=With help student can partially… 2=Uses a modified version of understanding the… 3=Demonstrated understanding/general mastery of the concept/standard… 4=Can teach concept, is beyond mastery of the concept/standard…

Resources Essential Questions

Week 1 & 2

Introduction Overview

Chapter One: How to Become a Personal

Fitness Trainer The Seven Elements of a Personal Fitness Training

Program:

Phase One: Client Consultation &

Assessment Phase Two: Fitness

Testing and Evaluation Phase Three: Exercise

Prescription Phase Four: Program

Design Phase Five: Exercise

Management (Anaerobic vs. Aerobic Machines and

Equipment) Phase Six: Exercise

Physiology Phase Seven: Nutrition

Education The Business of Personal

Training

Design exercise program incorporating all 12 major

muscle groups/partner.

Complete for Pre-Testing Window:

Written Pre-test *Should take place in

first 2 weeks to 1 month.

• Apply strategies for self-improvement based on individual strengths and needs.

• Utilize selected technology to assess, enhance, and maintain health and skill-related fitness levels.

• Demonstrate program planning skills by setting goals, devising strategies, and making timelines for a personal fitness program.

• Use a variety of resources including available technology to assess, design, and evaluate their personal physical activity plan.

• Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks.

• Implement strategies

and monitor progress in achieving a personal health goal.

• Movement Competency

• Lifetime Fitness • Health Literacy • Responsible Behavior • Health Literacy • Responsible Behavior

• Define the differences between aerobic and anaerobic.

• Demonstrate

how to perform fitness testing and evaluation.

• Written Pre-test

• Templates for: Syllabus, Brochure, information form and lesson plan templates on Angel.

• Textbook • Student

notebook Pages 13-40

• Name the 5 components of fitness.

• Name 5 major muscle groups.

Week 3 & 4

Chapter 2: Personal Training as a way of Life

Key Vocabulary

Anatomy Physiology

Metabolism Kinesiology

Discuss what personal

training is. Learn/discuss how to

become the best personal trainer.

Analyze the essential components of personal

training. Define Health and

Fitness. Analyze the Professional

Guidelines for the Personal Trainer.

• Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.

• Maintain appropriate personal, social, and ethical behavior while participating in a variety of physical activities.

• Propose strategies to reduce or prevent injuries and health problems.

• Demonstrate how to influence and support others in making positive health choices.

• Responsible Behaviors and Values

• Responsible

Behaviors and Values

• Cognitive Abilities

• Health Literacy Promotion

• Identify professional guidelines for the personal trainer.

• Template for scoring form, explanation and results chart of the test.

• Textbook/student notebook

• Organize the “tools of the trade” in order of importance.

Week 5 & 6

Chapter 3: Motivation, Behavior and the Personal

Training Business

Key Vocabulary Prospecting

Closing Maslow’s Hierarchy of

Needs

Have a guest speaker (a Personal Trainer from your

area) come in.

Learn/Discuss different prospecting, networking,

and marketing techniques.

Learn/Discuss positive motivation techniques.

• Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.

• Assess physiological effects of exercise during and after physical activity.

• Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem

• Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).


• Cognitive

Abilities • LAFS.1112.R

ST.3.7 • MAFS.912.S-

MD.2.7 • Cognitive

Abilities

• Identify the 5 basic business skills


• Critique the 5 levels of Maslow’s Hierarchy of Needs?

Week 6 & 7

Chapter Four: Fitness Testing; An Overview

Key Vocabulary

Coronary artery disease

(CAD) Cardiopulmonary disease

Resting heart rate Hydrostatic weighing

Bioelectrical impedance analysis

• Explain how each of the health-related fitness components (cardiorespiratory endurance, muscular strength, muscular endurance, flexibility, body composition) are improved through the application of training principles.

• Calculate individual target heart rate zone and analyze how to adjust intensity level to stay within the desired range.

• Discuss physical activities from which benefits can be derived.

• The student will use new vocabulary that is introduced and taught directly.

• Cognitive

Abilities • Cognitive

Abilities • Responsible


• LAFS.910.1.

6.1

• Learn what the purpose of fitness testing is.

• Learn/Analyze/Model the Components of Fitness Testing;

• Administrative documentation (Contracts, program description, etc.)

• Establishing health and fitness goals

• Pre-participation • Health screening HHQ’s and

PAR-Q


• Develop a logical argument of the importance of using a health history questionnaire.

Week 8 & 9

Chapter Five: Your Muscles: An Introduction to Muscle Physiology

Key Vocabulary Concentric Eccentric

Sarcoplasm Myofibrils Sarcomere

*The Muscular System: Learn the Motor Unit

Understand the Anatomy of the Muscular System

(Macro and Microstructure)

Learn the Process of the Muscular Contraction.

Learn and be able to

identify the contractile proteins.

Define what muscle

hypertrophy is and explain what causes it.

• Analyze long-term benefits of participating in regular physical activity.

• Explain the

physiology of skeletal muscle.

• Identify the major

muscles of the human on a model or diagram.

• Acquire and use

accurately 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.


• Science

Competency • Science

Competency • LAFS.910.L.3

.6

• Learn the different muscle fiber types.

• Distinguish between the muscle fiber types (Fast-twitch vs. Slow-twitch vs. Intermediate).

• Understand what each type of muscle fiber is used for and the training activities for each.

• Define what muscle hypertrophy is and explain what causes it.

• Textbook • student

notebook

• Differentiate between slow and fast twitch muscle fiber groups.

Week 9 & 10 Chapter Six: Your Heart

and Lungs; An Introduction to

Cardiorespiratory Physiology

Key Vocabulary

Blood doping Sinus rhythm

Maximum heart rate

Have student practice taking resting heart rate

and run in place for 1 minute then take HR

again.


• Describe the factors affecting blood flow through the cardiovascular system.

• Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation

• Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone


• Science


Competency • LAFS.910.RL

.2.4

• Define the components of the Cardiovascular System.

• Understand the Cardiorespiratory System and how it relates to fitness.

• Identify the risk factors for coronary artery disease


• Construct a chart or picture of the cardiovascular system?

Week 11 & 12 Chapter Seven: Basic Energy Metabolism

Key Vocabulary

ATP ADP

Glycogen

Chapter Eight: Adaptation

to Exercise

Key Vocabulary Health Fitness Aerobic

anaerobic


• Explain the methods of monitoring levels of intensity during aerobic activity.

• Assess physiological effects of exercise during and after physical activity.

• Participate in a variety of activities that promote cardiorespiratory fitness, muscular strength and endurance, flexibility, and body composition.

• Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse.

• List the steps • involved in the sliding

filament of muscle contraction.



• Cognitive

Abilities • Lifetime

Fitness • Science

Competency

• Understand what ATP is and how the body gets ATP.

• Identify the activities that use stored ATP-CP for energy.

• Learn the key factors in training adaptations and the health changes that occur with the training.

• Identify the Chronic effects of cardiovascular training on the cardiovascular system.

• Know the components of physical fitness.

• Textbook Pages • Pgs. 121-134 • Textbook • student

notebook

• Explain the Krebs Cycle.

• Apply the 5 components of fitness to activities and muscle groups used.

Week 13 & 14

Chapter Nine: Applied Exercise Physiology

Key Vocabulary SAID FITT GPO

Anaerobic, Aerobic, and Heart Rate Training with partner

• Acquire and use accurately 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.

• Compare and contrast the health-related benefits of various physical activities

• Compare and contrast aerobic versus anaerobic activities.

• LAFS.910.L.3

.6 • Cognitive


Abilities •

Cognitive Abilities

• Learn what the acronyms S.A.I.D., G.P.O. and, F.I.T.T. stand for.

• Apply the SAID and GPO for results.

• Textbook Pages • Textbook/studen

t notebook

• Create an example of using SAID principle?

• Calculate your

Maximum heart rate?

Week 15-16

Chapter 10: Basic Kinesiology and

Musculoskeletal Anatomy

Key Vocabulary Anatomy

Kinesiology Physiology

Anatomical directions

Practice Anatomical directions.

• Describe the anatomy and histology of bone tissue.

• Describe the anatomy and histology, including ultrastructure, of muscle tissue.

• Identify the major muscles of the human on a model or diagram.

• Explain the physiology of skeletal muscle.

• List the steps involved in the sliding filament of muscle contraction.

• Science Competency

• Science




Competency

• Define the types of bones and bone composition.

• Illustrate the regions of the spine.

• Identify the muscles in the muscular system and how they act.

• Textbook pages 107-120

• Name 5 of the fundamental joint motions.

• Demonstrate each motion.

WEEK 17-18

Complete for Post-Testing Window:

Written Post Test Fitness Assessment:

PACER or timed mile run, curl-ups, flexibility and

body composition. Skills Rubric Assessment *Should take place in last

2 weeks to 1 month of course.

• Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

• Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem

• MAFS.912.S-MD.2.7

• LAFS1112.R

ST.3.7 • LAFS.910.1.

6.1 • LAFS.910.1.

6.5 • LAFS.910.5.

2.5

• Chapters One through Ten Review

• Written Post Test

End of Semester One

Begin and See Semester Two

Below

2nd Semester

Florida Standards Blueprint/Map

Suggested Activities: Goal/Scale 0=Even with help, there is no understanding of… 1=With help student can partially… 2=Uses a modified version of understanding the… 3=Demonstrated understanding/general mastery of the concept/standard… 4=Can teach concept, is beyond mastery of the concept/standard…

Resources

WEEK 1

Start of 2nd Semester (Same class of students

continued)

Chapter Eleven: Development of effective

training programs

Key Vocabulary Periodization

Atrophy Hypertrophy

How to design an exercise

program

• Evaluate the effectiveness of specific warm-up and cool-down activities. Select and perform complex movements using a variety of equipment which lead to improved or maintained muscular strength and endurance

• Select and apply sports/activity specific warm-up and cool-down techniques.


• Movement

Competency

• Define 12 Key Points for effective Program Design.

• Describe components of the periodization training program.

• Identify main components of a workout in an exercise program.

• How to design an exercise program

• Textbook Pages 211-222

• Predict the most important parts of developing an exercise program.

WEEK 2

Chapter Twelve: The Basics behind

Resistance Training

Key Vocabulary Isometric Isokinetic Isotonic

Complete for Pre-Testing Window:

Written Pre-test Fitness Assessments:

PACER or timed mile run, curl-ups, push-ups, flexibility and body

composition Performance Skill Rubric

Assessment *Should take place in

first 2 weeks to 1 month.

• Use correct body alignment, strength, flexibility, and coordination in the performance of technical movements.

• Demonstrate use of the mechanical principles as they apply to specific course activities.

• Select proper equipment and apply all appropriate safety procedures necessary for participation.


• Movement

Competency


• Discuss the primary exercises and their variations.

• Demonstrate proper range of motion.

• Demonstrate proper spotting techniques.

• Identify what may occur and increase the risk of injury.

• The appropriateness of a given exercise based upon an individual’s goals.

• Written Pre-test

• Textbook Pages 223- 240

• Differentiate the benefits and concerns between machines and free weights.

WEEK 3 Chapter Thirteen: Safety

& Exercise

Key Vocabulary Range of motion

Coronary heart disease Fractures

Dislocations Sprains Strains

Tendinitis

Range of motion testing

• Justify when professional health services or providers may be required.

• Differentiate between the three different types of heat illnesses associated with fluid loss.

• Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions

• Demonstrate basic cardiopulmonary resuscitation (CPR) procedures.

• Health Literacy

• Responsible Behavior

• Cognitive


Abilities • Movement

Competency

• Know and understand the number one rule in personal training.

• Learn the best places to check a trainee’s pulse.

• Review the types of muscle contractions.

• Learn the proper breathing techniques.


• Investigate over-use syndrome.

• Classify all the major ligaments of the knee joint.

WEEK 4

Training the Major Muscle Groups

Chapter Fourteen

Key Vocabulary Spotting

• Participate in a variety of activities that promote cardiorespiratory fitness, muscular strength and endurance, flexibility, and body composition.

• Lifetime Fitness

• What exercises effectively and safely works each of the major muscle groups.


• Weight room

• Demonstrate and explain 3 common lifts for the leg musculature?

WEEK 5


Chapter Fourteen Cont.

• Use correct body alignment, strength, flexibility, and coordination in the performance of technical movements.

• Demonstrate use of the mechanical principles as they apply to specific course activities.

• Select proper equipment and apply all appropriate safety procedures necessary for participation.

• Utilize knowledge of the risks and safety factors that may affect physical activity throughout life.

• Demonstrate appropriate etiquette, care of equipment, respect for facilities, and safe behaviors while participating in a variety of physical activities.


• Movement

Competency • Movement

Competency • Lifetime

Fitness • Responsible



• Know the ideal positions for each exercise that works each of the major muscle groups.

• Recognize/identify any technique faults during an exercise.


• Weight room

• Demonstrate and explain 3 common lifts for the upper body musculature?

WEEK 6


Chapter Fourteen Cont.

• Utilize knowledge of the risks and safety factors that may affect physical activity throughout life.

• Apply the principles of training and conditioning to accommodate individual needs and strengths.

• Analyze and evaluate the risks, safety procedures, rules, and equipment associated with specific course activities.

• Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs.


• Lifetime

Fitness • Cognitive


Abilities


• Know the ideal positions for each exercise that works each of the major muscle groups.

• Be able to recognize/identify any technique faults during an exercise.

• Demonstrate the ideal positions/techniques for each exercise that works each of the major muscle groups in the weight room.


• Weight room

• Why is it important to use perfect technique while doing any type of lift?

7th week Flexibility/ Stretching

Chapter Fifteen The benefits of

stretching. Know the stretch reflexes

and what causes the reflexes.

Types of stretching -Static -Active

-Passive -Ballistic (dynamic)

-Proprioceptive -Neuromuscular

Facilitation -Active Assisted

• Evaluate the effectiveness of specific warm-up and cool-down activities


• Demonstrate knowledge in the various types of stretches.


• Compare and contrast static stretch, dynamic and active stretches.

• Differentiate ballistic stretching.

WEEK 8 Chapter 15 Cont.

Flexibility/ Stretching

Techniques for Proper

Stretching Beginning Stretches Advanced Stretches

• Select and apply sports/activity specific warm up and cool down techniques.


• Demonstrate proper technique in overall body stretches


• Why does ballistic stretching increase the chance of injury?

WEEK 9

Chapter 16: Fitness Accommodations

FITT

Dehydration Peripheral vascular

disease

• Apply the principles of training and conditioning in accordance with personal goals.

• Apply strategies for self-improvement based on individual strengths and needs.


• Movement

Competency

• Know the physiological, psychological, and psychosocial benefits of exercise for every person.

• Principles of exercise prescription for senior adults and other adults with special needs.


• What are the major causes of preventable death in the U.S.?

WEEK 10

Fitness Accommodations Chapter Sixteen Cont.

• Demonstrate program planning skills by setting goals.


• Describe the physiological, psychological, and psychosocial benefits of exercise for every person.

• Define the principles of exercise prescription for senior adults and other adults with special needs.


WEEK 11 Chapter 17:

Sample Fitness Programs

• Analyze and evaluate the risks, safety procedures, rules, and equipment associated with specific course activities.

• Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs.


• Cognitive

Abilities

• Students will work through several Case Studies.

• Students will have to design workout programs for each given case study.


WEEK 12 Chapter 17:

Designing Fitness Programs

• Demonstrate achievement and maintenance of a health-enhancing level of personal fitness by designing, implementing, self-assessing, and modifying a personal fitness program

• Assess and evaluate the use of a variety of physical activities in developing a personal fitness program.

• Analyze health-related problems associated with inadequate levels of cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition.


• Lifetime

Fitness • Lifetime

Fitness

• Students will work through several Case Studies.

• Students will have to design workout programs for each given case study.


WEEK 13 Chapter 19: Nutritional

Considerations

• Document food intake, calories consumed, and energy expended through physical activity and analyze the results.


• Understand/define Nutrition.

• Understand/define Metabolism.

• Understand/define Sports Nutrition


• Summarize the 6 essential nutrients for life?

WEEK 14 Nutritional

Considerations Chapter Nineteen Cont.

• Document food intake, calories consumed, and energy expended through physical activity and analyze the results.


• Understand nutrient balance.

• Discuss general dietary recommendations and the reasoning behind the recommendations.

• Know the general recommendations for weight loss.

• Be able to read and understand food labels.


WEEK 15 Chapter 19 cont.

Metabolism

• Apply appropriate technology and analyze data to evaluate, monitor, and/or improve performance.


• Know and be able to summarize the Three Key Concepts in Metabolism.

• Know and be able to summarize the Energy System.

• Be able to combine the key concepts in metabolism and energy system balance.


WEEK 16-18 Complete for Post-Testing Window: Written Post Test

*Should take place in last 2 weeks to 1 month of

course.



• Written Post Test • Make up written

assignments, tests, and projects.

CPALMS STANDARDS/BENCHMARKS:

Name Description SC.912.L.14.19: Explain the physiology of skeletal muscle.

SC.912.L.14.20:

Identify the major muscles of the human on a model or diagram.

Remarks/Examples: Refer to MAFS.K12.MP.4: Model with mathematics.

SC.912.L.14.12: Describe the anatomy and histology of bone tissue. SC.912.L.14.16: Describe the anatomy and histology, including ultrastructure, of muscle tissue. SC.912.L.14.17: List the steps involved in the sliding filament of muscle contraction. SC.912.L.14.24: Identify the general parts of a synapse and describe the physiology of signal transmission across a synapse. SC.912.L.14.36: Describe the factors affecting blood flow through the cardiovascular system.

SC.912.L.14.44:

Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation.

MAFS.912.S-MD.2.7:

Analyze decisions and strategies using probability concepts (e.g., product testing, medical testing, pulling a hockey goalie at the end of a game).

LAFS.910.RL.2.4:

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

LAFS.910.SL.1.1:

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

LAFS.910.L.3.6:

Acquire and use accurately 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.

LAFS.1112.RST.3.7:

Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

http://www.cpalms.org/Public/PreviewStandard/Preview/1746













LAFS.910.WHST.2.6:

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

HE.912.B.3.4:

Justify when professional health services or providers may be required.

Remarks/Examples: Injury, depression, suicide, drug abuse, medical emergency, 911, child abuse, domestic and/or dating violence, and natural or man-made conditions.

HE.912.B.6.2:

Formulate a plan to attain a personal health goal that addresses strengths, needs, and risks.

Remarks/Examples: Weight management, comprehensive physical fitness, stress management, dating relationships, risky behaviors, and a wellness-program plan.

HE.912.B.6.3:

Implement strategies and monitor progress in achieving a personal health goal.

Remarks/Examples: Stress management, time out, using of a squeeze ball when frustrated, talking with a friend or professional, pacing yourself, setting realistic expectations, using rewards, getting support, and wellness promotion.

HE.912.P.8.1:

Demonstrate how to influence and support others in making positive health choices.

Remarks/Examples: Avoidance of underage drinking, prevention of driving under the influence, suicide prevention, promotion of healthy dating/personal relationships, responsible parenting, disease prevention, and promotion of first-aid training.

HE.912.C.1.4:

Propose strategies to reduce or prevent injuries and health problems.

Remarks/Examples: Mandatory passenger-restraint/helmet laws, refusal skills, mandatory immunizations, healthy relationship skills, and improved inspection of food sources.

PE.912.C.2.6: Compare and contrast the health-related benefits of various physical activities. PE.912.C.2.7: Evaluate the effectiveness of specific warm-up and cool-down activities.

PE.912.C.2.8:

Differentiate between the three different types of heat illnesses associated with fluid loss.

Remarks/Examples: The three types of heat illnesses are heat cramps, heat exhaustion and heat stroke.

PE.912.C.2.9:

Explain the precautions to be taken when exercising in extreme weather and/or environmental conditions.

Remarks/Examples: Some examples of precautions are hydration and appropriate attire.











PE.912.C.2.10: Analyze long-term benefits of regularly participating in physical activity.

PE.912.C.2.11:

Explain how each of the health-related components of fitness are improved through the application of training principles.

Remarks/Examples: The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.

PE.912.C.2.12: Compare and contrast aerobic versus anaerobic activities. PE.912.C.2.13: Document food intake, calories consumed and energy expended through physical activity and analyze the results.

PE.912.C.2.14:

Compare and contrast the skill-related components of fitness used in various physical activities.

Remarks/Examples: The skill-related components of fitness are speed, coordination, balance, power, agility and reaction time.

PE.912.C.2.15: Calculate individual target heart-rate zone and analyze how to adjust intensity level to stay within the desired range.

PE.912.C.2.16:

Explain the methods of monitoring levels of intensity during aerobic activity.

Remarks/Examples: Some examples are a talk test, rate of perceived exertion and checking one's heart rate/pulse.

PE.912.C.2.17:

Assess physiological effects of exercise during and after physical activity.

Remarks/Examples: Some examples are breathing, resting heart rate and blood pressure.

PE.912.C.2.18:

Differentiate between fact and fallacy as it relates to consumer physical fitness products and programs.

Remarks/Examples: Some examples are weight-loss pills, food labels and exercise equipment.

PE.912.C.2.23: Apply appropriate technology and analyze data to evaluate, monitor and/or improve performance. PE.912.C.2.25: Analyze and evaluate the risks, safety procedures, rules and equipment associated with specific course activities.

PE.912.L.3.2:

Participate in a variety of activities that promote the health-related components of fitness.

Remarks/Examples: The health-related components of fitness are cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition.

PE.912.L.3.6: Identify risks and safety factors that may affect physical activity throughout life.

PE.912.L.4.1:

Design a personal fitness program.

Remarks/Examples:















Some examples of things to consider when designing a personal fitness program are timelines and current fitness level.

PE.912.L.4.2: Identify ways to self-assess and modify a personal fitness program. PE.912.L.4.3: Identify strategies for setting goals when developing a personal fitness program. PE.912.L.4.4: Use available technology to assess, design and evaluate a personal fitness program.

PE.912.L.4.5:

Apply the principles of training to personal fitness goals.

Remarks/Examples: Some examples of training principles are overload, specificity and progression.

PE.912.L.4.6:

Identify health-related problems associated with low levels of cardiorespiratory endurance, muscular strength and endurance, flexibility and body composition.

PE.912.L.4.7: Evaluate how to make changes in an individual wellness plan as lifestyle changes occur. PE.912.R.5.2: Develop strategies for including persons of diverse backgrounds and abilities while participating in a variety of physical activities.

PE.912.R.5.4:

Maintain appropriate personal, social and ethical behavior while participating in a variety of physical activities.

Remarks/Examples: Some examples are respecting teammates, opponents and officials, and accepting both victory and defeat.

PE.912.R.5.5:

Demonstrate appropriate etiquette, care of equipment, respect for facilities and safe behaviors while participating in a variety of physical activities.

PE.912.R.6.1:

Discuss opportunities for participation in a variety of physical activities outside of the school setting that contribute to personal enjoyment and the attainment or maintenance of a healthy lifestyle.

PE.912.R.6.2:

Analyze physical activities from which benefits can be derived.

Remarks/Examples: Some examples of potential benefits are physical, mental, emotional and social.

PE.912.M.1.5: Apply strategies for self-improvement based on individual strengths and needs.

PE.912.M.1.12:

Select and perform complex movements using a variety of equipment which lead to improved or maintained muscular strength and endurance.

Remarks/Examples: An example is performing plyometrics.

PE.912.M.1.13: Perform a student-designed cardiorespiratory enhancing workout.

PE.912.M.1.14:

Utilize technology to assess, enhance and maintain health and skill-related fitness levels.

Remarks/Examples: Some examples of technology are Excel spreadsheets or web based programs to chart or log activities, heart rate monitors,
















videotapes or digital cameras.

PE.912.M.1.15: Select and apply sport/activity specific warm-up and cool-down techniques.

PE.912.M.1.16:

Apply the principles of training and conditioning to accommodate individual needs and strengths.

Remarks/Examples: Some examples of training principles are overload, specificity and progression.

PE.912.M.1.17: Demonstrate basic cardiopulmonary resuscitation (CPR) procedures. PE.912.M.1.19: Use correct body alignment, strength, flexibility and coordination in the performance of technical movements.

PE.912.M.1.34:

Demonstrate use of the mechanical principles as they apply to specific course activities.

Remarks/Examples: Some examples are balance, force and leverage.

PE.912.M.1.35: Select proper equipment and apply all appropriate safety procedures necessary for participation.







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